Supportive Climate

• Successful schools feel happy, safe and welcoming. Children must feel important -- teachers will be quick to know their names and learning styles. Relationships with teachers are trusting and mutually respectful. Successes are celebrated. Smaller schools, small classes and small groups perform best. The Carnegie Council on Adolescent Development recommends larger middle schools subdivide into small "learning communities" -- personalizing education and giving students confidence.
  
  

Child-centered Approach

• Receiving individual attention and support tailored to their strengths, weaknesses and learning styles, students feel their teachers want them to succeed. Plenteous support should combine with opportunities for responsibility and choice. Middle school students need to be shown learning's relevancy, given "hands-on" activities and encouraged to think independently. The Carnegie Council stressed that middle school students should share responsibility for their education, school and community. They should be encouraged to be active citizens.
  
  

Leadership

• High-performing middle schools have inspirational leaders. Communicating their vision for the school, they give direction to all. These Principals elicit confidence, enthusiasm, dedication and loyalty -- from staff, parents and community. Good leaders know how to delegate, drawing on help from within the school and from the community. Teachers will embrace mentoring and leadership roles, encouraging one anothers' professional development. Each child has an adult they turn to for advice.
  
  

Teamwork

• Staff in successful schools share goals, core values and planning. Working together they bring their school where they want it to be. Communication is strong -- between leader and teachers; teachers and pupils; teachers and parents. Students work in small groups and in teams with adults. The school builds strong links with local businesses, community leaders, colleges and social services. Where there are problems, parents, teachers, pupils and community work together to address them.
  
  

High Expectations

• High-performing schools work to clearly defined goals. Academic and behavioral expectations are high. Even where children have disadvantages, disabilities or come from poverty, teachers will believe that they can succeed. This confidence and ambition is communicated to the children. Teachers equip students with the skills and the confidence needed to meet these ambitious goals. Teaching methods and materials are research-based and expectations of teachers equally high. Teaching and learning are monitored, assessed and adjusted in pursuit of greater success.
  
  

Professional Development

• Teachers in successful schools receive feedback and opportunities for further training. Teachers are keen to pursue these opportunities -- helping them adjust their teaching to the children's needs. Staff weaknesses are identified and addresses through training or mentoring. High-performing middle schools have committed teachers. They put in extra hours; provide extra-curricular opportunities; get involved in the community and strive for their own professional development. Morale is high; staff turnover low.
  
  

Parental Involvement

• High-performing schools enjoy high levels of parental involvement and community support. Parents feel they are welcome partners in their child's learning. Parents will feel free to approach teachers with any concerns and they will be frequent classroom or field trip volunteers.