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It takes time The creation of good schools is a long-term process. A good school is an aggregation of good classrooms in which effective teaching and learning are taking place — quality of classroom learning: Intellectual quality that produces deep understanding of concepts, skills and ideas. A supportive classroom environment characterised by positive relationships where learning is expected and supported.
Connectedness and significance : learning needs to be meaningful to students and as much as possible anchored to their needs and passions.
Engaging with student diversity : the most powerful lever for disadvantaged students. Choice Choice makes people anxious and too much choice makes people unhappy. Choosing the right school When choosing a school parents operate on two levels.
Any school can be a good school Any school can be a good school, one in which effective teaching and authentic learning are nurtured and constantly developed to help students achieve. Good schools have strong and effective school leaders whose primary focus is on establishing a culture of learning throughout the school. The school is organised, and resources are allocated, in pursuit of this overarching purpose.
The principal, with the support of the school leadership team, drives the development of school policies and sets and articulates goals for school improvement.
A high priority is placed on professional learning, leadership and collaboration among all school staff. The principal must have the respect of students, parents, and staff with a vision, high expectations, and the ability to help others succeed. This person must be able understand people, and motivate them, creating a positive attitude throughout the building.
Successful schools have a sense of trust built on the back of an honest and caring leader. Many factors go into helping a child become a productive adult, and there is no way one assessment a year can measure success or failure. The fact that so many people believe that one test on a couple of mornings can determine school quality, teacher quality, and student learning shows an alarming lack of understanding in what makes a good school.
This factory model of assessment would have been great 50 years ago, when schools were modelled after and trained students for work in factories. However, that day has long passed. Leaders in education need to look at what it takes for students to succeed and help create schools to educate the students of today and tomorrow.
In good schools learning is seen as the central purpose of school and takes precedence over everything else. They have the highest expectations for and of the school, teachers and students. High expectations are set for student learning, whether in classrooms or other learning contexts. There is a deep belief in the ability of every student to learn and to achieve high standards with appropriate and sensitive teaching.
Class time is used as learning time; classrooms are calm and busy; and interruptions to learning are discouraged. Outstanding schools recognise and celebrate successful learning and high achievement.
Only the best is good enough. Quality is expected, and nothing less is acceptable. Passion for excellence is a driving force each and every day. A good school has an involved staff working together, pushing themselves and their students to be the best.
Failure is not an option for the teacher or the students. In good schools, teachers have a thorough and up-to-date knowledge of their subjects and a deep understanding of how students learn particular subjects. The best teachers work to improve their ability to teach. They read and explore the techniques used by others in a never-ending effort to better themselves and their skill. It encompasses the responses I received from all of the teachers 8th grade students. You can view it online by clicking this link.
Neier, Caroline A. Gillis, and Susan D. In this study they took a social cognitive view of achievement beliefs as a theoretical framework, they conducted a qualitative study to examine perceptions of homework among a diverse group of low socioeconomic status SES ninth grad-ers who attended low-quality schools.
If the study does not show up below you can view it online by clicking this link.
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