To be truly effective, a principal must create a system of core values that the entire staff shares. To do this, she needs to involve the teachers and staff. A common theme to each of the core values should be a student-centered view of education. When a decision is made in the school, the first thought should always be: "What's best for the students?" When everyone shares this belief, infighting will lessen and the school can focus on the business of teaching.

Many middle and high schools do not stress parental involvement; they should. It is the school's job to pull parents in and help them understand what they can do. The more a school involves parents, the better the students will behave and perform. Many parents want to know what's going on in class but have no way of figuring out how to do this. A school that stresses parental contact for both positive and negative reasons will grow more effective over time. Thankfully, this is something that each teacher can institute even if the school as a whole does not stress such involvement.

One excellent way to support better learning in school is to provide the students with a clean and well-organised environment where they can develop their skills and increase their knowledge. A clean and comfortable school setting helps enhance the teaching and learning experience. So saying, a school administrator must rely on a professional cleaning service to maintain the orderliness and cleanliness of the school premises. To find professional cleaning services in Australia that offer exclusive school cleaning contracts or provide specialised cleaning services, we at EISAU can help you. Our lists of cleaning contractors are qualified and experienced school cleaners and maintenance staff that have undergone extensive screening and comprehensive training process.

Teachers are students’ role models. They have a strong influence in shaping a student’s attitude and personality, so it is necessary that they possess admirable qualities which cultivate the students’ talents and abilities. Good teachers are approachable and willing to mentor their students in achieving academic excellence and attaining their personal goals. Likewise, school administrators must be professional and supportive to the needs of the academic staff. Good teachers empower the faculty by creating instructional techniques which nurture their skills and broaden their expertise to become more effective teachers.

Good schools have excellent support staff (e.g., nurse, doctor, guidance counsellor and psychologist) who are geared to help meet the needs of all the students. Additionally, the school connects with the best suppliers or service providers who deliver quality products (e.g., school playground equipment, school supplies, art supplies and library supplies) and efficient services that meet the needs of the school community.

4.     An exceptional school works to build a safe learning environment for students.

An effective school is a place where students feel safe, physically and emotionally. It is a supportive community where the teachers and students collaborate and focus on achieving better learning. Hence, it is free of negative behaviours, like bullying and harassment. Instead of serving punishment as a means to discipline the students, the school might focus on preventing student misbehaviours by implementing disciplinary actions that are safe for the student and helpful to the community, such as letting the students do social work or community service for a certain period of time.

Giving students access to powerful educational tools and facilities, such as computers, laboratories and libraries deepens their knowledge and further improves their logical and cognitive skills. Additionally, the school offers students (including those who love the performing arts) with opportunities to enrich their educational experience and nurture their talents such as going on school performance tours. At EISAU, you will find companies experienced in school performance tours that can provide students with access to the best musical and theatrical shows.

A good school can adapt quickly to human needs and technology change.

A good school produces students that not only read and write, but choose to.

A good school sees itself.

A good school has diverse and compelling measures of success–measures that families and communities understand and value.

A good school is full of students that don’t just understand “much,” but rather know what’s worth understanding.

A good school knows it can’t do it all, so seeks to do what’s necessary exceptionally well.

A good school improves other schools and cultural organizations it’s connected with.

A good school is always on and never closed. (It is not a factory.)

A good school makes certain that every single student and family feels welcome and understood on equal terms.

A good school is full of students that not only ask great questions, but do so with great frequency and ferocity.

A good school changes students; students change great schools.

A good school understands the difference between broken thinking and broken implementation.

A good school speaks the language of its students.

A good school doesn’t make empty promises, create noble-but-misleading mission statements, or mislead parents and community-members with edu-jargon. It is authentic and transparent.

A good school values its teachers and administrators and parents as agents of student success.

A good school favors personalized learning over differentiated learning.

A good school teaches thought, not content.

A good school makes technology, curriculum, policies, and its other “pieces” invisible. (Ever go to a ballet and see focus on individual movements?)

A good school is disruptive of bad cultural practices. These include intolerance based on race, income, faith, and sexual preference, aliteracy, and apathy toward the environment.

A good school produces students that know themselves in their own context, one that they know and choose. This includes culture, community, language, and profession.

A good school produces students that have personal and specific hope for the future that they can articulate and believe in and share with others.

A good school produces students that can empathize, critique, protect, love, inspire, make, design, restore, and understand almost anything–and then do so as a matter of habit.

A good school will erode the societal tendency towards greed, consumerism, and hoarding of resources we all need.

A good school is more concerned with cultural practices than pedagogical practices–students and families than other schools or the educational status quo.

A good school helps student separate trivial knowledge from vocational knowledge from academic knowledge from applied knowledge from knowledge-as-wisdom.

A good school will experience disruption in its own patterns and practices and values because its students are creative, empowered, and connected, and cause unpredictable change themselves.

A good school will produce students that can think critically–about issues of human interest, curiosity, artistry, craft, legacy, husbandry, agriculture, and more–and then do so.

A good school will help students see themselves in terms of their historical framing, familial legacy, social context, and global connectivity.