Michigan Association of School Boards Zeroes in on Nine Building Blocks of High Performing Schools

To assist superintendents and boards in their efforts to help students succeed, the Michigan Association of School Boards (MASB) zeroed in on nine researched-based characteristics present in effective schools. These characteristics, introduced in May 2005, serve as a resource and a tool for developing a common language about school improvement.

1. Clear and Shared Focus

From the Board of Education down to the students—everyone is focused and committed to a shared vision and agreed upon goals based on common beliefs and values. At the root of these values is the belief that all students can learn.

2. High Standards and Expectations for All Students

Teachers and staff believe that all students can learn and meet high standards. Although it is recognized that some students have certain barriers to overcome, the barriers are not seen as insurmountable. Students are offered an ambitious and rigorous course of study.

3. Effective School Leadership

Effective instructional and administrative leadership promotes excellence, quality, and professional growth and steadfastly supports people, programs, services, and activities that lead to the accomplishment of district goals.

4. High Levels of Collaboration and Communication

High performing schools encompass a community of learners. There is strong teamwork among teachers across all grades and with other staff. All members of the learning community, including students, parents, and members of the community, work together to create a supportive learning environment and to actively solve problems and create solutions.

5. Curriculum, Instruction, and Assessment Aligned with Standards

High performing schools have aligned curriculum with the state standards, which staff implement using research-based teaching and learning strategies. Staff understand the role of classroom and state assessments, what the assessments measure, and how student work is evaluated.

6. Frequent Monitoring of Teaching and Learning

Teaching is adjusted based on frequent monitoring of student progress and needs. Assessment results are used to improve student performance and improve instructional programs.

7. Focused Professional Development

Professional development is based on needs assessment and sustained over time. Deliberate decisions are made to support professional development aligned with the school district vision and goals.

8. Supportive Learning Environment

The school has a safe, civil, healthy, intellectually stimulating, and personalized learning environment. Students feel respected and connected with the staff and are engaged in learning.

9. High Level of Parent & Community Involvement

Parents and community members understand and support the basic mission of the school; an important role in achieving that mission.

For more information, contact: Kathy Hayes, (517) 327-5905, khayes@masb.org or visit www.masb.org.

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