Identify

Apply Define

Some
Characteristics
For Achieving
targets

Discuss Explain
 3 6
1
7
2
9 4

5 8
 Goals Processes

1. Clear and shared

4. Collaboration and
focus Communication
2. High standards and 5. Alignment with state
expectations standards
6. Monitoring and learning
All and teaching
Students
3.
Ef

ip
fec

rsh
tiv

de
7. Focused professional

ea
e

el
le a

development

tiv
de

fe c
8. Supportives environment
rsh

Ef
ip

9. Family and community

3.
involvement

Supports
 1
 Everybody knows where they are going
and why. The focus is on achieving a
shared vision and all understand their role
in achieving the vision.
 The focus and vision are developed from
common beliefs and values, creating a
consistent direction for all involved.
1. Clarify and share the vision
Organizational
VISIONS
Time Management Technical Definition of the word

“Worthwhile Goal”

Anything that adds value

to our life in this world
or hereafter and we
want to achieve it.
 2

 Teachers and staff believe that all students

can learn and meet high standards.
 While recognizing that some students must
overcome significant barriers, these obstacles
are not seen as insoluble.
 Students are offered a motivated and
accurate course of study.
Charter School Clips
3
 Effective instructional and administrative
leadership is required to implement change
processes.
 Effective leaders proactively seek needed
help. They look after an instructional program
and school culture conducive to learning and
professional growth.
 Effective leaders have different styles and
roles---teachers and other staff, including those
in the district office, often have a leadership
role.
 4

 There is strong teamwork among teachers

across all grades and with other staff.
Everybody is involved and connected to
each other, including parents and
members of the community, to identify
problems and work on solutions.
 A source of Inspiration

 An empirical research was conducted by Jim Collins on the

success achieving 18 companies. He wrote a book titled “Built
to Last”. In his book he has tried to prove that companies
having a clear vision, are still exist with high frequency of
achievements.

 But later on, his companions argued that all your selected 18
companies are represented & led by the brain trust bodies. So,
whether there are also examples of such companies that do
have vision but deficient with resources. Jim was surprised by
hearing so with saying “No”.
 Continue…
 He took this to heart and decided to investigate into the
matter. He, with the circle of 25 co-researchers, selected
1483 companies and conducted research for 6 years at a
stretch in the way given below.

Good Companies Great companies

Having income 10 to 11 %Sustain Income 15, 20 & 30 %

the income position for 15 years Sustain the income position for
15 years
 Continue…
 As a result, 11 companies out of 1483 fell in category
good. He further drove his thought’s wheel and tried
to conclude that why those companies achieved and
maintained the criterion based target and why did the
others fail to achieve?

 As a result he added another valuable book to market

titled “Good to Great”. After this systematic study,
he came to believe in the two key factors.
 Continue…
 These companies were
based on sound
ideology with clear Level-5
vision but no
motivational programs for leadership
employees.

 Level-5 leadership:
Humility Determination
 EXAMPLES:
 Hazrat Muhammad (SAW)

 Determination: When Hazrat Abu Talib advised Him to

compromise with the people. The Prophet Muhammad (SAW)
declared that if these people bring even sun to my one hand
and moon to my other still I would not leave my mission.
 Humility: Hazrat Umar (RA) once chanced to see the
prophet Muhammad (SAW) on a mat which imprinted His
back with the stripes of mat.

 Now as a principal what should you do?

5

 The planned and actual curriculum are

aligned with the essential academic
learning requirements (EALRs).
Research-based teaching strategies and
materials are used. Staff understand the
role of classroom and state assessments,
what the assessments measure, and how
student work is evaluated.
 6

 A steady cycle of different assessments

identify students who need help. More
support and instructional time is provided,
either during the school day or outside
normal school hours. Teaching is adjusted
based on frequent monitoring of student
programs and needs. Assessment results
are used to focus and improve
instructional programs.
 7

 A strong emphasis is placed on training

staff in areas of most need. Feedback
from learning and teaching focuses
extensive and ongoing professional
development. The support is also aligned
with the school or district vision and
objectives.
 8

 The school has a safe, civil, healthy and

intellectually stimulating learning
environment.

Students feel respected and connected with the

staff and are engaged in learning.

Instruction is personalized and small learning

environments increase student contact with
teachers.
 9

 There is a sense that all have

responsibility to educate students, not just
teachers and school staff. Families,
businesses, social service agencies and
community colleges/universities all play a
vital role in this effort.
 The Power of Habit

Perhaps the most important

discovery in the fields of
psychology and success is that
fully 95% of everything that you
think, feel, do and achieve is the
result of habit.
Nine Characteristics of High Performing Schools

 Clear/shared purpose
 High standards/expectations
 Effective School Leadership
 Supportive Learning Environment
 Parent/Community Involvement
 Collaboration/Communication
 Frequent Monitoring of Teaching/Learning
 Curriculum, Instruction, Assessment Alignment
with State Standards
 Focused Professional Development
 All Habits Are Learned
The good news about habits is that all habits are
learned, as the result of practice and repetition.
You can learn any habit that you consider either
necessary or desirable. By using your willpower
and discipline, you can shape your personality
and character in almost any way you desire. You
can write the script of your own life, and if you
are not happy with the current script, you can
rip it up and write it again.
Your good habits are responsible for most
of your success and happiness today, your
bad habits are responsible for most of
your problems and frustrations. But since
bad habits are learned as well, they can
be unlearned and replaced with good
habits by the same process of practice and
repetition.
“We first make out habits, and then our
habits make us.” (John Dryden)
 School

Learning Outcomes
Exc

Good

Sat

CHANGE
Poor
AFAQ
AFAQ
AFAQ

AFAQ

V.Poor AFAQ