Schools that LearnBUILDING THE CAPACITY OF THE SCHOOL TO INCREASE LEARNING

-BASED ON ADVANC-ED STANDARDS

Jeff McGee, Osan Middle SchoolRepublic of Korea

Plan for the PresentationEssential Question: What are the organizational correlates of effective schools and how does my school rate?• Presentation of Correlates• Rate my School

Schools that LearnSchools that learn are organized around a few simple yet powerful correlates that serve to organize the work of the school toward the end of learning.

Schools that Learn• Vision and Purpose•Governance and Leadership• Teaching and Learning•Documenting and Using Results• Resources and Support Systems • Communication and Relationships • Commitment to Continuous Improvement

Vision and Purpose• The school establishes and communicates a shared direction and purpose for improving the performance of students and the effectiveness of the school.• Vision Led and Purpose Driven

• Expectations for student performance grow out of the school’s vision.

• The school’s vision communicates a clear and desirable end state.

• The school’s purpose/mission sets out how the school will achieve its vision.

Governance and Leadership• The school provides governance and leadership that promote student performance and school effectiveness.• I am aware that an updated policy manual is

maintained at the school.• Educators, students, and parents participate in

decision-making at the school as appropriate.

Teaching and Learning• The school promotes research-based methods

that facilitate achievement for all students.• The published curriculum is based on clear and

measurable expectations for student learning.• The curriculum implemented in a manner that ensures

educators know what it is they are expected to teach.• There is alignment between curriculum, instruction

and assessment.• Some instructional strategies are common in all

classrooms (i.e., writing).• Teachers work together.

Documenting and Using Results• The school uses a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance.• The school maintains a local assessment calendar.• The school monitors student achievement in an

ongoing manner.• Achievement results drive decision-making about

teaching and learning.

Resources and Support Systems• The school lines up its resources and services to support its vision to ensure achievement of all students.• The school attracts high quality educators.• Staff are properly indoctrinated.• Employee performance measured against a clear

and relevant set of expectations.• The school has a consistent process for supporting

students who fall behind.

Communication and Relationships• The school develops communication and relationship networks that support its vision and mission.• There is a system in place to identify community

experiences, resources, and willingness to support student learning.• The school communicates expectations for student

learning to the community.• The school actively communicates its plan for

improvement and the results of its journey.

Commitment to Continuous Improvement• The school establishes, implements, and monitors a written plan designed to accomplish its mission and provides an annual report on the status of its journey.

For each rate your school as: (0) Don’t Know (1) Never; (2) Sometimes; (3) Always

• The school is organized around a clear set of organizational standards/correlates.

• Expectations for student performance grow out of the school’s vision.

• The school’s vision communicates a clear and desirable end state.

• The school’s purpose/mission sets out how the school will achieve its vision.

• I am aware that an updated policy manual is maintained at the school.

• Educators, students, and parents participate in decision-making at the school as appropriate.

For each rate your school as: (0) Don’t Know (1) Never; (2) Sometimes; (3) Always

• The published curriculum is based on clear and measurable expectations for student learning.• The curriculum implemented in a manner that

ensures educators know what it is they are expected to teach.• There is alignment between curriculum, instruction

and assessment.• Some instructional strategies are common in all

classrooms (i.e., writing).• Teachers work together.

For each rate your school as: (0) Don’t Know (1) Never; (2) Sometimes; (3) Always

• The school maintains a local assessment calendar.• The school monitors student achievement in an

ongoing manner.• Achievement results drive decision-making about

teaching and learning.• The school attracts high quality educators.• Staff are properly indoctrinated.• Employee performance measured against a clear and

relevant set of expectations.• The school has a consistent process for supporting

students who fall behind.

For each rate your school as: (0) Don’t Know (1) Never; (2) Sometimes; (3) Always

• There is a system in place to identify community experiences, resources, and willingness to support student learning.• The school communicates expectations for student

learning to the community.• The school establishes, implements, and monitors

a written plan designed to accomplish its mission and provides an annual report on the status of its journey.

Outcome• 0-35: Need Work• 36-45: On the Right Track…Keep Working• 46-53: Right On…Go Have a Drink

• Email: jeffrey.mcgee@pac.dodea.edu