HIGH PERFORMING READINESS MODEL

School:
The Educators: A Project of Beaconhouse

About the school demographics:

The Educators is a franchised project of Beaconhouse School System. For high
performing readiness assessment we selected Al-Rehman Campus of The Educators, which is
located in Rizwan Garden, Lahore. The school is channelling in a double storey building,
which was previously used as a hotel. It was established four years ago in 2016. It has 10
rooms and 1 staff office.
It is basically a high school. Currently 140 students are enrolled in the school. 12
teachers are teaching in the school, with 6 non-teaching staff working aside. School is
governed by Director, Principal, and Vice-Principal.

High Performing Readiness Model

Summary of findings in Context to HPRM

Readiness to teach:
1. Share responsibilities for achievement:
The leadership of school conveys clear, measurable, ambitious and attainable goals
for sake of achievement. The principal encourage teachers to generate innovative measures
for school-wide goals and drew on these ideas to establish such goals.
2. Personalization for instruction:
There is no personalization for instruction. Teacher is accountable for students’
achievements. The school’s curriculum is not well-defined, and it does not seem possible to
cover entire syllabus before final term exams. The school does not have systems to recruit
and retain effective teachers.
3. Professional teaching culture:
There is no professional teaching culture. There is no observation of teachers. There is
communication gap among teaching staff and administrators.
Readiness to learn:
1. Safety, Discipline and achievement:
There is proper safety system in the school. Discipline of the school is violated many
times in terms of punctuality of students. The school uniform policy is consistently enforced
and students who do not abide by the policy receive detentions. According to teacher
approximation, approximately 25% of instructional time is lost because they are handling
student’s behavior. The achievement is not satisfactory. However, student achievement is not
celebrated in any other manner.
2. Action against adversity:
There is no capability and capacity to cope the adversity and weird situations. The
school does not have a systematic way of assessing student’s poverty-related challenges.
3. Close student-adult relationships:
The relation of students with there adults is very good and cooperative. Some teachers
have informal mentoring relationships with some students, there are not any school-wide
initiative for establishing and developing meaningful connections between staff and students
Readiness to act:
1. Resource authority:
Principal have not any resource authority about school. Principal’s control over the
school is limited in terms of funds and other grants. The resource authority is Director
2. Resource ingenuity:
All teachers have limited space, equipment, or materials. Teacher have only access to
classroom sets of iPad and calculators.
3. Agility to face turbulence:
The school lacks agility in facing any kind of turbulence. Administration and teachers
are reluctant in coming forward to solve any problem.
Recommendations for school improvement:

By analysing the gaps in our selected school, we have come to the point that the
turnaround model is best suited in this scenario. In context to the aforementioned gaps and
findings about school, we decided to put forward a 70-80 percent turnaround ranging from
administration to the non-teaching staff. The school needs new and improved characteristic
rules to be followed by both the administration, staff, and students.

Reasons to implement Turnaround:

Some of the reasons to implement turnaround on our school situation are:

1. The school needs structured and wide goals which are lacking because the

school’s goal is only to attract more and more students towards it and not to

improve instruction. Hence a turnaround is required to restructure the mapping of

the criteria to achieve school’s goals.

2. The administration hierarchy needs to be restructured and monitored from top to

bottom. School must have only one autonomous body who have authority to have

a strong check on the other staff.

3. There is a lack of coordination and communication gap between teachers and the

director. Hence there is a need of at least one coordinator for each of the sections

i.e. primary, elementary and secondary.

4. School requires to split apart the classes for boys and girls as coeducation at

elementary and secondary level is causing serious ethical threats to school

environment in regard to the community. A decrease in the number of enrolments

has been observed in the past years due to the aforementioned issue.

5. School needs to hire professional and subject specialists selected upon merit. It is

required to increase its teaching staff.

6. School do not have proper infrastructure as it is based on a hotel building. Hence

it is necessary to provide enough resources to improve the infrastructure

 (classrooms, play area, washrooms, electricity etc.) for better learning of the

students and teachers facilitation.

7. School needs to make rules and monitor them to be followed by students. As

majority of students violate the existing rules without any hesitation and

surprisingly the administration allows them.

8. Timetable needs to be restructured. Teachers demands some relaxation in order to

gather the energy for teaching. It helps them to plan and deliver lessons

effectively.

9. Clarified roles and responsibilities of all individuals at the school needs to be

implemented properly.

10. Intense commitment to high levels of student achievement by all school staff

needs to be monitored.

11. Consistent assessment implementation to identify student needs is a necessity for

school achievement.

12. Extracurricular activities needs to be well-planned and well-managed so that these

activities do not distort the instructional time of the students.

13. Resources are necessitate to be increased and invested in a well-organized manner

so that they are not granted to less prioritized objectives.

14. System needs to monitor the implementation of initiatives across the building, and

the ability to adjust accordingly.

15. System needs to monitor students’ progress towards academic and behavioural

goals and to revisit interventions, if necessary.