The CSCL helps schools amplify student and teacher voices and deepen student and teacher engagement as partners in school improvement to create more caring, equitable, engaging and successful schools.
We have assembled a caring, intelligent, passionate, experienced team of youth and adult educational leaders, speakers, trainers, group facilitators and researchers who are ready to help your school more successfully meet the social, emotional and academic needs of ALL of your students.
Who We Are
Center for School Climate and Learning
The CSCL was founded in 2010, to offer our student-led, Participatory Action Research and leadership process (SafeMeasures) to schools, colleges and universities across the US. We also offer other effective youth voice and student empowerment programs, like FlagwayTM and Restorative Justice programs to client schools.
The CSCL offers professional development for teachers, student leaders, and school administrators that emphasizes youth adult partnership for school reform, youth and teacher empowerment and voice, improving school safety, personalized, student-centered learning, and educational equity.
Our programs and services are designed to provide diverse teams of students from grades 3-12, as well as college-aged students, and teachers with empowering LEADERSHIP ROLES including:
- Action Researcher
- School Climate Leader
- Math Literacy Worker
- Flagway Coach
- Peer Jurist
- Peer Mentor and
- School Climate Expert
Through our SafeMeasuresTM Action Research Process, we help schools improve teaching and learning, re-think their school discipline systems, build teacher effectiveness, and expand student voice and engagement.
Through our Game On: FLAGWAY program, we prepare high school and college-aged students to serve as Math Literacy Workers and Flagway Coaches to help elementary and middle school students build their math skills and confidence using ‘game-based learning’.
Through our Restorative Justice programs, we help middle and high school leaders and teachers work in partnership with their students to examine and improve their school discipline and social and emotional support systems.
Please contact us to learn more about how the CSCL can support your school.
Meet the People
We rely on our amazing team of wonderful human beings to bring expertise, joy, empathy, humor, and passion to this work.
Bryan Partrige has worked with the CSCL for nearly 2o years. He is a Professor of Writing at New England College and is a life-long summer camp counselor and the Director of Camp Wannikela, where he specializes in creating amazing summer fun, games and happiness, team building and success counseling. Bryan provides Restorative Justice training and helps client schools transform their student supports and discipline systems. He also specializes in helping schools design curriculum and activities for advisory systems. Bryan works primarily with student and adult leadership teams and their teacher mentors.
CFO and Office Manager
Holly Preble is the best manager, communicator and most well-organized person we know. She makes sure that our schools have everything they need to engage successfully in the SafeMeasures, Flagway, and RJ Programs. She coordinates all of our contracts, schedules all research and monthly meetings, does the budgeting and billing, and makes sure that everyone is where they need to be, when they need to be there, and has whatever they need to be successful. If there are any questions, everybody just calls, texts, or emails Holly. Holly’s legal background and experience in event planning and office management keeps the trains running on time!
Rabi Jalloh is the newest member of our CSCL Team. Rabi is a poet, performer, teacher, anti-racism activist and restorative justice leader. She is the 2017 & 2019 College Union Slam Invitational Best Poet Champion and Penn State Grand Slam Champion. Rabi is from New York City and is currently working as a middle school English teacher in Philadelphia. Rabi specializes in youth voice and youth leadership and works primarily with student and adult leadership teams. She offers leadership training and support for our partner schools as a member of our SafeMeasures and Restorative Justice teams.
Bill Preble is a Professor of Education at New England College and Executive Director of The Center for School Climate and Learning. He holds a Doctoral degree in Education from the University of Maine and Master of Education degree from the University of Washington, and earned his teaching certification at New England College.
Bill began his career in education as an elementary teacher and middle school social studies teacher. He later became an elementary school principal and was director of the University of Maine’s Aspirations Project designed to promote critical thinking, student leadership, and post-secondary attendance to improve life chances for Maine students. Bill formed the Center for School Climate and Learning to provide outreach and research services to schools in 2010.
At New England College, Bill teaches undergraduate courses in educational psychology, evaluation and assessment, and democratic school leadership. In NEC’s Doctoral program, he teachers course in Qualitative and Quantitative Research Methods, Critical issues in Education, and Educational Reform. His research is in the areas of youth political socialization, school climate leadership, personalization of student learning, school violence prevention, and the influence of school culture on school climate.
Bill has worked in hundreds of schools across the country, written two books, several book chapters, published his work in ASCD’s Educational Leadership and several other academic journals, and presented his research and writing at state, regional and national conferences. He and his colleagues at the CSCL also design and conduct independent educational program and produce evaluations for educational publishers and schools.
Dr. Preble is the author of two books on youth voice and school climate leadership: Transforming School Climate and Learning: Beyond Bullying and Compliance (Preble & Gordon, 2011) and The Respectful School (2009), co-authored with Stephen Wessler. Bill has published numerous articles and book chapters about his work and research and offers a variety of professional development webinars, workshops, and services to schools and educational organizations.