Supporting Systems-Level School Climate Improvement via a Data-Driven Consultation Framework: A K-12 School–University Partnership

ABSTRACT

Community–university partnerships create opportunities for researchers and practitioners to collaborate on the implementation and measurement of innovative consultation frameworks, and to explore the role of consultant competencies in working with school leadership teams. The purpose of this article is to introduce an empirically based approach, the School Leadership Team Consultation Framework (SLTCF). The SLTCF is used to define processes and competencies necessary to support school leadership teams in systems-level problem solving to improve school climate. A description of key research-based phases of a problem-solving process and core consultant competencies within the SLTCF are outlined, and practical examples illustrating the application of university consultant-school team partnerships are described. Finally, lessons from early implementation are posited for advancing community–university partnerships to promote systems change in schools.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The School Climate Transformation Project referenced in this article was supported by the New Jersey Department of Education, Offices of Special Education and Student Support Services, utilizing IDEA Part B funds via grant 361-20160030 to Rutgers University.  The opinions expressed are those of the authors and do not represent views of the New Jersey Department of Education.

Notes on contributors

Alicia Raia-Hawrylak

Alicia Raia-Hawrylak Ph.D., is a Manager of Evaluation for the School Climate Transformation Project (SCTP) at the Center for Applied Psychology, Graduate School of Applied and Professional Psychology, Rutgers University. Her work focuses on data-driven school climate improvement and the development of mixed methods instruments and protocols for assessing school climate and culture.

Todd A. Glover

Todd A. Glover PhD, is an Associate Research Professor in the Graduate School of Applied and Professional Psychology at Rutgers University. His research focuses on integrating evidence-based interventions and high quality professional development into systems of support for students.

Lori A. Guerriero

Lori A. Guerriero Psy.D., is a Manager of Training and Consultation for the School Climate Transformation Project (SCTP) at the Center for Applied Psychology, Graduate School of Applied and Professional Psychology, Rutgers University. Her work focuses on promoting supportive and inclusive school environments through consultation with school leadership teams on the effective application of a data-driven school climate change process.