CHARACTERISTICS OF A GOOD SCHOOL

1.TEACHER-INITIATED IN-SERVICE PROGRAMS ARE REGULARLY ORGANISED AT SCHOOL LEVEL IN RESPONSE TO PERCEIVED NEEDS.

School-based in-service supporting structured staff development programs are an integral component of the operations of a "good school".

2. THE BASIC TENETS UNDERLYING DEMOCRACY HAVE BEEN ESTABLISHED, UNDERSTOOD AND PRACTISED BY ALL CONCERNED. THEY BEAR RELEVANCE TO SOCIAL, MORAL AND ETHICAL BEHAVIOUR.

School tone is governed by behavioural practices that reflect a respect for established social, moral and ethical norms.

3. INDIVIDUAL DIFFERENCES AMONG STUDENTS ARE RECOGNISED AND ACCOUNTED FOR UNDER SPECIFICALLY DEVISED REMEDIAL, ENRICHMENT AND EXTENSION PROGRAMS.

For too long have we in our schools simply paid only "lip-service" to the "individualisation of instruction". The "good school" provides evidence of "practice" as opposed to "theory". The school " tailors and personalises curriculum delivery."

4. THE SCHOOL RECOGNISES THAT "ISOLATIONISM" IS A SELF-DEFEATING CONCEPT AND IS PREPARED TO SHARE ITS IDEAS AND TO LEARN FROM OTHERS.

Good schools are characterized by intensely active "sharing" both internally and externally. Collegiality is an ingrained strength and is truly valued.

5. THE SCHOOL HAS A SET OF CLEARLY DEFINED GOALS/OBJECTIVES AND KNOWS "WHAT IT IS ABOUT" AND "WHERE IT IS GOING". A STRUCTURED "SCHOOL DEVELOPMENT PLAN" CLEARLY SPECIFIES LONG AND SHORT-TERM THRUSTS AND PROVIDES CONTINUITY OF PURPOSE.

A school which has not addressed this issue simply wallows in a sea of uncertainty and severely disadvantages all associated with it. Planning must not simply be viewed as a "compliance matter" but rather as a "living force driving on-going school improvement".

6. THE SCHOOL INVITES CRITICISM AND IS PREPARED TO JUSTIFY AND DEBATE ITS STAND ON ALL CONTROVERSIAL ISSUES.

Good schools have no hidden agendas. They are constantly in search of improvement and respect the opinions offered by others within the total school community. Where changes are suggested, they are carefully evaluated and implemented accordingly.

7. THE SCHOOL TAKES "TIME OUT" TO REFLECT, ASSESS AND MONITOR ITS PROGRESS AND TO CRITICALLY REVIEW ITS POLICIES.

Good schools undertake a regular program of "self-assessment" and "self-evaluation". In this way policies retain a "living" dimension. Effective schools are reflective schools.

8. MAXIMUM USE IS MADE OF ALL AVAILABLE SUPPORT SERVICES

Good schools actively harness the full resource potential of the services available to them. They tap into "expertise" and benefit from it.

9. THE CHILD IS RECOGNISED AS THE "FOCAL POINT" OF THE EDUCATIVE PROCESS.

All other interests and considerations are subservient to this basic premise. For example, it is not a case of the child fitting the curriculum but rather the curriculum being designed, modified or adapted to fit the child. We must address this challenge if we are to give credence to the belief that we should attune our schools to fully cater for the needs, interests and abilities of individual students.

10. THE PRINCIPAL AND TEACHERS ARE THOROUGHLY CONVERSANT WITH MODERN DEVELOPMENTS IN EDUCATION AND MODIFY AND ADAPT THEIR APPROACHES ACCORDINGLY.

A good school is never allowed to "stagnate". Its administrators and teachers remain forever conscious of the need for "professional revitalisation". They don't succumb to that crippling, debilitating disease known as "RUTualisation". They are continually obsessed with improvement - doing things differently - doing things better!

11. AN OPEN CLIMATE PREVAILS AND PERMEATES THROUGHOUT THE ENTIRE SCHOOL. IT READILY FACILITATES AN EXCHANGE OF IDEAS AND AN EASE OF COMMUNICATION AT ALL LEVELS.

Sound inter-personal relationships can only be nurtured and cultivated in an environment conducive to interactive dialogue. Open communication builds trust, establishes effective partnerships, kindles team endeavour and promotes and sustains well-being.

12. THE EXPECTATIONS OF THE COMMUNITY ARE RECOGNISED AND AVENUES ARE OPEN FOR FULL COMMUNITY PARTICIPATION AND INVOLVEMENT IN THE LIFE OF THE SCHOOL.

A good school does not isolate itself from the community it serves. It is not a "fortress school" surrounded by a moat accessible only when the Principal decides to lower the drawbridge! It strives to become the "living nerve" of that community. It meets community aspirations and promotes its image as being a "community school" in the truest sense.

13. THERE EXISTS AN ENVIRONMENT HIGHLY CONDUCIVE TO LEARNING - AN ENVIRONMENT WHEREIN LEARNING BECOMES AN "ATTRACTIVE" AND "STIMULATING" EXPERIENCE.

The environment is indeed the "learning conditioner". The term transcends mere physical attractiveness - it is an all-embracing concept incorporating teacher behaviour, teaching styles, pupil-teacher interactions- in fact the full extent of the school's operations and functioning. In good schools, students, just as iron filings are attracted to a magnet, are also similarly drawn happily each day to classrooms where the "joy of learning" can be experienced.

14. THE STAFF IS COHESIVE, COMMITTED, CO-OPERATIVE AND PREPARED TO ACCEPT ACCOUNTABILITY FOR THEIR ACTIONS.

Good schools emanate from "team endeavours". Individuals may lead and initiate but it is always "the team" that carries the day! "We are one!" becomes the catch cry of a cohesive staff collegiate highly committed to the achievement of student and school goals.

15. THE SCHOOL MEETS BOTH THE NEEDS OF THE CHILD AS DETERMINED BY SOCIETY AS WELL AS THE PERSONAL NEEDS AND INTERESTS OF THE INDIVIDUAL LEARNER.

The good school aims for excellence in the acquisition of basic societal skills, knowledge and understandings, yet in addition, is concerned with the "personalisation of learning" thus allowing individual students the opportunities to exploit their full potential.

16. POLICY AND DECISION MAKING IS A JOINT ENTERPRISE INVOLVING ALL SCHOOL AND COMMUNITY STAKEHOLDERS.

Co-operative decision-making based on wide-ranging input provides the participants with a "sense of belonging and ownership" and will consequently fully enlist their on-going commitment in the execution of formulated policies.

17. THREE-WAY INTERACTION BETWEEN TEACHER, PARENT AND STUDENT IS PLANNED, REGULAR, INTEGRATED AND INTENSE.

Good schools recognise education as being a "partnership". They explore every conceivable avenue to strengthen the bonds and linkages between home, community and school.

18. THERE IS EVIDENCE OF POSITIVE ARTICULATION WITHIN AND BETWEEN ALL LEVELS OF EDUCATION FROM PRE-SCHOOL THROUGH TO THE POST-COMPULSORY SECTOR.

Good schools are concerned with the promotion of a "seamless curriculum" and in its implementation recognise the need to foster the concept of "co-operative educational communities."

19. THE PRINCIPAL IS AN EDUCATIONAL LEADER RATHER THAN AN EDUCATIONAL MANAGER.

Good schools are characterised by Principals who display "curriculum and instructional leadership." They are not merely "systems-maintenance" personnel spending their days in their offices wrestling with paper warfare and administrivia. Their priority rests in supporting teachers and kids in classrooms.

20. A SCHOOL THAT IS "PRODUCT-CONSCIOUS".

Good schools deliver "the goods"! This is reflected in the standards of achievement attained by their students and the overall high quality of work being produced. It will always be " by the quality of their product" that our schools will be known and judged.

21. A SCHOOL THAT IS A "HAPPY, CARING AND WELCOMING" PLACE.

Smiling faces!....an eagerness to highlight "the positives"- a school wherein all display a zest for life and an enjoyment of teaching and learning- a "welcoming school" that puts the visitor immediately at ease and which is readily identifiable as a "caring institution."