Characteristics of High Performing Schools: Clear and Shared Focus
There has been much research conducted in search of the characteristics of highly effective schools. A study out of the Washington state does a nice job of summarizing these components into 9 key areas (below). Not surprising to continuous improvement proponents is the first characteristic which could be referred to in the Baldrige criteria as "setting and communicating direction".
1. Clear and Shared Focus
2. High Standards and Expectations
3. Effective School Leadership
4. High Levels of Collaboration and Communication
5. Curriculum, Instruction and Assessment Aligned with Standards
6. Frequent Monitoring of Teaching and Learning
7. Focused Professional Development
8. Supportive Learning Environment
9. High Levels of Community and Parent Involvement
1. Clear and Shared Focus
2. High Standards and Expectations
3. Effective School Leadership
4. High Levels of Collaboration and Communication
5. Curriculum, Instruction and Assessment Aligned with Standards
6. Frequent Monitoring of Teaching and Learning
7. Focused Professional Development
8. Supportive Learning Environment
9. High Levels of Community and Parent Involvement
The description of "Clear and Shared Focus" reads "Everybody knows where they are going and why. The focus is on achieving a shared vision, and all understand their role in achieving the vision. The focus and vision are developed from common beliefs and values, creating a consistent direction for all involved."
Does your school exhibit the characteristics of effective schools? How do you establish clear and shared focus in your school or classroom? What do you think are the characteristics of ineffective schools or classrooms?
Comments
This is not easy!
I am in my second month of gradually implementing quality tools and practices into my 8th grade mathematics classroom. I am building the airplane as it is flying and I know it!
Challenges, yes. Worth it, definately yes!
A question I have is how to foster buy-in with a new system that is built on intrinsic rewards?
Another question is how to develop passion and focus with the middle school student?
The life of an 8th grade student is already out of balance it is a continuously moving target! The idea to do something new and change is like what our superintendent says "we need to move slow to go fast".
My goal is quality level 1 by the end of our current grading period, and moving towards level 2 by the end of the school year.
The airplane will be at least air-worthy by June.
scott
Posted by: Scott McGhee | December 14, 2006 09:16 AM
Hi Scott,
Glad to hear about your progress. You touch upon an interesting issue... Intrinsic rewards. As you know, the continuous improvement classroom is build on the foundation of ownership, accountability and responsibility. All 3 of these characteristics lend themselves to internal recognition. In a world in which so many external rewards are present, I believe that students appreciate and value the input and participation in their learning.
Keep up the good work
PS- I'll be coming out to California in January to meet with your team again! I can't wait to hear more about your progress.
Jay
Posted by: Jay Marino | December 14, 2006 09:47 AM
Our work in the South Australian Education Department has focussed on this and we have developed a range of tools, rubrics and resources that you may find of interest.
Posted by: Katrina Spencer | November 22, 2007 08:04 PM