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Family
- Community - Classroom
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A great school is adequately staffed to perform all of the work implied by the community's goals and expectations.
Like many of the other criteria, this one has several aspects, and any assessment will require a careful look at both quantitative and qualitative factors. Overly simplistic formulae will not suffice.
The quantitative dimension of this assessment is the easy part. The key question is complex but easily understood: Are there enough people to do the required work thoroughly? Consideration must be given to the agreed upon expectations and goals (the description of what the school is expected to accomplish) and a reasonable plan of activities to achieve these expectations in the framework of the available physical spaces and other real constraints. However, before rushing to a conclusion, observers must carefully consider some subjective factors, such as the intensity of supervision that is required by the school's circumstances and objectives regarding safety and the desired intensity of relationships between children and adults. The supervision of students and intensity of relationships with students take much time. If this time is not otherwise provided, it is diverted from teaching. This is often counterproductive to the goals and expectations of the school.
While the qualitative aspects of staffing are more difficult, there are many objective methods available for assessing adequacy. The most compelling is, of course, the state's requirements for certification or licensure. At a minimum, all professionals should have those state licenses that are specified for the functions assigned to the individual. In a Great School, this "at a minimum" feature is stressed because the pattern is "unquestionably well qualified" rather than "minimally qualified."
Teachers and administrators ought to be bona fide experts in the pedagogical arts and sciences, as well as masters of the subjects they teach or supervise. Support personnel must be technically proficient but also able to sustain effective relationships with the youthful students whom they serve. Finally, all of the adults in the school must be of trustworthy character so that they add safety and certainty to the environment rather than threat or instability. The processes by which employees and volunteers are screened and selected must be known and deemed reasonable by both the employees and the parents of the school population.
Adequately staffing a school is much more than simply recruiting and hiring. It is most unlikely that one will ever find a Great School staffed by disgruntled and discouraged personnel. Teaching and nurturing children is as taxing for professionals as it is for parents. Not only is it physically demanding, but it is also emotion-laden work. Excitement, self-denial, extensive preparation, self-confidence, and a passion for the well-being of the student are all characteristics of teaching at its best. Accordingly, a Great School nurtures these attributes in its staff. This requires an environment rich with inducements and opportunities to grow and learn continuously.
Beyond this general encouragement and opportunity, the Great School demonstrates a conviction that teachers new to the profession are indeed an asset to the school, but also manifests an active interest in the special needs of the new teacher. No matter how thoroughly schooled, novices simply cannot be left to "sink or swim" on their own. The risks are too great. Special consideration in assignments, well-structured mentorships, and supportive supervision by the employer must be carefully integrated into a proper program of orientation and professional development.
Finally, a Great School is staffed by personnel who feel good about their situation. They feel respected, supported, appreciated, and fairly treated. Wages, benefits, and conditions of employment are deemed satisfactory if not generous. Assignments, expectations, procedures, and policies are seen to be reasonable and supportive of the goals and expectations of the school rather than pointless. A variety of tools are available to assess the morale of the staff. Many consulting firms and university faculty offer a systematic appraisal system. An analysis of the historical pattern of collective bargaining and official grievances can provide useful clues about the status of things. Finally, simple dialogue with a sample of employees and their unions can yield rather reliable insights.
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