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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.
The growing number of schools that are successfully
helping diverse groups of students achieve at high levels exhibit
the following attributes:
- Common
Focus: In high achieving schools, the staff and students
are focused on a few important goals. The school has adopted a
consistent research-based instructional approach based on shared
beliefs about teaching and learning. The use of time, tools, materials,
and professional development activities are aligned with instruction.
-
High Expectations: In high achieving schools,
all staff members are dedicated to helping every student achieve
state and local standards; all students are engaged in an ambitious
and rigorous course of study; and all students leave school prepared
for success in work, further education and responsible citizenship.
-
Personalized: In high achieving schools, the
school is designed to promote powerful, sustained student relationships
with adults where every student has an adult advocate and a personal
plan for progress. It is vital that schools are small, intimate
units of no more than 600 students (less than 400 strongly recommended)
so that staff and students can work closely together.
- Respect
and Responsibility: In high achieving schools, the environment
is authoritative, safe, ethical, and studious. The staff teaches,
models, and expects responsible behavior and relationships are
based on mutual respect.
- Time
to Collaborate: In high achieving schools, staff has
time to collaborate and develop skills and plans to meet the needs
of all students. Parents are recognized as partners in education.
Partnerships are developed with businesses in order to create
relevance and work-based opportunities and with institutions of
higher education to improve teacher preparation and induction.
-
Performance Based: In high achieving schools,
students are promoted to the next instructional level only when
they have achieved competency. Students receive additional time
and assistance when needed to achieve this competency. Data-driven
decisions shape a dynamic structure and schedule.
- Technology
as a Tool: In high achieving schools, teachers design
engaging and imaginative curriculum linked to learning standards,
analyze results, and have easy access to best practices and learning
opportunities. Schools publish their progress to parents and engage
the community in dialog about continuous improvement.
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