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KEYS TO EXCELLENCE FOR YOUR SCHOOLS |
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35 Indicators of a Quality School After five years of
surveying teachers and school staff and comparing their answers to actual
student test results NEA researchers identified 35 indicators common to "high-achieving" schools (those schools in which students perform well on standardized tests and teachers perceive as having all the essential features of a learning organization). To what extent do those 35 indicators describe your school? NEA's new KEYS Initiative can help you find out. |
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Continuous
Assessment for Teaching Learning 18.
Teachers assess student improvement daily. 19. Administrators
assess student improvement daily. 20.
The school uses teacher-made tests to assess students. 21. The school uses oral classroom activities to
assess students. 22. The school uses
exhibitions to assess students. 23. Assessments take
into account student background. 24. Academic programs
are assessed. 25. Teachers
consistently rate program quality. 26. Assessment
results are actually used, and classroom decisions are based on
assessments. 27.
Instructional materials are selected based on quality. 28. Instructional
materials are selected based on appropriateness
to student needs. 29.
Instructional materials are not selected based on cost. Personal and Professional Learning II. School is an overall learning environment
for employees
and students. 30. There is ongoing,
consistent staff development in the
areas of decision making, problem solving, leadership, and communication. 31. Staff development
is an ongoing, high-quality, state-of-the-art,
practical experience for all school employees. Resources to Support Teaching and
Learning 7. Space is adequate within the school building. 8. Supplies are adequate. 9. Support services are adequate. 10. Psychological and social work services are available. |
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Shared
Understanding and Commitment to High Goals 1. Parents and school
employees are committed to long- range,
continuous improvement. 2. Central and building administrators are
committed to long-range, continuous improvement. 3. Goals for achievable
education outcomes are clear and explicit. 5. Teachers, education support personnel, students, and parents believe all students can learn. 6. School district administrators and school
board members believe all students can learn. Open Communication and Collaborative
Problem Solving 4. Teachers, education support personnel, parents, school building administrators, students, school board members, district administrators, and civic groups are all involved in improving education. 12. Everyone actively
seeks to identify barriers to learning. 13. There is a general willingness by everyone to remove barriers to learning. 14.
School staff work to remove barriers to learning. 15.
Students and parents work to remove barriers to learning. 16.
School and district administrators work to remove barriers to learning. 17. A
cooperative problem-solving process is used to remove barriers to learning. 32. There is two-way, nonthreatening
communication between school administrators and
others. 33. There is two-way,
nonthreatening communication between the school staff and district
administrators. 34.
There is two-way, nonthreatening communication among teachers. 35.
All communication takes place within a climate for innovation |
nea National
Education Association