18 recommendations to achieve “successful schools”

A “success school” is one that achieves the inalienable objective of providing its students with the knowledge and essential skills and is capable, at the same time, of offering them the cultivation of attitudes and values that favor their integral formation, whatever it’s socio-economic and cultural context and its characteristics.

  1. Recognize the teaching staff as the main agent of the teaching and learning processes, consequently reinforcing the quality of their training and stimulating their professional commitment.
  2. Assume that teachers must have the master knowledge, have teaching skills and have human qualities, values, and convictions for the exercise of their functions.
  3. Promote in professors the mastery of methodologies and strategies that facilitate cooperation and teamwork, in a positive climate of interaction aimed at improving the quality and effectiveness of teaching and learning processes, within the framework of a shared project
  4. Enhance teacher relations with the social environment of educational centers, as well as interaction with families to favor the improvement of school results and the comprehensive training of students.
  5. To carry out a development of the curriculum, on the part of the teaching staff, that promotes in all the students a solid knowledge of the contents, the acquisition of the basic competencies and the culture of attitudes and values necessary for that integral formation.
  6. Encourage the interest and motivation of students by school and training, so that it is an active element in the learning process that feels safe, that understands what is expected of him, that extends his expectations and that be faced with a task that arouses your interest and allows you to progress.
  7. Early detection of the student’s difficulties in such a way that the pertinent supports are implemented, adapted to the different levels and personal learning rhythms.
  8. Promote a school management capable of exercising effective leadership within the educational community.
  9. Strengthen relations between families and educational centers, developing reciprocal commitments that promote concerted action for the benefit of students, families and the school institution itself.
  10. Establish solid links between the school and the community in which it is immersed, in a planned, systematic and coordinated manner with the social, cultural and health services of its municipality, particularly in the most disadvantaged environments.
  11. Assume that a culture of evaluation is essential to determine to what extent the quality goals associated with learning are met or not and adopt, where appropriate, the relevant improvement decisions.
  12. Promote the elaboration of an Educational Project of a center, widely assumed, that defines its specific philosophy, and that pays special attention to the formative evaluation system, oriented to the improvement of the processes and the results of the students.
  13. Provide capacity to the centers so that, in the framework of their autonomy, they can identify and respond to their needs for improvement.
  14. Sign explicit agreements between schools and the Educational Administration to implement improvement plans, with the involvement of families and students.
  15. Reinforce the role of the school of success as a compensating instrument for social, cultural and economic inequalities.
  16. To favor, from the Educational Administration, in those centers that apply for improvement programs, sufficiently contrasted, the adequate training of the educational agents involved and the stability of the teachers committed to their development.
  17. Adapt the endowment of the material and human resources of the centers to the different characteristics of their respective contexts and their specific needs, within a framework of responsibility and accountability.
  18. Adopt, on the part of the Educational Administrations and the holders of the centers, rational and systematic procedures for, based on the evidence provided by the evaluations for diagnostic purposes, identify the characteristics of the schools of high added value, to the object to recognize good practices, disseminate them and promote their application in other educational centers.
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