profesionalisme guru- 9 characteristics of high performing schools

8/14/2019 PROFESIONALISME GURU- 9 CHARACTERISTICS OF HIGH PERFORMING SCHOOLS

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Nine Characteristics of High

Performing SchoolsHollibrook Elementary (HB) - Houston, TXDel Norte Elementary (DN) - El Paso, TX

Linda Vista Elementary (LV) - San Diego, CA;Hanshaw Middle School (HA) - Modesto, CA;Horace Mann Middle School (HO)-San Francisco, CAHarold Wiggs Middle School (HW) - El Paso, TX

Dr. Richard Gmez Jr.


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Demographics: Enrollment & Percent LEP/Free or Reduced:

HB (1000, 67% & 87%); DN (650, 40% & 85%); LV (1000, 66% & 88%); HA (850, 73% & 94%);

HO (650, 25% & 51%); HW (1000, 28% & 70%) Other Challenges:

HB: 1 st Generation Immigrants; High Drug/Crime Area DN: Single Family Homes; Blue-Collar

LV: Multiple Languages; Gang Activity HA: High Poverty; Gangs; Migrants; 19% Unemploy. HO: High Poverty HW: High Student Mobility; Students W/O Schooling


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1.) Clear and Shared Vision andPurpose:

All Exemplary Schools Developed, Often byMeans of an Extended Process, 5 Dimensions of a Clear and Shared Vision & Purpose: High Expectations (LA/Math/Science/English) Cultural Validation (Climate w/o fear or put-downs) Community of Learners (Teachers as Professionals) Openness to External Partners & Research

Comprehensiveness (Structure/Content of Curriculum,Instructional Paradigm, Learning Environments,Language Development Strategies,Organization of theSchool, Use of Time, School Decision-Making)


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2.) High Standards and Expectationsfor ALL Students :

ALL Exemplary Schools Administrators,Staff, Faculty, Students, Parents, andCommunity, Believe Nothing Less Than

High Academic Success is Acceptable Academic Challenges Were Taken on by

the Collective and Worked on Until They

Became Academic Successes! All Schools Had Twin Goals of EnglishFluency AND Master the Content of theCore Curriculum


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3.) Effective Instructional andAdministrative Leadership: Principals (HA) or Teachers (HB) or

Parents (DN)

ALL Exemplary Schools Developed aVariation of Site-Based Management Leadership Consistently Was Flexible,

Open to New Ideas, and Approachable Democratic Process (Multiple Avenues for

Input by Staff, Faculty, Parents, &Students)


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4.) Supportive LearningEnvironment: Exemplary Schools Achieved a Reputation

for Being Innovative, Progressive, andInclusive

ALL Schools Used the Students NativeLanguage (Either to Develop Literacy Skillsor Content or for Both)

Students are Seen as Learners/Teachers Academic Families Five Year BE/ESL Programs


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5.) A High Level of Communityand Parent Involvement:

ALL Exemplary Schools Drew UponOutside Resources as They DevelopedCurriculum, Implemented New

Instructional Strategies, and DesignedMeaningful Assessment Systems

Parents, Business Community, Universities,Students, etc.

Parent Centers, Parent Universities, After-School Activities Program (ASAP)


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6.) High Levels of Collaborationand Communication:

Teachers Interviewed and Hired Teachers Teachers in Vertical & Horizontal Planning

Common Practices of Looping, Continuum,Team Teaching, Cross-Age Learning, OpenClassrooms

Parents & Business Community Included asIntegral Component of the Team Effort


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7.) Closely Monitored Teachingand Learning:

Exemplary Schools Implemented SystemsUtilizing Multiple Measures

Portfolios in Elementary Learning Academic Concepts Had Priority Utilized Much Hands-On, Cooperative

Grouping and Project Oriented Strategies Effectively Utilized Time as a Resource


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8.) Aligned Curriculum & Instructionwith the Standards and Assessments:

ALL Schools Aligned LA/Math/Science to StateStandards

Curriculum to LEP Population was High Quality

and Paralleled the Mainstream Curriculum to LEP Presented in a Meaningful

Manner Making Connections Across the Content-Areas and Building into the Curriculum Real-Life

Applications (Often Literature Based) Middle Schools Linked Science and Math to

Their LA and Social Studies


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8.) Aligned Curriculum & Instructionwith the Standards and Assessments:

Hired Social Workers Instead of Counselors Enrichment Versus Remediation One-Half of Categorical Funds Tied

Directly to Staff Development Writers and Readers Workshop; Pre-

Viewing Accelerated Schools; Academic

Reading; Whole Language; ShelteredEnglish; Thematic Units; Block Scheduling;Families; and Cooperative Grouping


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9.) Focused ProfessionalDevelopment in High Need Areas:

Teachers/Administrators CollaboratedContinuously to Determine Priority of Staff Development

Teachers Strongly Encouraged to AttainBE/ESL Endorsements

Rejected Notion that LEP Students mustFIRST Master English Before AttainingHigh Academic Success

profesionalisme guru- 9 characteristics of high performing schools

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