TOP 10 FACTORS OF A GOOD SCHOOL CONT’D
The third factor to consider in looking for a good school is the teachers. Find out the percentages of new and inexperienced teachers and the older and more experienced teachers. This can give insight into the quality of teaching that is provided to students. The other aspects surrounding teachers is the absentee rate. Ask the principal of the school to tell you if teachers are often absent or at least how often are they absent.
When teachers are absent, it sets of a situation where occasional teachers (supply teachers) are brought in primarily to monitor and manage student behaviour. Now, I know that saying this will not go over well with principals or teachers, but, it is a fact. A supply teacher may not know the subject matter that the regular teacher should be delivering to the students. It is unfortunate but nonetheless true. I am not blaming anyone but simply stating facts.
If teachers are often absent, it may be cause for behaviour issues and in the end poor performance in several subject areas. This is a factor that cannot be ignored are apportion very little weight, for the simple fact, that, good instruction is critical to acceptable student performance.
The fourth factor to consider is test scores. In Ontario schools that would be EQAO test scores. For your information, EQAO stands for Education Quality Accountability Office. This is a government agency that looks at the quality of education in Ontario schools. The Q in EQAO is therefore significant. The government and school boards can allocate resources to areas of educational needs as they are identified in student performance through the test results.
There is a continuing debate over the importance and significance of standardized assessments. The fact is that testing is a way of knowing what students know, what they don’t know, and what can be done to sure up areas of lack. It may not be the perfect measure, but, it is one of several measures used to provide critical information regarding student performance.
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