Characteristics of Good Schools

Congratulations are in order for by the Office of Superintendent of Public Instruction (OSPI); Woodinville schools are in bold:

Crystal Springs Elementary School, Closing Achievement Gaps

Maywood Hills Elementary School, Closing Achievement Gaps

Kenmore Elementary School, Overall Excellence and Closing Achievement Gaps

Sunrise Elementary School, Overall Excellence

Wellington Elementary School, Overall Excellence

Woodin Elementary School, Overall Excellence and Closing Achievement Gaps

Northshore Junior High School, Closing Achievement Gaps

Canyon Park Junior High School, Closing Achievement Gaps

Inglemoor High School, Overall Excellence and Math

That is great that 9 out of 30 schools (not including Northshore Networks) have been recognized in this way. It did get me thinking – Just what are the characteristics of good schools (public, charter or private)?

In 2003, OSPI undertook a study to determine the characteristics of high-performing schools, and updated the results in 2007 (1). They concluded there are 9 characteristics:

1) A clear and shared focus on student learning, using data to improve outcomes

2) High standards and expectations for ALL students

3) Effective school leadership (inc. administrators, principals and teachers)

4) High levels of collaboration and communication

5) Curriculum, instruction and assessments aligned with state standards; grades should reflect student achievement, NOT behavior, absences, attitude or participation

6) Frequent monitoring of learning and teaching (frequent assessments but NOT just standardized tests)

7) Focused professional development (teacher training)

8) A supportive learning environment that is safe, positive, and has clear expectations

9) High levels of family and community involvement; Schools have responsibility to take the lead and help parents and families to understand they SHOULD be involved, know they are CAPABLE of making a contribution, and feel INVITED by the school and their children.

Still, it felt to me after I read this that something was missing. Schools that do these things may become effective at raising the test-scores of students, but what about the other, less measurable attributes we want our kids to have – great problem-solving skills, deep critical-thinking abilities, the capacity to collaborate with others – in short, the skills necessary to succeed in ANY job they will encounter after they graduate?

Then I came across a blog entry from a recent Washington Post, written by a teacher (2). In it, she lays her finger on the missing pieces:

“A good school…focuses on learnings that grow through use--with or without more schooling--such as communication skills, decision making, craftsmanship, and group interaction. It makes children think of themselves as people who find strength, nourishment, and joy in learning.

In contrast, the effective school looks at learning in terms of test scores in a limited number of academic areas. It does not take into consideration problem-solving abilities, social skills, or even complex academic skills; it ignores motivation. When we hear of a school where test scores are in the 90th percentile, should we not also ask what that school does to prepare students to live the next sixty years of their lives?

A good school has a broad-based and realistic curriculum with subject matter chosen not only for its relevance to higher education and jobs, but also for family and community membership and personal enrichment. It uses teaching practices that simulate the way people live in the outside world.  Children are actively involved in productive tasks that combine and extend their skills. They initiate projects, make their own decisions, enjoy using their skills, show off their accomplishments, and look for harder, more exciting work to do.

The effective school asks much less. Children who “cover” a traditional curriculum in order to “master” as much of it as possible are not initiators, seekers, or builders. They are at best reactors. The knowledge they dutifully soak up is not necessarily broad based or useful. It is taught because it is likely to appear on tests. It is quickly and easily forgotten.”

So, I ask you – what kind of school do you want your kids in – effective or good?  Can a school be both?

(1) Shannon, G.S. & Bylsma, P. (2007). The Nine Characteristics of High-Performing Schools: A research-based resource for schools and districts to assist with improving student learning. (2nd Ed.). Olympia, WA: OSPI.

(2) http://www.washingtonpost.com/blogs/answer-sheet/post/the-difference-between-good-schools-and-effective-schools/2012/01/31/gIQAlQIlsQ_blog.html