|
|
The
mission of the Bill and Melinda Gates
Foundation is to help all students achieve. To accomplish this
mission, the Foundation has produced the following list.
While
few districts have attained a high level of achievement, evidence
indicates that systems of schools with the following attributes
create a high performance context:
- Distributed
Leadership: The school board, administration and employee
representatives share a goal of helping all students achieve.
They place top priority on literacy, encourage continuous improvement
of teaching and learning, focus visits, correspondence, and meetings
on student learning, and engage parents and community members
in an ongoing conversation about helping all students achieve
at high levels.
- Performance
Accountability: The district establishes clear expectations
and accountability:
- Grade
level standards and pre and post standards-based assessments
in core academic areas guide teaching and learning.
-
Policies that guide promotion and school funding provide the
time and assistance students need to meet performance expectations.
- Staff
members are evaluated on skill and performance.
- Low
performing schools receive assistance and when necessary the
district takes responsibility to create better options for
students.
- Effective
Governance: Schools make hiring, budget and program decisions.
Parents and students can choose schools and have access to alternative
delivery systems. Following is a resource regarding governance:
www.ecs.org
- Shared
Values: The school board, district administration and
employee representatives articulate and model shared values. District
leaders seek regular feedback from students, staff members, and
parents regarding the learning climate.
Learning Partnerships: Parents are recognized as the first teachers
and are involved in instructional decisions. Business partnerships
support high expectations and provide work-based learning opportunities.
Community communications builds support for the improvement agenda.
-
Staff Development: Districts invest at least
5% of their resources in adult learning and leadership development.
Learning opportunities for staff members include school-based
professional development and time for the instructional staff
to analyze data, target efforts and solve problems. Partnerships
with schools of education improve teacher preparation and induction.
- Technology
Infrastructure: Every staff member and student has access
to high speed networks, quality content, powerful learning and
communication tools, and technical support. Teachers have access
to on-line standards, activities, content, assessment, and management
tools.
|
|
|
