50 Characteristics to identify a good school for your child

What should schools teach? How are they supposed to do it? And how do we know if we are making the right choice? These are incredibly important questions and must be answered according to societal needs.
The way schools are designed and what students learn must be constantly revised, examined and refined. Most modern academic standards take a simple approach to education.
Why can't education, as a system, remake itself as aggressively as digital technology? The fluidity of a given curriculum must at least match the fluidity of modern knowledge requirements.
In this era of access to information, smart clouds and worsening socioeconomic inequality, we might consider whether we should be teaching content, or rather, teaching students to think, design their own learning paths, and create and do extraordinary. things that are valuable to them instead?
How can a school call itself “good” when it produces students who don't know themselves, the world or their place?

Characteristics of a good school

• A good school visibly and substantially improves the community in which it operates.
• A good school adapts quickly to social changes.
• A good school uses all the resources, advantages and opportunities it has to grow and tends to have more resources, advantages and opportunities than low performing schools.
• A good school has students who get along and support each other towards a common goal.
• A good school produces students who read and write because they want to.
• A good school admits its failures and limitations while working together with a “global community” to grow.
• 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 who know what is worth understanding.
• A good school speaks the language of the children, families and community it serves.
• A good school improves other schools and cultural organizations with which it is connected.
• A good school understands the relationship between curiosity, inquiry and human change.
• A good school ensures that all students and families feel welcome and understood on an equal basis.
• A good school is full of students who not only ask great questions, but ask them too often and too fiercely.
• A good school changes students; students change big schools.
• A good school understands the difference between a bad idea and the poor implementation of a good idea.
• A good school uses professional development designed to improve teacher capability over time.
• A good school does not make empty promises, create misleading statements, or mislead parents and community members with promises. It is authentic and transparent.
• A good school values ​​its teachers, administrators, and parents as agents of student success.
• A good school is willing to “change its mind” in the face of relevant trends, data, challenges and opportunities.
• A good school teaches thinking, not content.
• A good school de-centers itself – it makes technology, curriculum, policies and its other “pieces” less visible than the students.
• A good school disrupts bad cultural practices. This includes bigotry based on race, income, faith and sexual preference, alliteration and apathy for the environment.
• A good school produces students who identify with their own context, rather than merely being “good students”. These contexts should include geographic, cultural, community-based, and language-oriented factors and ideas.
• A good school produces students who have a personal hope they can articulate, believe in, and share with others.
• A good school produces students who can empathize, criticize, protect, love, inspire, make, design, restore, and understand almost anything.
• A good school will connect with other good schools – and it will connect students too.
• A good school is more concerned with cultural practices than pedagogical practices – students and families than with other schools or the educational status quo.
• A good school helps students understand the nature of knowledge – its types, fluidity, uses, abuses, applications, etc.
• A good school will experience disruptions in its own standards, practices, and values ​​because its students are creative, empowered, and connected, and they cause unpredictable change.
• A good school will produce students who can think critically – about issues of human interest, curiosity, art, craft, legacy, agriculture and much more.
• A good school will help students see themselves in terms of historical background, family legacy, social context and global connectedness.
• A good school wants all students to have the same level of education.
• A good school has a great library.
• A good school can have creative spaces and wonderful arts and humanities programs, but the most important thing is that these types of learning spaces are characterized by learners and their ideas rather than by the ‘programs’ and technologies.
• A good school is full of joy, curiosity, hope, knowledge and constant change.
• A good school admits when it has a problem rather than hiding it or “reframing it as an opportunity”.
• A good school does not have unnecessary meetings.
• A good school doesn't spend money just because it's available.
• A good school values ​​project-based learning.
• A good school explains test results honestly and in context.
• A good school never gives up on a student.
• A good school is not afraid to ask for help.
• A good school sees the future of learning and merges with the potential of the present.
• A good school does not graduate with little or no hope for the future.
• A good school separates knowledge, understanding, skills and competencies – and helps students to do the same.
• A good school knows how to encourage gifted students and support struggling students.
• A good school benefits from the gifts and resources of its students and their families to strengthen the education system.
• A good school does not exhaust teachers and administrators.
• A good school is open to learning, teaching, visiting and experiencing.
• A good school seeks to cultivate great masters.