High Performing schools increase student achievement. The Best
Practices Study makes the connection. It shares results from a comprehensive
analysis of 20 high performing schools that share a common approach
— a new way of visioning the norm.
School Principals Who Lead
respected by staff…risk-takers…uncompromised
advocacy on behalf of students and staff
The staff at all schools credited the Principal's leadership as
the driving force behind increased achievement. "It couldn't
happen without the Principal."
School Principals Who Serve
respect staff's professionalism …develop
leaders… support staff needs
High performance is linked to the Principal's ability to lead by
empowering their staff; providing leadership/development opportunities
for staff; and coming through with support for instructional needs.
Reading as the Prime Focus
taught in different ways…supported
by development…infused throughout curriculum
First and foremost, all schools focused their time, effort, resources,
staff and partnership support to improve the reading and comprehension
skills of all students.
Teachers Who Are Leaders
identifying and meeting needs…analyzing/using
data…pursuing professional development
Teachers who are empowered, challenged, and respected, commit to
a school for the long term. Low staff turnover was a consistent
element at the high performing schools studied.
Quality Professional Development
aligned to curriculum…available
for parents…shared with colleagues
If students hit an achievement wall, it is the teacher's responsibility
to find an alternative way to teach. The positive impact of pertinent
professional development was universally voiced.
Dynamic School Environment
high expectations and standards…shared
vision…collaboratied and communicated
The staff, principal, and parents all set high expectations for
their students and believed that their school was the best. They
were proud of themselves, each other, and of their collaborative
contribution to their school's excellence.
Budget Flexibility
support goals with resources…
increase local control…heighten accountability
Schools with more budget control can align funds to needs more easily
and fully. Schools with flexible budgeting prioritized Reading,
professional development and technology.
Three P's--Parents…Partnership…Purpose
engage parents…develop strong
partnerships…gave parents and partners a higher purpose
High Performing schools appreciated their parents and partners and
treated them as equal stakeholders, prized mentors and valued family
members with essential roles and responsibilities.
Three D's-Data…Decision-Making…Design
used data-driven decision-making…benchmarking
and monitoring…curriculum design
If there was one strategy that was indispensable for building achievement,
it was the ability of staff to access, understand, analyze and apply
data. It calls for technological expertise and support to ensure
that teachers could instruct students based on their individual
needs.
Connections
school to community….school to
culture…school to big picture
These schools are community hubs. They create after hours learning
opportunities for students and families. They make it worthwhile
for parents and the community to be involved in comprehensive improvement.
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