DOUGLAS COLLEGE
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= The atmosphere of any particular school will be greatly
influenced by the degree to which it functions as a coherent
whole, with agreed ways cf doing things which are consistent
throughout the school and which have the general support of
all staff.

- Teachers and school administrators agree that the combined
effect of the school is much more powerful than the
individual teacher effect on student academic achievement.

= In schools with good outcomes, decisions tended to be made
by administration after consideration of the views of the
whole staff.

= Group Planning provides opportunities for teachers ta
encourage and support one another. In effective schools,
Planning was a group matter, generally based in departments
with joint curriculum planning. In less effective schools,
teachers worked on their own to a mucn greater extent with
the consequence that often there was little coordination
between teachers in the same department.

= The greater the group agreement on crucial issues. the
areater the tolerance which is possible for individuality
and idiosyncracy on other matters.

= ExXam successes were more frequent and delinquency less
common in schools where discipline was based on general
expectations set by the school (or house or department).
rather than left to individual teachers ta work out for
themselves.

= Discipline will be easier to maintain if the pupils
appreciate that it relates to generally accepted approaches
and does not simply represent the whims af the individual
teacher.

= Teachers need the opportunity to take responsibility in. ta
feel rewarded by, and to identify with, the school.

= Consistent attention was qiven by the orincipal as to

whether or not instructional behaviours af teachers
contributed to pupil learning by being in classes, being
knowledgeable about what is happening, giving support and

guidance.

= Principais partake in and respond to criticism, i.e@., they
are able to suggest a repertoire of ways for teachers ta
Overcome a problen, thus becoming an instructor and
creditable resource for the teacher.