ABSTRACT
Transforming a struggling school is not a process that can happen without searching for the rooted cause for the dysfunction. The complicated and unpredictable nature of schools is not always understood by bystanders. The population of children changes every year and the consistency of the teachers and staff is variable. Problems that plague a school one year can change in the next. Changes in state accountability mandates, curriculum, technology or leadership expectations can either make or break a school’s culture and climate. A positive school climate can change if a new leader assumes the role of principal and changes long held traditions and processes.
