School Culture and Climate Flashcards
6 cards from real CPACE practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 6 School Culture and Climate flashcards as text
Research on school culture indicates that the single MOST important factor in building a positive school culture is:
Answer: The quality and consistency of relationships between adults and students
Research consistently shows that strong, caring adult-student relationships are the most powerful predictor of positive school culture and student engagement.
A California principal is addressing high rates of teacher burnout. Which school climate factor is MOST directly related to burnout?
Answer: Lack of administrative support, autonomy, and collaboration opportunities for teachers
Research on teacher burnout identifies lack of support, autonomy, and collegial connection as the primary institutional drivers, which leaders can directly address.
Positive Behavioral Interventions and Supports (PBIS) is characterized by:
Answer: Proactively teaching and reinforcing expected behaviors using a tiered framework
PBIS proactively defines, teaches, and positively reinforces expected behaviors at universal, targeted, and intensive levels.
A California school is experiencing a pattern of microaggressions toward students of color reported by families. The principal's MOST appropriate response is to:
Answer: Investigate specific incidents, provide professional development on implicit bias, and create reporting mechanisms
Effective response to microaggressions requires investigation, professional learning, and structural changes to prevent recurrence and communicate that the concerns are taken seriously.
California's Suicide Prevention policy (AB 2246) requires all public high schools to:
Answer: Develop and implement a suicide prevention policy that includes staff training
AB 2246 requires high schools to adopt suicide prevention policies and provide staff training, creating a systematic approach to identifying and supporting at-risk students.
When developing school norms and behavioral expectations, research indicates the MOST effective approach is to:
Answer: Involve students, staff, and families in co-creating a small set of positive, memorable expectations
Co-created norms generate greater buy-in and ownership from students and staff, increasing the likelihood of consistent practice and internalization.