The PSC roots its framework through its pillars of school climate, which is based off a version of Maslow’s hierarchy of needs. On this page, you will find our infographic, as well as our philosophy that grounds the framework.
Leadership: School leaders understand and demonstrate how procedures and processes create the conditions neces-sary for school success.
Positive Relationships: Positive relationships exist among all stakeholders of the school community built on honest com-munication, with opportunities for problem solving and conflict
Teaching and Learning: Teachers are provided with the resources and support necessary to employ engaging, student-centered teaching practices and evidence-based instruction. Students are engaged because they are supported and have ample opportunities to participate, self-advocate, grow, and succeed.
Environment: Everyone feels welcomed on the school campus and the school environment shows investment in its stu-dents, families, and staff through a clean, well-maintained building and campus.
Health & Safety: Everyone plays a role in maintaining physical, mental and emotional safety for all students and adults. School leaders prioritize keeping students in school and utilize alternatives to suspension that incorporate student voice.
The following foundational concepts are the basis and been embedded through each one of our pillars at the PSC:
Trauma-responsive educational practices: Many teachers and school leaders have trained on being trauma-informed, but often find themselves at a standstill when it comes to action. We believe there needs to be a shift from just being trauma-informed to being trauma-responsive. School staff should be given tools and taught skills to address trauma to reduce further trauma and decrease crisis situations.
Restorative and healing practices: Teachers and staff should be practicing restorative and healing skills with their stu-dents as part of the curriculum, rather than an added learning module. Restorative Practices should be trained and im-plemented at a whole-school level. Every person who is part of a school staff should be practicing skills and conversing from a strengths perspective. A school who is using these practices as part of daily interaction will provide their stu-dents with a safe and supportive environment to learn.
Racial justice and equity: Daily interactions with students must be viewed through a racial justice and equity lens. School staff’s implicit bias and racism directly shapes a youth’s perception of themselves and others. We believe that school staff should be actively aware of the historical and contemporary structural racism that effect youth develop-ment. Teachers and school leadership should have tools and skills to approach racial equity & healing and cross-racial community building as part of their everyday working school relationship with students, parents, and the community.
Social, Emotional, and Character Development: Students learn more than just academic content at their schools. Schools are a place where students interact and learn life skills for their future. Schools must see themselves as an educator of human development, rather than just academics. Often, educators put this responsibility on parents and caregivers, and ignore that students spend more half or more of their day in the school building and in their care. Educa-tors must have the tools and skills to learn and execute social & emotional development.
Student, Family, & Community Voice: School is supposed to be a safe place where a student can learn how to feel se-cure about themselves and be supported without judgement. This cannot be done without the input from students, their families, and the community where the school resides in. Schools should be inclusive of all three voices when making decisions at affect the school community and the neighborhood. This allows for successful partnerships and the fluidity of cohesiveness in a community. Schools must see themselves as an active part of the community-at-large. Every event and relationship in the school and community will affect students and families. We must press that every person in a neighborhood has an influence on each child - it takes a village to raise a child.