Not exact matches
Because
high -
performing,
high - poverty
schools are places of reflection and inquiry, leaders» work in these
schools is better
characterized in the form of questions than in formulaic lists of strategies.
Hess explains that previous research on
high -
performing schools suggests that the best
schools are
characterized by focus and by an ability to develop expertise in specific approaches to teaching and learning.
To keep good teachers in troubled
schools, we must develop the collaborative culture, collective responsibility, widely dispersed leadership, schoolwide commitment to the learning of each student, and celebration of incremental progress that
characterizes high -
performing professional learning communities.
My organization, McREL, confirmed those findings in 2005 when we discovered that what distinguished
high -
performing,
high - poverty
schools from low -
performing ones was a culture
characterized by a clear mission and goals, a press for achievement, and teacher involvement in decision making.