This document discusses signs of excellence in schools through several key factors: - Schools that demonstrate excellence are student-centered and encourage lifelong learning. Students are actively engaged in collaborative work that extends beyond the classroom. - Excellent schools have interrelated systems in place where facilities, resources, and management all work to improve student learning. The administration is visible, engaged with students and staff, and committed to continual growth. - The community plays an important role, with strong parent support and school involvement in community outreach programs. True excellence requires considering multiple perspectives to define what matters most for each unique school environment.

1. Excellence … and how to recognize it A brief glimpse at what we mean by ‘excellence’ in schools What evidence do we look for when visiting a school

2. Do these indicate excellence? How does the building affect education? Westlake Academy – outside as learning environment Int’l School of the Hague, common areas

3. Or are these samples of excellence? Garthwaite – outside comes inside Garthwaite – environmental concerns – garden roof Dubai – library and meeting spaces

4. Or these? The Hague – natural light Northlands Olivos – importance of gardens

5. So…how do you define excellence in a school? Individually, take 3 minutes to write down 4-5 major points that define excellence for you In groups (no more than 4-5 in each group), share your ideas and then write the points you agree on as signs of excellence Share

6. There is not one face of excellence in schools . It will depend upon the aims and goals of the school: Is it a religious school? A boarding school? A private school? A single-sex school? A school with a long tradition?

7. Major factors in defining excellence Student centred Teaching and learning in the school encourage students to become life-long learners Work is collaborative There are interrelated systems in place Management is visible and engaged The community is an important factor The classroom extends beyond the walls to the outdoor classroom

8. Rarely do we visit schools without doing a bit of homework about the school: Read school documents related to organization, philosophy and mission, curriculum documents, samples of student work, links with the wider community Visit the school website for more visible information.

9. What do these factors look like? When we walk through the door, what will we hope to observe? Student centred: Class size: appropriate for individual attention There is no magic number Will depend on whether there are additional adults in the classroom or not Students are motivated and engaged A walk through reveals students on-task and interested Work is relevant and significant - few worksheets or same-size fits all assignments Students are engaged and work is collaborative

10. Student Centred, cont . Students are responsible for their own learning Work encourages students to solve problems and to pose problems Students are given significant responsibilities and the freedom to carry them out and are held accountable for them There are no surprises: students know what is expected and what they will be held responsible for Relationships are deemed important Students interact with staff in and out of the classroom Teachers are involved in student life beyond the classroom Students are encouraged to work in teams that cross the boundaries of the class group There is a written policy of expectations for student behaviour and students accept it as their own and abide by it. Students are given responsibilities and the freedom to carry them out

11. Student Centred, cont. Students are respected Their work is carefully displayed and labelled Their work is carefully marked and comments are relevant and lead to further progress Staff are open but courteous with students Students are curious Students ask questions, in and out of class This involves other members of the community This extends to visitors who are politely questioned as to the reason of their visit Students are involved in investigations of their own choice Students are given choices of how to present their findings Students are curious

12. Teaching and learning in the school encourages the student to become life-long learners Broad curriculum All disciplines are valued The curriculum acknowledges different learning styles and intelligences The curriculum includes topics of local, national and global relevance There are standards and practices in place- internal and external - to measure and monitor academic progress Y5 studies Mexico on location through exchange programme Westlake – learning extends beyond the classroom walls

13. Teaching and learning, cont. Mission is visible and everyone works towards it The school’s mission statement is value-laden The mission is known by all members of the school community All constituents are committed to seeing that the school lives up to its mission There are systems in place for evaluating the progress towards living up to the mission; these might include surveys of satisfaction of the community, self-evaluation studies, outside testing/visits/evaluation The mission statement is revisited from time to time Teachers are interested in their profession and in students as human beings There is evidence that teachers are also life-long learners In conversations, teachers are enthusiastic about their own professional development and the work they are doing There is evidence that teachers are working towards differentiated learning The school has a hiring policy that values diversity and seeks professionals who meet the profile and values inherent in the mission statement. Real life problems Teachers are life-long learners

14. Teaching and learning, cont. Work is significant and meaningful and related to the real world School does what it purports to do Reflection is integral to work at all levels There is a commitment to continual progress Work is significant Learning takes place everywhere

15. Interrelated systems School facilities promote student learning Classroom design reflects advances in education: flexible space, tables/desks that can be moved and grouped for a number of purposes, maximum natural light, access to technology, well-resourced Common areas can be used by students There is provision for experiments and for all of the arts. Library/media center is accessible and available for students during and after school There are few - if any - spaces for only one, sporadic function (auditoriums, meeting rooms, etc) There is ample exhibition space to display student work and it is displayed where all can see it

16. Interrelated Systems, cont . The students feel that the environment is safe and secure This might include, but is not limited to, guards, gates, fences Sports and playground space have safety features There are support systems for student well-being There is careful and caring supervision Students feel they are individuals and not a number Resources are in place and there is a plan for renewing them No place is sacrosanct; look for new uses for old places Student work is displayed

17. The outside facilities also aid student learning There are areas for quiet play and contemplation Landscaping has been done with a knowledge of students and curriculum; e.g butterfly garden, pond, types of trees and plants When possible, the concept of ‘outdoor classroom’ has been applied Everyone employed by the school is there to improve student learning Interrelated Systems, cont. Outside facilities aid learning There is ample room to display student work

18. Work is collaborative Students work together to achieve better results Teachers work together to improve student learning

19. Management is visible and engaged Passion and compassion Knows students Is seen by students Attends sporting events, music, drama Models relationships and collaboration Shares leadership and delegates Models life-long learning and is responsive to change Is involved in community/national/international organizations Is committed to staff development: internal to deal with detected weaknesses; external to build on strengths

20. Community Parent support and commitment Outreach to the wider community Involvement in community service work

21. Excellence . If you do things well, do them better