This I Believe

About Highly Effective Schools

In​ ​highly​ ​effective​ ​schools,​ ​kids​ ​are​ ​at​ ​the​ ​center of​ ​every​ ​decision​ ​made.​ Students’ motivation, thoughts, feelings, health, state of mind, likes and dislikes etc. are the first thing to consider in education, not an afterthought when things don’t go well. Motivation isn’t something to question when a lesson or curriculum falls flat. It’s the first thing to consider when choosing a curriculum or a lesson. Oftentimes in education, the approach is to inflict education upon children rather than considering them as an essential part.

1. In​ ​highly​ ​effective​ ​schools,​ ​authentic​ ​learning experiences​ ​are​ ​not​ ​the​ ​exception,​ ​but​ ​the​ ​rule. Teachers are given the freedom to find creative ways to teach to the standards. That said, it takes more time effort and money to provide students with books, materials and experiences that matter to them then it does to let them loose with iPad free choice or another worksheet that no one cares about. Teachers need support and resources to make that happen. It shouldn’t all fall on the classroom teachers shoulders to spice up the curriculum.

2. In​ ​highly​ ​effective​ ​schools​ ​teachers​ ​are​ ​the most​ ​important​ ​resource.​ Teachers are treated like the professionals they are. Administrators spend the majority of their efforts supporting and collaborating with teachers rather than evaluating them. Teachers are not only “allowed” to go to conferences and attend PD, but they are expected to do so. They are expected to share input about what PD they want/need and are given time to pursue topics of interest. Teachers are encouraged to share what they know with others by opening up their classrooms to other teachers so that they can see what you do. They are also encouraged to help lead professional development.

3. Highly​ ​effective​ ​schools​ ​evaluate​ ​in​ ​order​ ​to inform​ ​instruction.​ They spend time analyzing and discussing the data and then make changes to lesson plans, schedules and intervention based on the information gathered. The information is not secret. It is shared with students, parents and other grade level teachers within the school.

4. Highly​ ​effective​ ​schools​ ​value​ ​relationships​ ​with students,​ ​their​ ​families,​ ​the​ ​community,​ ​and other​ ​professionals.​ All things considered, it’s the relationships we build that impact learning more than any other factor. Together, we are amazing!