Characteristics of Successful Schools

APPENDIX A
Characteristics of Successful Schools

SELECTED RESOURCES

Benson, P. All Kids Are Our Kids: What Communities Must Do To Raise Caring and Responsible Children and Adolescents. San Francisco: Jossey-Bass, 1997.

Benson's book introduces 40 developmental assets that are the building blocks of healthy development. It includes practical steps that schools, families, and communities can take to increase these assets for youth.

Board of Education of the City of Chicago. Children First: Self-Analysis Guide. Chicago: Board of Education of the City of Chicago, Department of Research, Evaluation, and Planning, 1994.

This self-analysis guide is one component of the Chicago Public School's system wide school improvement initiative - Pathways to Achievement. It is based on five essential supports for student learning: (1) school leadership; (2) student-centered learning environments; (3) parent and community partnerships; (4) professional development and collaboration; and (5) quality learning experiences. Contact: Board of Education of the City of Chicago, 1819 West Pershing Road, Chicago, IL 60609; (773) 535-8000.

Bullard, P., and B. Taylor. Making School Reform Happen. Boston: Allyn and Bacon, 1993.

This book describes the effective schools improvement process and the individuals who can ensure its success through teaching, leadership, accountability, and commitment. It is based on interviews with 450 people from various backgrounds and perspectives and discusses the philosophy behind the effective schools movement; the potential impact that business strategies have on outcome-based accountability; school-based management; and what reform changes mean for parents and students. Contact: Londwood Division, Allyn & Bacon, 160 Gould Street, Needham, MA 02194; (781) 455-1250.

Center for the Development and Study of Effective Pedagogy for African American Learners. Success Stories of CPAL Exemplary and Recognized Title I Schools/Communities: A Resource for Training. Houston: Texas Southern University, School of Education, CPAL, 1996.

This report documents how 30 Title I schools in Texas provide an equitable education for significant numbers of African American or low-income students. Researchers identified several common elements among the successful schools, including: (1) clear visions; (2) knowledge of curriculum; (3) mutually determined high performance expectations; (4) demonstrative professionalism; (5) parent and community involvement; (6) strong leadership; (7) attitude formation; (8) ability to implement change; (9) school climate and morale; (10) flexibility; (11) use of technology; (12) high-quality teaching and learning; and (13) effectively targeting resources. Contact: Texas Southern University, College of Education, 3100 Cleburne Avenue, Houston, TX 77004; (713) 313-7499.

The Education Trust. A New Chance: Making the Most of Title I. Washington, DC: The Education Trust, 1996.

This guide can help practitioners better understand Title I and its implications for schoolwide reform. It recommends introducing Title I to the school community through six steps: (1) preparing for change; (2) organizing a leadership team; (3) choosing an outside advisor; (4) organizing action groups; (5) putting together a plan; and (6) joining the Education Trust's Title I High Performance Network. The guide includes talking points to highlight the major changes in Title I, a discussion of the advantages of the schoolwide option, and recommendations for organizing the planning process. It outlines the requirements of a Title I schoolwide plan and the components of a schoolwide program. Contact: The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006; (202) 293-1217; fax: (202) 293-0073; website: www.edtrust.org

Hord, S. Professional Learning Communities: Communities of Continuous Inquiry and Improvement. Austin, TX: Southwest Educational Development Laboratory, 1997.

This literature review defines and describes a professional learning community composed of teachers and administrators; documents what happens when school staff work collectively to ensure increased learning for students; and discusses what is known about creating professional learning communities in schools. The review identifies five attributes of professional learning communities: (1) supportive and shared leadership; (2) collective creativity; (3) shared values and vision; (4) supportive conditions; and (5) shared personal practice. According to the author, this body of research demonstrates improved outcomes for both students and faculties in schools organized as professional learning communities. Contact: Southeast Educational Development Laboratory, 211 East Seventh Street, Austin, TX 78701; (512) 476-6861; fax: (512) 476-2286.

Joyce, B., and E. Calhoun. Creating Learning Experiences: The Role of Instructional Theory and Research. Alexandria, VA: Association for Supervision and Curriculum Development, 1996.

The authors discuss alternative models of teaching and learning that schoolwide planning teams can draw on as they select research-based models for implementing comprehensive school reforms. They examine the conceptual frameworks of proven learning and teaching models developed over the past 30 years. They discuss likely applications for the models and how classrooms can use the models to serve diverse learners. Information is organized according to concept-based frameworks and discusses different contexts in which models are most likely to be useful. This resource can help schoolwide planning team members and other school staff select the most appropriate teaching and learning models for a particular school or group of students. Contact: Association for Supervision and Curriculum Development, 1250 N. Pitt Street, Alexandria, VA 22314-1453; (800) 933-2723 or (703) 549-9110; fax: (703) 299-8631; e-mail: member@ascd.org; website: www.ascd.org.

__________. "An Inquiry, Not a Formula." Educational Leadership 52 (April 1995) 7:51+.

The authors suggest ways to overcome structural barriers and encourage school renewal through internal reorganization. Under this framework, school improvement plans are hypotheses rather than panaceas. The article explores six hypotheses: (1) reorganizing schedules to provide time for collective inquiry; (2) creating an environment characterized by active democracy and collective inquiry; (3) studying the learning environment; (4) connecting faculties to current research on teaching and learning; (5) estructuring staff development as an inquiry into curriculum and instruction; and (6) having faculties work collaboratively. Contact: Association for Supervision and Curriculum Development, 1250 N. Pitt Street, Alexandria, VA 22314-1453; (800) 933-2723 or (703) 549-9110; fax: (703) 299-8631; e-mail: member@ascd.org; website: www.ascd.org.

The National Nework of Partnership Schools, Johns Hopkins University.

Established by Johns Hopkins researchers in 1996, the network brings together schools, districts, and states committed to development and maintaining strong school, family, and community partnership programs. Each partnership school strengthens its program by addressing six types of partnerships and by using an action team approach. Districts and states help schools conduct activities. The Wisconsin Department of Public Instruction is a charter member of the network and offers Wisconsin schools and districts membership in a state network as well. The national network website is www.csos.jhu.edu/p2000and the state website is dpi.wi.gov/fscp/index.html.

Search Institute

Founded in 1958, Search Institute conducts research and evaluation, develops publications and practical tools, and provides training and technical assistance. The Institute collaborates with others to promote long-term organizational and cultural change that supports the healthy development of all children and adolescents. Contact:  Search Institute, 700 South Third Street, Suite 210, Minneapolis, MN 55415; (800) 888-7828; website: www.search-institute.org.

Wisconsin Department of Public Instruction. Citizenship: Building a World of Good (A Tool Kit for Schools and Communities). Madison: WDPI, 1998.

A practical tool for schools to use to build character in youth. It includes elements of effective schools, needs assessments, and a simple planning and evaluation process.

___________.Wisconsin's Frameworld for Comprehensive School Health Programs. Madison: WDPI, 1997.

A series of 12 case studies describing local efforts to develop and improve comprehensive school health programs offers a powerful description of strengthening leadership in schools, enhancing teaching about health, coordinating programs and services for students and their families, strengthening family and community connections, and using state resources. This publication is suitable for school community planning groups and others seeking to better understand how such programs evolve. Also available on the website at dpi.wi.gov/sspw/casestdy.html.

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For questions about this information, contact the Title I and School Support Team at (608) 267-3721 or by email at dpititle1@dpi.wi.gov.

Last updated on 6/9/2011 1:42:57 PM