CHARACTERISTICS OF EFFECTIVE SCHOOLS

A review of the literature has identified a number of characteristics that are common to effective schools.  This body of research represents over twenty years of investigation into effective schools.  We have adapted this research to fit the unique environment that exists in the London District Catholic School Board.  It is important to note that these characteristics are just one of the tools that a school or system can use to provide information about its effectiveness.  No one set of indicators, nor any single strategy, will provide all of the information about whether a school or education system is effective.  Indicators can, however, point to areas for future exploration.

An effective school in the London District Catholic School Board should exhibit the following characteristics:

COMMON MISSION

A Living Faith

The environment of the school is one in which the Catholic Faith is central to both the overall mission and the everyday experiences of students and staff.  Every staff member accepts his/her responsibility as a partner in the faith development of the school community.  The school is a place where common Catholic values are lived out in the curriculum, daily interactions, prayer, worship and celebration.  The school works in partnership with the local parish and parent community to meet our mandate as a Catholic School District.

School Mission and Goals

Under the leadership of the school principal, and with the active support of Catholic School Council, the school mission and goals are clearly stated and regularly reviewed.  The goals for pupils --spiritual, academic, social and physical-- are developed in co-operation with the partners involved in the students´ program.  School staff and the parent community work together to achieve these goals.

Strong Leadership by the Principal

Principals and vice-principals understand the broader issues which have an impact on education, and they have an appreciation of what transpires during the everyday experiences of students and staff.  Further, they successfully co-ordinate the work of all the partners in the educational process, and communicate consistently with all members of the school community.  School principals and vice-principals, working with the staff and community, play a vital role in ensuring the smooth integration of all the diverse components of the modern educational process.

AN EMPHASIS ON LEARNING

High Expectations for Students

One of the fundamental principles of the effective schools movement is that all children can learn, at least to a minimum mastery level.  Teachers and school administrators create and foster learning environments where all children are challenged to learn.  Inclusive school communities create environments where all children are encouraged to strive to fully achieve their potential.

Frequent Monitoring and Communication of Students´ Progress

Teachers and students work in an environment of continuous assessment and evaluation of students´ progress.  Teachers select from the assessment strategies available those that are most relevant to their individual students and school programs.  Regular classroom assessments can be complemented by standardized assessments from sources such as the Education Quality and Accountability Office.  Teachers routinely convey information relating to students´ progress, both formally and informally, to parents and pupils.

Instructional Focus

Effective instruction of pupils is the hub around which all activities of the school revolve.  School staff create positive, productive classroom environments where students feel motivated to learn.  Effective teachers recognize individual students´ needs and provide additional academic assistance whenever possible.  Teachers are supported by additional resources within the school and district, and by parents, in this work.

Home and School Partnerships

Both staff and the family play an active role in the education of students and they co-operate   with one another to provide the best learning environment possible.  Parents have a right to be treated as partners in the educational process and have an obligation to be supportive of teachers´ efforts to provide a sound education for their students.

Facilities and Resources

Schools have appropriate resources to support learning.  This includes the availability of textbooks, learning materials and access to computer technology.  Additional support through school libraries or Information Resource Centres, as well as access to resources outside the school, are integral to the achievement of goals for learning.

The care of the physical condition of the school grounds, buildings and equipment is a responsibility which is shared among all members of the school community.  There is evidence of pride in the physical surroundings of the school.

Professional Development

Staff have ongoing opportunities to enhance their professional skills.  Professional development programs may be offered at the school, district or regional level, and staff are given time and support to take advantage of these resources.  The principles of  "lifelong learning" are demonstrated by staff, through their willingness to improve their professional knowledge and skills, and by the School District, through its support of ongoing professional development.

A SCHOOL CLIMATE THAT SUPPORTS LEARNING

 A Safe Environment

School communities that are welcoming and intentionally inviting insist on relationships that sponsor mutual respect and proper conduct among students.  The term "safe environment" refers not only to the physical condition of the school, but also means that it is a place which is free from physical or verbal aggression, harassment or discrimination.  Students must feel secure in their school community so that their energies can be applied to learning.  School mission statements and codes of conduct, and the partnership between school and home, reinforce expectations for safe schools.

Students´ Involvement and Responsibility

When students feel that they are partners in activities at the school and are involved in decision-making, they assume greater responsibility for their environment and their learning. Effective schools foster a sense of belonging and ownership in their students.  This sense is developed by participation in the total life of the school through curricular, extra-curricular and co-curricular activities.  A wide range of opportunities for involvement is offered.

Affirming and Valuing the School Community

The contribution of each member of the school is valued.  The school seeks opportunities to recognize and respond positively to student growth in formal and informal ways.  Praising students privately and publicly, offering incentive programs, and providing student recognition and award programs all communicate to students that they are valued and respected members of their school community.  Effective schools also recognize and value the contribution that staff and community members make to the educational process.  Welcoming input, recognizing together challenges and successes, and working towards consensual decision making, are some of the elements found in building dynamic staff teams.