That is a big question and it may be one of the greatest challenges for educators to attempt to define, or to establish a list of criteria or characteristics that everyone would use to define a successful school. This response to the question has been developed from personal experience and with input from the leadership team at Reece High School. That is the context and although there are no direct quotes or references to educational authorities, our practice has been shaped by reading and action research. It has been a seven year journey and initially it much easier to define an unsuccessful school or a school on the verge of failing than it was to consider what it meant to be successful. It is complex and any response must move beyond a set of perceptions. The definitions will be shaped by all partners in the educative process- principals, teachers, students, families and the system, as well as, external observers or participants like politicians, media and the general public. It is almost as though there are a set of things which are observable on the surface and a set of deep structures that are not immediately apparent that shape the successful school.
There are some givens, some non-negotiables, upon which there may be universal agreement. Upfront and central is an unerring commitment to improving student learning outcomes through the provision of high quality instruction and high quality teaching and learning delivered by the best and brightest teachers. For a student it is about a rich, relevant and rewarding curriculum delivered in an environment where they feel valued, safe and secure. For families, it is about a place that supports the child, provides the right learning experiences, is focused on helping the child to experience success and preparing the child for the world beyond school. A successful school must be one that meets the needs of all partners in the learning process. Most importantly it is about what we need to do to ensure that all students are engaged in the learning experience.
What does this mean in practice? Those things that are observable or on the surface do not happen by chance, you build success from the ground up. Successful schools are built upon a strong foundation; a vision, a set of values and beliefs that underpin or inform everything that happens within the school. Such a foundation would be developed through consultation with the school community, a process that builds understanding and commitment, brings clarity and ensures that we are all on the same page.
The quality of the teachers within a school is a key determinant of a school’s success. There is much talk about employing the best and brightest; however it is about much more than academic achievement. Teachers need to know what to teach and how to teach, equally as important, is the capacity of the teacher to develop relationships with students, other team members and families. They must have a deep understanding of: instruction, pedagogy, current research, and curriculum or have the opportunity to develop that understanding. This can not be left to chance, school leaders must provide the structure, the resources and the opportunities for teachers to grow and develop, to see themselves as learners and regularly reflect on practice and undertake professional learning in pursuit of realizing the goal to be the best and brightest. In professional learning recognition must be given to meeting personal needs and interests, team needs and achieving school goals. In a successful school there is no room for teachers to act in isolation however true collegiality grows over time. It can not be forced but will develop when teachers have the opportunity to plan, moderate, evaluate and assess against a well defined curriculum framework supported by clearly defined or articulated standards in a team environment. Teams will become strong and resilient when they share a commitment to enacting the school vision and to the values, beliefs and purposes that are the foundation of the school. They work to build strong links into diverse communities. Successful teaching in the 21st century is about the strategic alignment between relationships, relevance and rigor; where the alignment exists then it is possible, indeed probable, that a high performing, high equity school has been created.
The curriculum is authentic and connected to real life and delivered in a way which reflects the needs of the learner. It will be targeted, specific, differentiated and personalized to ensure that it is appropriate and relevant. Teaching, learning and assessment are inseparable. Assessment is diagnostic, formative and summative with each layer informing teacher practice and modifying the child’s learning. Learning is about moving from the shallow of “what and when” to the deep and ‘how’ or more importantly to the profound of ‘why’.
In a successful school practice and policy are informed by rich conversations or dialogue. The leaders have taken the time to develop a supportive environment, a culture of trust, where every one is invited to contribute or challenge without fear or favor. All partners are empowered to participate; teachers, parents and students have a voice, and their input is valued. Together we define expectations, together we shape the future.
In the 21st century nothing can be left to chance. The successful school exists in a data rich world, and uses that data to ensure that what they are doing is achieving the desired outcomes. Teachers interrogate data to inform their practice. Leaders develop a culture of feedback that goes beyond saying, ‘you’re doing a good job’ to identifying elements of good practice and identifying the means to improve practice. It is about finding the right balance between challenge and support. Improved practice grows from self reflection, is developed through professional conversation and then leads to a shift in thinking. Leadership is about empowering others; encouraging and inspiring others to come on the journey; providing others with opportunities to lead and most importantly recognising the power of synergy in the process of changing the culture of the organisation. It is translating the vision into something that others want to be part of shaping.
Discuss presentationABOUT THE AUTHOR
Ms Sheree Vertigan is Principal of Reece High School, in Tasmania, Australia.