Research-based indicators for choosing a quality international school
- Quality educators have high levels of professional accountability, taking personal and collective responsibility for improving students’ learning and their own teaching methods
- Everyone in the school is working towards a common goal and knows where they are going and why. The focus is on a consistent, positive direction for all involved
By: Jacqueline McNalty, Principal and Manager, Malvern College Pre-Schools
Choosing a school for your child is one of the most important decisions a parent will make. The quality of your child’s education will impact his/her future, so it is important to choose wisely. You will never regret the time you invested in making the right decision in choosing a quality international school and providing the very best education for your child.
Educational research has shown that high performing, quality schools have a number of common characteristics. These include: an expert teaching team, a clear and shared focus, high standards and expectations for all students, effective school leadership, high levels of collaboration and communication, quality curriculum, instruction and assessments, frequent monitoring of learning and teaching, focused professional development, supportive learning environment and a high level of family and community involvement.
An Expert Teaching Team
Educational researcher John Hattie (2003) proposes that the quality of teaching and learning provision is by far the most salient influence on students’ cognitive, affective, and behavioural outcomes of schooling – regardless of their gender or backgrounds. Indeed, findings from the related local and international evidence-based research indicate that ‘what matters most’ is quality teachers and teaching, supported by strategic teacher professional development.
Strong procedures should be in place to encourage a school-wide, shared responsibility for student learning and success. Educators place a high priority on ensuring that, in their day-to-day teaching, classroom teachers identify and address the learning needs of individual students, including high- achieving students. Teachers are encouraged and supported to monitor closely the progress of individuals, identify learning difficulties and tailor classroom activities to levels of readiness and need. Quality educators have high levels of professional accountability, taking personal and collective responsibility for improving students’ learning and their own teaching methods.
A Clear and Shared Focus
Wiggins and McTighe (2007) highlight that effective schools have a clear, shared mission and vision resulting from common beliefs and values. Starting with the school’s mission and goals helps to develop a powerful school improvement plan focused on desired results. Everyone in the school is working towards a common goal and knows where they are going and why. The focus is on a consistent, positive direction for all involved.
High Standards and Expectations for all Students
Effective schools are driven by a deep belief that every student is capable of successful learning (Bamburg, 1994). They must provide a learning environment that is safe, respectful, tolerant, inclusive and that promotes intellectual rigour.
Effective School Leadership
The Australian Council for Educational Research (ACER) as well as researchers such as Fullan (2001) and Collins (2001) highlight the powerful impact that school leadership teams can have in improving the quality of teaching and learning. Effective leaders create cultures of high expectations, provide clarity about what teachers are to teach and students are to learn, establish strong professional learning communities and lead ongoing efforts to improve teaching practices. School leaders nurture and develop a positive school culture that is conducive to learning and professional growth. They encourage distributive leadership, where teachers and other staff take on leadership roles within the school.
High Level of Collaboration and Communication
Barott and Raybould (1998) highlight that in high performing schools there is evidence of strong teamwork across all grades and with other staff. Staff are connected and involved with each other, including parents and members of the community.
Quality Curriculum, Instruction and Assessment
Research from Marzano, Pickering and Pollock (2001) features the relationship between a quality curriculum and a strong impact on student outcomes. Schools will have a coherent, sequenced plan for curriculum delivery that ensures consistent teaching and learning expectations and a clear reference for monitoring learning across the year levels.
Frequent Monitoring of Learning and Teaching
Marzano, (2006) concludes that high performing schools have procedures in place to encourage a school-wide, shared responsibility for student learning and success, and to encourage the development of a culture of continuous professional improvement that includes classroom-based learning, mentoring and coaching arrangements. A high priority is given to the school-wide analysis and discussion of systematically collected data on student outcomes, including academic, attendance and behavioural outcomes, and student wellbeing. Teaching is adjusted based on frequent monitoring of student progress and needs. Assessment results are used to focus and improve instructional programs.
Focused Professional Development
High performing schools place an emphasis on staff development and professional practice (DuFour 2005; Fullan 1993). Professional development is linked to the school’s mission and strategic plan.
Supportive Learning Environment
Freiberg (1999) discusses that high performing schools have a safe, healthy, happy, and stimulating learning environment. A high priority should be given to building and maintaining positive and caring relationships between staff, students, and parents.
High Level of Family and Community Involvement
Research from Constantino (2003) emphasizes that high performing schools actively seek ways to enhance student learning and wellbeing by partnering with parents and families, other education and training institutions, local businesses, and community organizations. Partnerships could be strategically established to address identified student needs and operate by providing access to experiences, support and intellectual and/or physical resources not available within the school.
