Magazine - ESHA

The development of talented students must also be included as
relevant factor according to the CPB. Talent must not be limited
or compromised; this is an important principle. We should keep in
mind the publication of Douglas Reeves 3 in The Learning Leader:
“Effectiveness, by defi nition, is not only represented by perfor-
mance measured by educational results. Some schools achieve by
accident good results without the conscious application of mea-
surement and quality analyses on the effect of leadership, teaching,
variability, parent involvement or other indicators which show how
these good results are achieved”.
For this reason High Performance Schools are focussed on an
explicit moral proposition, to secure effi cacy and learning for all
participants. Closing the gap in performance between the most
successful and the relatively least successful has to be seen as an
issue of equity rather than a policy initiative. Leadership is therefore
focused on an explicit moral proposition that centres on securing
effective teaching and learning for all. Leadership has to be driven
by personal values that focus on enhancing achievement and well-
being, irrespective of the personal circumstances of students.
Chances for all schools
As the intrinsic motivation of teachers, based on shared moral
principles is the basis for excellent education for each student this
should also form the basis for every team in school. Each school,
despite different starting positions, has the potential to perform
at a higher level. It is essential to choose the right interventions
and leadership style that fi t the developmental stage of the school.
There a number of phases common to all schools:
Phase 1. Quality of processes
HIGH PERFORMANCE SCHOOLS
If an organization is to develop from “weak” to “improving” cer-
tain basic processes are necessary to guarantee a certain minimal
ESHA MAGAZINE SEPTEMBER 2011 41