A Report of a Study Tour to the USA – April 2006
Therese Hinder
Principal
Epping West Public School
96 Carlingford Road
Epping NSW 2121
Australia

CONTENTS
1. Focus of the research study
2. Background information
3. Research methodology
4. Key research questions used
5. Research Findings
5.1 Huntington Woods Elementary School
– Wyoming School
District
5.2 Red Arrow Elementary School – Hartford School District
5.3 McFall Elementary School, Thornapple
– Kellogg School
District
5.4 Enterprise Elementary School – Brevard School District
5.5 Saturn Elementary School
– Brevard School District
5.5 Indialantic Elementary School – Brevard School District
5.7 Ralph M. Williams, Jr. Elementary School – Brevard School
District
5.8 Brevard County
6. Major Conclusions
7. Implications of the findings for the practice of leadership
8. Recommendations
9. Bibliography
Appendix 1 Survey form of criteria for a Quality School
Appendix 2 NSW Quality Teaching Model
Page
4
4
5
5
6
6
6
7
8
9
10
10
14
14
15
20
11
12
13
Leadership Fellowship 2005 –2006 Therese Hinder Page 2 of 39

Appendix 3 Questions about quality used in this research
Appendix 4 Huntington Woods Elementary School – Wyoming
School District Findings
Appendix 5 Red Arrow Elementary School
– Hartford School
District Findings
Appendix 6 McFall Elementary School, Thornapple – Kellogg
School District Findings
Appendix 7 Enterprise Elementary School
– Brevard School
District Findings
Appendix 8 Saturn Elementary School – Brevard School District
Findings
Appendix 9 Indialantic Elementary School – Brevard School
District Findings
Appendix 10 Ralph M. Williams, Jr. Elementary School
– Brevard
School District Findings
Appendix 11 Ralph M. Williams, Jr Elementary School – Choice
Theory curriculum connected to values and skills
22
24
26
28
30
33
35
37
39
Leadership Fellowship 2005 –2006 Therese Hinder Page 3 of 39

1. FOCUS OF THE RESEARCH STUDY
This report was completed as part of a Leadership Fellowship 2005 –2006 Frank Farrell
Award presented to Ms Therese Hinder by the NSW Minister for Education and Training.
The report describes visits undertaken in April 2006 to seven Elementary schools in the
United States of America (USA) which have achieved accreditation as Quality Schools through The William Glasser Institute. It develops a series of indicators of progress towards the six Quality School Principles described by William Glasser.
2. BACKGROUND INFORMATION
The philosophy developed by Dr William Glasser to describe the motivation and behaviour of people, Choice Theory together with the implementation strategy of Reality
Therapy is used by many schools and teachers as the basis for shared principles and values that underpin the programs, policies and procedures of a school.
Dr Glasser has written 20 books including: Schools without Failure, Choice Theory: A
New Psychology of Personal Freedom, Every Student can Succeed and The Quality
School: Managing students without coercion.
Dr William Glasser describes four phases that a school needs to go through to become a Quality School and sets six criteria for being a Quality School. These criteria form a rubric, Rubric for Measuring Quality School Progress developed by Dr Brad Greene of the Glasser Institute, whi ch describes “what each criterion looks like” and “what it doesn’t look like” as a way of assessing progression (see Appendix 1:
Survey form of criteria for a Quality School based on the Rubric for Measuring Quality School Progress developed by Dr Brad Greene).
Over many years of Principalship I have based policy, programs and procedures upon
Dr Glasser’s Choice Theory, Reality Therapy, Lead Management and the Quality School
Criteria. Visiting accredited Quality Schools enabled me to evaluate progress at Epping
West Public School towards this goal and determine the way forward.
3. RESEARCH METHODOLOGY
In order to determine the series of indicators towards the achievement of Quality School
Principles, I organised visits to seven Quality Schools in the USA. By visiting these schools I was looking to see the methods past and present used by the schools to evaluate their achievement and inform their plans for improvement.
The visits involved meeting with the principal or Glasser leadership teams, visits to classrooms and discussions with teachers and students. I developed a series of questions to gauge the school’s perceptions of their achievement of the Glasser Quality
School Principles (see Appendix 3: Questions about quality used in this research).
The initial meeting with the principal or leadership team provided the operational context of the school and the history of how it came to be a Quality School. Classroom visits and discussions with teachers then elaborated how the Glasser curriculum was
Leadership Fellowship 2005 –2006 Therese Hinder Page 4 of 39

organised and taught and the effects on students. Individual conversations with students provided a view of the degree to which students had internalised the concepts.
The final meeting of the day with the principal or team provided the opportunity for clarification of classroom practice and the whole school perspective.
3.1 Choice of schools
There are currently 23 schools which have been accredited as Quality Schools. Twenty one schools are spread across the United States and so the choice of schools was largely determined by geography – choosing schools that were close together to limit travel time.
Three schools in Michigan which could be visited from a base in Grand Rapids
(Huntington Woods, Red Arrow and McFall) and four schools in the Brevard School
District in Florida: Ralph M Williams, Saturn, Enterprise and Indialantic) were chosen.
4. KEY RESEARCH QUESTIONS USED
In visiting the Quality schools I researched:
1. The overall effectiveness of the school and how this was measured
2. The leadership structures that supported and produced the Quality School
3. The methods the schools had used to determine their progress towards becoming a Quality School
4. The extent to which a structured curriculum was used to teach the Glasser principles.
Overarching the above questions were the questions as to the extent to which schools implemented the six Glas ser Quality School Principles”:
1. There must be a warm, supportive and caring environment
2. Students should be asked to do only meaningful work
3. Students are always asked to do the best they can
4. Students are asked to evaluate their own work and improve it
5. Quality work always feels good
6. Quality work is never destructive.
Leadership Fellowship 2005 –2006 Therese Hinder Page 5 of 39

5. FINDINGS
5.1 Huntington Woods Elementary School – Wyoming School District
4334 Byron Centre S.W. Wyoming, MI 49509 www.wyoming.k12.mi.us/009/index.htm
Huntington Woods Elementary School attained Quality School status 12 years ago under Kaye Mentley who is now Principal of The Grand Traverse Academy (also a
Quality School). The present Principal, Mrs Andrea van der Laan, was a teacher at
Huntington Woods and has now been Principal for seven years. Huntington Woods is a
“School of Choice” in the Wyoming School district and does not have a drawing area.
See Appendix 4: Huntington Woods Elementary School – Wyoming School District
Findings
Summary of findings
Huntington Woods is a very well established Quality School with a high level of academic achievement. The Principal is a Senior Member of The William Glasser
Institute and provides training, not only for her own staff, but for other schools. There is not a formal curriculum in Choice Theory for students or parents and it is up to teachers how it is taught and integrated into the usual curriculum. There are high expectations of student responsibility for learning and behaviour with teachers taking a lead management role.
There is no systematic data gathering of student growth in independence, responsibility, relationship and self management skills. The district is not gathering data about whether there are differences in high school results for Huntington Woods students.
The school has a very strong reputation and is regularly visited by people from all over the world who come to see a Glasser School in action. The principal’s leadership is supported by shared leadership of skilled, trained teachers. Collaborative collegiality creates a climate of respect, improvement and ownership by all. The principal uses the
Dr Brad Greene Rubric as a basis for whole school reflection and then planning.
5.2 Red Arrow Elementary School
– Hartford School District
15 East Street Hartford,MI 49057 www.hartford.schools.org/ra
The Principal is Mr John L Busch who has been at the school for 23 years. The population is of mixed socio-economic and ethnic background. An indicator of this status is that there is a level of 80 pre cent of students who qualify for free and reduced lunch entitlements. The school has access to Title 1 low socio-economic funding for projects.
See Appendix 5: Red Arrow Elementary School – Hartford School District Findings
Leadership Fellowship 2005 –2006 Therese Hinder Page 6 of 39

Summary of findings
The school achieves well in the State Testing Program and has very few discipline problems.
The School is well respected with frequent positive comments by outsiders, trainee teachers and the receiving Middle School. The school is calm with students and teachers showing respect for others.
The support of the school district in training has meant that a common language and philosophy are used in the school. The Glasser ideas underpin the myriad other programs used in the school and pull the ideas together.
Through the training, staff built networks outside the school district. The staff demonstrated a very high level of commitment and self evaluation, understanding that
“relationships” were the key and that students had to evaluate behaviour and work and make decisions and judgements. Teachers frequently expressed that “they did their best and learnt from mistakes” and “were open to other ideas.”
5.3 McFall Elementary School, Thornapple – Kellogg School District
509 W Main Middleville, MI 49333 www.th.k12.mi.us/mcfall/mcfallhome.htm
The Principal, Mr Bill Rich, has been Principal since 1980 with 32 years working in the school district.
McFall is an unusual school as it only has Kindergarten and Grade 1 students although there are 500 students. An early intervention unit is also on site. There is a pre-school which parents pay for led by the Principal of McFall Elementary School.
The Principal and teachers at the school are very strongly committed to developing skills and a love of reading in these early years. Class size is 24.
The community is low to mid-income with pockets of low income. There is no industry in the town. Twenty miles away there is a small amount of industry but many families travel
15 miles to Grand Rapids to work. Some wealthy families are building around the lakes.
The school district is growing so there will need to be a change in the school structure in the next few years, maybe including year 2 students.
See Appendix 6: McFall Elementary School, Thornapple – Kellogg School District
Findings
Summary of findings
This school has a vital, attractive, warm, supportive and collegial climate. A sense of learning being fun and positive is everywhere. Some of this is due to the specialised focus on Early Childhood by only having Kindergarten and Year 1 students.
The Principal feels that the teachers who choose to work in this area are committed to
“nurturing” and the development of each child. He feels that teachers think,” what can I
Leadership Fellowship 2005 –2006 Therese Hinder Page 7 of 39

do for the child not what will I teach” and students feel secure and know they belong and are connected. Teachers work in teams and have been involved in key school decision such as the hiring of staff.
Teachers have autonomy about what and how they teach Choice Theory rather than a prescribed whole school curriculum. They see the benefits for students as being that they start to think of others and understand that recognition of others is important and that there are differing points of view.
The Principal feels the movement of the District to other philosophies has not been helpful in ensuring that a high level of training is continued but that long term staff retention has helped to balance this out. The school has achieved Quality School Status but due to the District move to other areas does not have support for ongoing training and development.
5.4 Enterprise Elementary School
– Brevard School District
700 Enterprise Road Cocoa, FL 32927 www.enterprise.brevard.k12.fl.us
The Principal is Mrs Terry Lee who has been Principal since 1980 with 32 years in the school district. Enterprise was the first school in Brevard County to declare as a Quality
School in April 2003. There are 908 students.
The primary focus of the school is building relationships and eliminating external control so that students, teachers, parents and staff can concentrate on Quality work. Students learn to use connecting habits to promote healthy lifelong social skills and to create a safe environment where every participant feels cared for and important.
See Appendix 7: Enterprise Elementary School – Brevard School District Findings
Summary of findings
Over 75 per cent of the staff at Enterprise Elementary School has completed the four phases of initial training, five members are certified to serve as district trainers and three are Faculty Members of the William Glasser Institute. The classrooms show that the principles of Choice Theory are taught within subject areas and through class meetings.
There is a feeling of respect and enjoyment within the classrooms.
Learning for everyone is seen as important using real world situations and hands on projects. Teachers are involved in in-house study groups and participate in outside projects. Continuous reflection, seeking out of new ideas and working together summarises the spirit of the school.
Quality relationships, Quality environment and Quality work are used to focus the school on Glasser’s
Six Conditions of Quality .
Leadership Fellowship 2005 –2006 Therese Hinder Page 8 of 39

5.5 Saturn Elementary School
– Brevard School District
880 N.Range Road Cocoa, FL 32927 www.saturn.brevard.k12.fl.u
The Principal, Mr Michael D Miller has been implementing Glasser ideas for seven years and has brought the school from a C to an A grade as measured on the state-wide
Florida Testing Program.
The school made its “Declaration” as a Quality School in April
2006. The school was built in 1996.
There are 750 students mainly Title 1 (low socio-economic) although families range from trailer park residents to middle class ranchers and one NASA engineer. Many parents work two jobs. There are 100 staff ranging from new to experienced. Students from low socio-economic backgrounds have knowledge and language skills that do not always support their progress at school so special additional programs are needed to achieve success.
See Appendix 8: Saturn Elementary School – Brevard School District Findings
Summary of findings
The school is well respected in the community, evidenced by the fact that some students who do community service at Saturn in high school later return as trainee teachers. The principal is strongly committed to the Glasser approach and has enthusiastic support from staff. Over time, the Principal has moved staff from wanting a “top-down” decisionmaking model to a collaborative decision-making model.
Teaching in the school can be difficult and staff appreciate the tools provided by the
Glasser approach. Individual teachers decide how to integrate Glasser ideas into the curriculum. The school counsellor teaches classes a range of social development programs.
The background of the students has created the need to strictly define what is acceptable and what is not. A notice at the entry to the school said that the teachers have the right to define a child’s behaviour as unacceptable.
The teachers’ manner is firm and strict. An indication of student discipline is in that lunch duty in the cafeteria is seen as difficult- and not everyone does it.
Saturn has achieved excellent results in the State Tests by addressing the particular needs of its community, providing programs to compensate for background and to help students “catch up” by accelerating the learning of basic skills. Daily data is used to determine academic progress. Safety and security of the school building and classrooms is a major element at Saturn in providing a situation where students can learn. Choice Theory and academic success provides students with opportunities they would not have had in a traditional school.
Leadership Fellowship 2005 –2006 Therese Hinder Page 9 of 39

5.6 Indialantic Elementary School
– Brevard School District
1050 North Palm Ave Indialantic, Florida 32903 www.indilantic.brevard.k12.fl.us
The Principal Mrs Mary Cassidy has been at Indialantic Elementary School for three years having previously trained teams at Riviera and Anderson Elementary Schools.
The school declared as a Quality School in 2003.
The school is situated in an area which has traditionally been middle to upper socioeconomic class but now includes some areas where people rent and a trailer park.
Student attendance has recently become an issue for the school.
Student Leadership is a focus with volunteers from 5 and 6 who have had food drives for homeless and toys for Christmas. A strong volunteer program worked in January where teachers requested help which was given after school.
See Appendix 9: Indialantic Elementary School
– Brevard School District Findings
Summary of findings
Indialantic has 17 teachers and the Principal and Assistant Principal trained in Choice
Theory. In addition there are five National Board Certified teachers (who are paid extra and paid for mentoring by the hour).
The school has strength in integrating parents and volunteers into the school and in teachers working collaboratively together.
A wide variety of programs are used to engage students and teachers with an emphasis on Rigour, Relevance and use of Data. There are high expectations of students particularly in regard to responsibility for their own actions. Fun, engagement using nature, participation, providing the scaffolding for high order thinking and working to goals characterise this school.
5.7 Ralph M Williams, Jr. Elementary School
– Brevard School District
1700 Clubhouse Drive, Rockledge, Florida 32955 www.williams.brevard.k12.fl.us
The Principal, Cynthia Ford opened this school with many of her previous staff transferring from Andersen Elementary School. This school opened in 1999 with the vision and focus of using the theoretical concepts of the Glasser Institute. Several of the school faculty who transferred from Andersen Elementary were among the first to receive training in 1997. Today 38 of 57 teachers at Williams Elementary are certified or completing their training. A number provide training in Choice Theory, Reality Therapy and Lead Management to other teachers, including National Board Certified teachers.
Students came from five schools to form the new school of 800 students. The community is a mix of 36 per cent ethnic minority, 25per cent free/reduced lunch – an
Leadership Fellowship 2005 –2006 Therese Hinder Page 10 of 39

indication of socio-economic status and 15 per cent exceptional students (special education students). Some pockets of public housing from Cocoa are bussed in so integration takes place. There is high mobility, so a teacher could teach 31 students in a class of 24 over the year. A large number of houses are rebuilt and students move while that occurs. Middle-class, two-income families are busy working, students have everything in their bedroom and go home after school rather than socialise or do activities.
See Appendix 10: Ralph M. Williams, Jr. Elementary School – Brevard School District
Findings
Summary of findings
Williams Elementary School was planned to be a Glasser School and the Principal brought experienced and trained staff with her to start the new school. The high level of training in the staff and the ability for internal training enables ongoing development.
A specific committee evaluates progress and sets development goals. Over time, looking at what people wanted in their Glasser Basic Week Training (the first level of training), it has been found that teachers
’ requests for reward and punishment have disappeared , replaced by internal motivation and responsibility training.
An annual survey asks three major questions: “How did we meet our needs? What did we do? Are there better ways we could have met our needs?” The beginnings of a
Choice Theory curriculum connected to Values and Skills can be seen at Appendix 11:
Ralph M. Williams, Jr Elementary School – Choice Theory curriculum connected to values and skills.
Williams, an A school on the Florida State Wide Tests for four years, has again achieved in the upper quartile in 2006 and is committed to high achievement on these tests. A climate of continuous improvement in seeking out the best approaches to achieve high student outcomes characterises this busy school.
5.8 Brevard County
The Brevard County initiative came from the Exceptional Students Division of the District
Education Office and is led by Lisa Rogers, (Specific Learning Difficulties and Quality
School Co-ordinator). Her aim was to provide a program that built true inclusion and relationships for Special Education Students.
The Quality School Program commenced with16 schools from Brevard County. The aim was to train as many people as possible to the level of Certification so the County could provide the lower levels of training “in house” and, therefore, reduce the expense and increase local support. Four of these schools have been “declared” as Quality Schools with four secondary schools nearly at that stage of Declaring . The presence of selfevaluation is a key in schools “Declaring” as it builds internal structures and internal motivation in students.
Leadership Fellowship 2005 –2006 Therese Hinder Page 11 of 39

Lisa Rogers is aiming to embed Quality School practices in the curriculum of these schools and build up the Toolkit of strategies to be used by the schools’ teachers.
Progress is seen in resiliency and character surveys and evidence from the high schools that the students are more likely to question school programs and policies.
Schools are progressing as:
1. Schools have improved their grading as a school.
2. Teachers elect to do the Glasser Basic Week Training and then choose to further their training.
3. Retention of staff at the schools with this philosophy is high as they can see the beneficial effects of using the Glasser Principles.
4. Quality school language enhances the teaching of other subject areas
– in terms of the NSW Quality Teaching Model – Intellectual Quality : the teacher uses
Levels 1-3 of the curriculum and the students then build on this grounding with work at levels 4 and 5.
The County is satisfied that the investment in the Quality School training has been worth the money as the Test results are outstanding, exceptional students (special education students) are welcomed and have relationships with other students and the County now has sufficient people trained to train their own people up to the Advanced Level, thus reducing the cost
MAJOR CONCLUSIONS
1. All Schools visited have “Declared” as a Quality School and were achieving in the top category in their State Wide student testing program
2. The Dr Brad Greene Rubric for Quality Schools was the major tool used by each school to assess progress and determine goals. As a tool which maps progress towards a Quality School is includes descriptors as to how Lead Management and continuous improvement and data collection”looks like” and “does not look like”.
3. District commitment to having a high proportion of staff trained in Glasser’s
Theory and having the schools “Declared” as Quality Schools was critical to the success of individual schools. In particular, the Brevard School District commitment of a large amount of money to train staff to the level of Certification has enabled ongoing training in Glasser’s theory at the Basic level without large cost. The Glasser Institute is needed to provide training at the Advanced and
Certification Level.
4. In each school, the curriculum to teach the Glasser principles was designed by individual teachers in response to the needs they identified. However, there was some movement to defining expectations for different grades in a few schools.
5. Glasser concepts were integrated with learning across Key Learning Areas.
Leadership Fellowship 2005 –2006 Therese Hinder Page 12 of 39

6. Class meetings were an essential tool for building relationships, teaching students how to self evaluate and devise solutions
7. Students were very involved in their learning, knew what Quality was and valued their schools.
8. School climate was collaborative with Lead Management approaches
9. Teachers were highly committed to the philosophy and chose to teach in the school because of its philosophy.
10. Energetic School Improvement Committees initiated a wide variety of Staff and
Parent Development activities and involvement.
Each of these schools is committed to building quality relationships, quality work done by all and providing a quality environment for students to achieve at a high level.
In these visits I observed the Glasser Quality School to provide a model for effective school development and the delivery of optimum outcomes in academic and social spheres.
7. IMPLICATIONS OF THE FINDINGS FOR THE PRACTICE OF LEADERSHIP
These schools showed that Leadership which implemented the Glasser Lead
Management principles created the conditions for a Quality School with outstanding academic results as measured on state wide tests and constructive social relationships.
Leadership in this model, as outlined in the Dr Brad Greene Rubric, provides an explicit picture of practices that support Quality School Practice and those that work against it.
The Rubric relates easily to the NSW Leadership Capability Framework when the descriptors are related to the Rubric.
Through considering all school policy, programs and procedures as: Quality
Relationships, Quality Environment and Quality Curriculum; evaluation and self reflection by staff and the Principal can lead to continuous development towards realising the Quality School Model.
By using the Dr Brad Green
’s Rubric as an overlay for the NSW Capability Framework, general leadership dimensions are examined in the light of everyday practice and realistic development targets can be set.
Leadership by the principal in developing a whole school commitment to a shared vision in seen in these Quality Schools to be a highly effective strategy to increase academic and social outcomes while developing staff skills and creativity.
When this leadership at the school level is supported by a School District then success is assured.
Leadership Fellowship 2005 –2006 Therese Hinder Page 13 of 39

8. RECOMMENDATIONS
Schools will find that the Glasser Quality Schools principles and Dr Brad Green ’s Rubric provide a strategy to support the implementation of the NSW Leadership Capability
Framework.
Regions may find it useful to compile a list of Glasser trained staff, particularly at the higher levels to use as a resource for schools.
Districts and regions, with a number of schools committed to the Glasser principles, may decide to support training until a level of self sufficiency develops.
Further instruments, apart from academic measures, need to be located and refined to map student outcomes, so the social outcomes that are hoped for and felt to be achieved by many can be verified.
9. BIBLIOGRAPHY
Glasser,William. Schools without Failure. New York: Harper & Row, 1969.
Glasser,William. Choice Theory: A New Psychology of Personal Freedom. New York:
HarperCollins, 1999.
Glasser, William.
Every Student can Succeed. New York: HarperCollins, 1990.
Glasser,William. Schools Without Failure. New York: Harper & Row, 1969.
Glasser, William. The Quality School: Managing students without coercion.
New York:
HarperCollins 1990 .
Glasser,William. Choice Theory in the Classroom . New York: HarperCollins, 1998.
Glasser,William .
The Quality School teacher: a companion volume to the Quality School.
New York: HarperCollins, 1998.
Glasser,William. The Control Theory Manager: combining the Control Theory of William
Glasser with the Wisdom of W. Edwards Deming to Explain both what Quality is and what lead- managers do to achieve it. New York: HarperCollins, 1994.
www.wglasser.com the website of the William Glasser Institute, 22024 Lassen Street,
Suite 118 Chatsworth, CA 91311, USA.
State of NSW, Department of Education and Training, Professional Learning and
Leadership Development Directorate. The NSW Leadership Capability Framework. 2003
State of NSW, Department of Education and Training, Professional Support and
Curriculum Directorate. Quality Teaching in NSW public Schools: Discussion paper.
2003.
Leadership Fellowship 2005 –2006 Therese Hinder Page 14 of 39

APPENDIX 1 SURVEY FORM OF CRITERIA FOR A QUALITY SCHOOL
(Adapted from Criteria for a Quality School by Dr Brad Greene into this Survey Form by Therese Hinder.)
CRITERIA HOW WILL YOU
MEASURE PROGRESS?
WHAT ARE THE
INDICATORS?
WHAT DOES IT LOOKS LIKE?
WHAT IS HAPPENING
SHOWING THIS?
HOW FAR ALONG ARE
WE?
1=not happening
3 =some good things
5=happening very well
1. Relationships built on trust and respect helping supporting and encouraging each other in all we do.
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
Students learning independently and co co-operatively.
Contributing through community service, peer tutoring and group process.
Variety of experiences- teams collaborative planning, classroom meetings.
Threats and control eliminated.
1….2….3….4….5 Choice Theory and seven connecting habits replace external
Leadership Fellowship 2005 –2006 Therese Hinder Page 15 of 39

2. Measurable continuous improvement through concurrent and self evaluation
3. All students demonstrating competency and continuous
Leadership Fellowship 2005 –2006 Therese Hinder
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5 and seven deadly habits.
Relationships between staff, students continuously improving.
Lead management not boss management.
Primary belief is that every student can succeed.
Data gathered over time shows where I improvement occurs.
Staff can and will alter assignments to facilitate and encourage learning.
Higher order thinking and inquiry are the focus.
Teachers build on student strengths.
Self and team evaluate for continuous improvement.
All Students explain how their learning matches the State
Page 16 of 39

improvement
4. Some students demonstrating Quality.
Leadership Fellowship 2005 –2006 Therese Hinder
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5 standards.
C and D grades and failure eliminated.
Reporting with student led conferences and narrative report cards.
Retention and social promotion. eliminated.
Focus on student competency.
Staff see students work as Quality
Work that exceeds standards.
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
Student strengths maximised in the school
Some students well beyond state competencies.
Some students can show the difference between competency and quality learning.
Teaching includes multiple intelligences, student learning
Page 17 of 39

5. All students and staff knowing Choice Theory and eliminating the need to control one another.
Leadership Fellowship 2005 –2006 Therese Hinder
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
Page 18 of 39 styles, groups and individualised instruction.
Staff encourage higher order thinking.
Staff challenge students to do the best work they can.
Staff focus on student strengths and continuous improvement as the norm.
Teachers say
“When my students aren’t learning the way I teach I need to teach the way my students learn”.
Staff know and understand the main concepts of Choice Theory – especially intrinsic versus extrinsic motivation
Students know and understand the main concepts of Choice Theory- especially intrinsic versus extrinsic motivation.
Students know how to evaluate themselves and improve what they do.
Staff know how to evaluate themselves and improve what they

6. School is a joyful place to be where fun and joy is the genetic reward for learning
Leadership Fellowship 2005 –2006 Therese Hinder
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5
1….2….3….4….5 do.
The classroom is need satisfying for teachers and students.
Classroom meetings are regular experiences.
Group processes, cooperative learning occur.
Teachers constantly work at building quality relationships with students and empowering students.
Parents participate in groups to become familiar with the main concepts of Choice Theory.
Students and staff find joy with one another generating energy for improvement.
Students know their teachers are there not to hurt them.
Everyone in the school is helping not hurting.
Seven caring connecting habits used.
Page 19 of 39

APPENDIX 2 NSW QUALITY TEACHING MODEL SUMMARY
Adapted by Therese Hinder from the NSW Quality Teaching Framework





1. INTELLECTUAL QUALITY
 deep knowledge deep understanding problematic knowledge higher order thinking metalanguage key concepts and ideas and articulation of relationships profound understanding of central ideas and the relationships present or analyse alternative perspectives organise, reorganise apply and evaluate knowledge and info use of meta language and contexts of differing language use substantive communication understanding communicated in an elaborate and substantive





2. QUALITY LEARNING ENVIRONMENT

Explicit quality criteria explicit criteria for production and assess work
Engagement
High expectations most students most of time seriously engaged and attention high expectations of all students- risk taking encouraged
Social support
Students self- regulation
Student direction strong social support mutual respect- no put downs teachers/students autonomy , initiative minimal discipining needed students some direction over tasks and how done


3. SIGNIFICANCE OF WORK

Background knowledge
Cultural knowledge
Knowledge integration tasks build from students background links demonstrated asks use diverse social groupings- sex, ethnicity class disability etc links within and across subjects
Leadership Fellowship 2005 –2006 Therese Hinder Page 20 of 39




Inclusivity
Connectedness
Narrative all students take part regardless of social/academic group apply school knowledge in real life- outside comes in and in goes out narrative accounts as process and content to enrich understanding.
Leadership Fellowship 2005 –2006 Therese Hinder Page 21 of 39

APPENDIX 3 QUESTIONS ABOUT QUALITY USED IN THIS RESEARCH
Questions developed by Therese Hinder to use in the conversations at the schools about Quality
Teachers

How long have you been at this school?
 What do you think when you think about …………..(the school) ?

So when you think of this school what adjectives would you use and what comes to mind when you think of these adjectives?

When you think about going to work in the morning what comes to your mind?

How is this school different from other schools? You have been in- you have heard about Good? Bad?

When kids make mistakes how is it dealt with by class teacher/ by school admin if playground?

When staff make mistakes how is it dealt with by self/colleagues/school administration?

What do parents say is good about this school?

What do you do in the way you teach that honours the school mission statement?

What do you do in the way you work with colleagues that honours the school mission statement?

What do you do in the way you work with parents that honours the school mission statement?

If the media are coming with a camera if there is one thing you have done really well that you are willing to show what would it be and why? Not only academic but social and community as well.

When you think of the things that are the most important in your teaching what do you think of?

How are you staging your curriculum to cater for developmental levels and learning styles?

How do you work with the individual learning needs and strengths of students?

What is it that you do that builds curiosity and excitement in learning in students?

Tell me about what is Quality in your life at this school?

What methods/systems are used in the school to see how learning is happening?

How is student progress evaluated?
Leadership Fellowship 2005 –2006 Therese Hinder Page 22 of 39

Students
 What do you think when you think about …………..(the school) ?

When you think about going to school in the morning what comes to your mind?

Tell me about what is Quality in your life at this school? (If something comes up about another area eg friends/environment say think about how you feel about quality in your friendships and how would that be in thinking about your schoolwork.)

How is this school different from other schools you have been in or you have heard about? Good? Bad?

If you could change one thing about your school what would it be and how would you like it to be? (If say swimming pool go to the essence of what does this mean? And say if it wasn’t a swimming pool how else could you meet these needs) ?

What do your parents say is good about this school?

When you are doing things in class how do you know it will be useful in the future? Relate to other learning???

Where have you been able to make decisions in classrooms/work/school learning/school organisation/school environment?

What do you like about your teacher?- IF there was one thing that could be different what would it be?

When kids make mistakes how is it dealt with by class teacher/ by school admin if playground?

When staff make mistakes how is it dealt with by class teacher/ by school administration?
Leadership Fellowship 2005 –2006 Therese Hinder Page 23 of 39

APPENDIX 4: HUNTINGTON WOODS ELEMENTARY SCHOOL
– WYOMING
SCHOOL DISTRICT FINDINGS
4334 Byron Centre S.W. Wyoming, MI 49509 www.wyoming.k12.mi.us/009/index.htm
School Description
There are 13 teachers who work in multi-age teams, unit teams and staff teams.
Students with special needs are supported by teachers and aides according to the
Intervention Plans. Other staff include: a Speech Pathologist – 2 days- Occupational
Therapist 2 days and Social Worker-part-time, Community funded teacher and aide
(school readiness program) Specialist Art, Music and PE teachers.-
Parent volunteers are common throughout the school and run lunchtime programs.
Class sizes are between 24 and 28. Teachers are paid more if classes are any bigger. The room sizes are similar to NSW modern rooms. Daily preparation is 1 3/4
& hours. Teachers are required to undertake 50 hours professional development per year. Independent Summer schools are available for those in need.
School Goals
In addition to areas defined by the district, directions for Quality School development derive from the rubric, individual conferences and data analysis.
The School develops 3-5 year plans and goals in 4 academic areas, language/maths, social science and science plus parent goals and a Quality goal.
The last three years the goal has been focused on teams, collaboration and achievement.
School Features
 Choice Theory is taught- Kindergarten- “Your picture”, Year 1 Needs and
Quality work K-5.

Class meetings are used to explore and resolve issues and learn skills
 Extensive Parent Participation features in the school life and planning
 Maths groups are graded across the whole school

Classes are multi-age
– K-1, 2-3,and 4-5
 Students stay with the same teachers for two/three years
 A Whole School approach is used for: maths, phonics, phonemic awareness, handwriting, literacy learning, writing and grammar

8 values and the Caring Habits are explicitly taught
 The child is the focus of the school
 Student led conferences are held twice a year- at the beginning of the year to share knowledge and set goals and at the end of year to show achievement.
 The Family Council has six working parties that look after areas such as: environment, welcome, information sessions. One group gives each child a birthday card with a 25c voucher at the school store
Leadership Fellowship 2005 –2006 Therese Hinder Page 24 of 39

One teacher commented that, “ Students take responsibility for their actions, learn how to mange themselves- the teacher is more a facilitator.
” Another teacher said
“she hoped that when students left the school they would be able to mange their work, take responsibility and work in groups of different sorts
”.
Leadership Fellowship 2005 –2006 Therese Hinder Page 25 of 39

APPENDIX 5 RED ARROW ELEMENTARY SCHOOL – HARTFORD
SCHOOL DISTRICT FINDINGS
15 East Street Hartford,MI 49057 www.hartford.schools.org/ra
The School Day
Students arrive at 8.00 am and the bell rings at 8.20 am.
Music, Art, Library, P.E, are taught by specialists. Some specialist teachers and a speech pathologist are shared with another school.
All students have a hot lunch at school rotating through the classes, starting with
Kindergarten at 11.00. Lunch is for 20 minutes eating and 20 minutes playing.
1.30-1.50 is the next recess
Teachers have 30-40 mins each day to plan
There are two weeks leave at Xmas, one week at Spring and 12 weeks in the
Summer. There are two days for teacher development and the State requires each teacher to do at least 32 hours professional development per year.
Parent teacher conferencing is in the teacher’s contract- Wednesday evening with
Thursday half day for students. When conferences are on a Friday the school is closed.
How did Red Arrow become a Quality School
A member of the Hartford School District was impressed with a lecture he heard Dr
William Glasser give and asked Principals of the four schools to go to a Dr Brad
Greene (Senior Faculty Member with responsibility for Quality Schools) seminar.
Following this seminar, Dr Glasser came to the four schools and made a presentation. Subsequently the School Board committed to the ideas and put money aside for training all teachers: Sixteen days per person for training all teachers through the Basic and Advanced Levels and five for the Certification Week.
This commitment to training to this high level is ongoing.
Dr Brad Greene worked with the teachers in the school for three to four years until the school w as ready to “Declare” itself as a Quality School. At the time of this
“Declaration”, there was nothing inconsistent with the Six Criteria for a quality school and individual teachers had identified areas for self development.
School Goals
A School Improvement Committee meets outside school hours and works on a five year cycle which in 2006 is now into its third year. Sub committees are established in goal areas such as: Writing, Maths and School Climate.
A new program of maintaining a database of student referrals and action is currently being put in by the district. New Learning Support programs are in place.
The Teacher Assessment process has a Quality School Goal which derives from the private self-assessment tool. Staff meetings, run by Dr Greene, deal with topics identified as common to a number of teachers with an emphasis on,” What are we doing well? What do we need to do better in?”
Leadership Fellowship 2005 –2006 Therese Hinder Page 26 of 39

School features
 Teachers work together even across years of schooling
 Teachers feel that Quality is always being improved
 Choice Theory is taught from Kindergarten and older grades report that students come knowing the language and concepts and this helps in class meetings.
 Students in the upper grades do not have the bad behaviours you would normally see in other schools due to the earlier problem solving.
 Trainee teachers said: ”Teachers are open to new ideas and do what is best for the students.” “It is great to see personal growth goals alongside the academic.”
 Explicit teaching of the concepts. One teacher has developed a workbook for the concepts. One class has at the beginning of the year a Suggestion box of topics for Class meetings as students not keen to speak out. By the end of the year it is like a family with the class meeting developing a strategy based on
Choice Theory.
 Students have a folder they bring to class meetings with resources- the behaviour car/class goals/ and the 7 habits, “Who do we have control over?”
 Regular class meetings
 Family feeling shown when past students come back and report that the school e-mail has helped them keep in touch- The Principal reported a mother who had written some books came to get feedback about her book before sending it to publishers
 Quality work is an emphasis- teach students to look back at work and evaluate

School attracts teachers (eg a Year 4 teacher of GATS for 17 years)- who feel the Board and School is supporting them by giving them the tools they need.
Student Issues are resolved by: 1) Principal uses a Round table and the Glasser questions. Students hear each others perspective, plan and then check the plan is working. Students often self refer. 2) Teacher led conferences, strategies such as a self-evaluation station which includes the student drawing two circles- one “how it is now” and the other “how you would like it to be
Leadership Fellowship 2005 –2006 Therese Hinder Page 27 of 39

APPENDIX 6: MCFALL ELEMENTARY SCHOOL, THORNAPPLE
–
KELLOGG SCHOOL DISTRICT
509 W Main Middleville, MI 49333 www.th.k12.mi.us/mcfall/mcfallhome.htm
How McFall become a Quality School
In 1995 the Superintendent invited all those interested to do the training with Dr
Glasser and Dr Greene. Staff did the training in the summer together with staff from other schools. By 1999 all staff including aides were trained to the Basic Practicum level. Today not everyone is trained as the district has moved its support to a new program.
The Principal became committed as he felt there must be another way to discipline other than punishment, yelling and threatening.
The school Declared as a Quality School after Dr Brad Greene saw the Saturday
Reading School – a highly successful initiative that brought families and the school together around Literacy. Students came to school on Saturdays and were helped with Reading by many parent volunteers. The school trained the parents. Students with regular attendance gained the treat of staying overnight at the school on one
Friday night.
A Glasser Book study for teachers has operated in previous years and one year had
18 teacher participants.
School Features
The Principal has a very strong commitment to reading to students and is strongly involved with classroom visits
– As
Zero the Hero
– he dresses in character every 10 school days visiting classes and counting by 5’s and 10’s.
 Process for interviewing new staff involves staff volunteers who observe applicant teachers teaching at Summer School and report to the Selection
Panel. In the formal Interview the teacher is asked to comment on a Running
Record and prepare the teaching plan and strategies. This shows which teachers are concerned with meaning and those who are only concerned with accurate oral reading.
 Parent training in Glasser concepts- done in previous years but now the
Principals feels the 2 parent conferences a year when teachers talk to parents are better at giving the message.
 Big push on Literacy- have groups across the grade and an additional reading teacher and one aide for each class

The school environment displays much student work and Quality School charts and reminders: Friendship walls, Quality World Statements, Helping others posters, I’m pleased to see you and Welcoming posters.
 The new Kindergarten block is purpose designed and built by architects working with teachers.
 Kindergarten students come twice a week for one day at a time instead of half day program to save on the cost of buses.
Leadership Fellowship 2005 –2006 Therese Hinder Page 28 of 39

 Reading Recovery is the basis of Reading- www.Readinga-z.com used for titles
Kindergarten Pod- architect designed for two classrooms.-
Reading steps
DESKS
CLASSROOM
Small groups work here bags
CLASSROOM
Kitchen not to scale
Leadership Fellowship 2005 –2006 Therese Hinder Page 29 of 39

APPENDIX 7: ENTERPRISE ELEMENTARY SCHOOL
– BREVARD SCHOOL
DISTRICT
700 Enterprise Road Cocoa, FL 32927 www.enterprise.brevard.k12.fl.us
School description
Students are involved in many after school sporting activities There are 2 computers per classroom and pods available to grades.
The school day is 7.45 to 2.10/2.30 (71/2 hours) and includes 40 mins planning and
30 mins lunch. The Principal gives half a day a month for planning.
Teachers really want to be at Enterprise
– one said her previous school had a lot of threatening and talking down to students which she didn’t want to do so she fought for a job at Enterprise. Her students know “conditions of quality” and use rubrics to self evaluate even having they an extra chance to retake the test. Classes early in the year decided what was Quality
Yearly survey of parent satisfaction carried out in the Brevard School District.
Professional Development – Half the staff are supervised by the Principal and half by the Assistant Principal. Individual Professional development plans operate. There is action research and classroom observation in 12 areas. Each teacher has to make
120 points in 5 years – most people get 300–400 points
The school has excellent support of a number of local businesses.
How Enterprise become a Quality School
Brevard County took the initiative and now 16 schools are trained. The County offered the training-the Principal accepted and there was a competition to see who would be the teacher to be trained at the same time.
There are 25 Glasser Faculty Members in the County. Training is all done by Brevard
County teachers except the Advanced Week and Practicum which are done by Dr
Brad Greene and Jeanette McDaniel from the Institute.
School Goals
The School Improvement team determines the goals and plans for the next few years. There is a strong representation from Kindergarten teachers on the team.
Kindergarten at Enterprise had a necklace for each need- students chose the need they were in most need of for the day and wore it- other students helped them achieve their need.
Each year the school has a theme, chosen from the ideas put forward in a poster competition done by Year 6. 2006 was the year of the monkey and the theme was
“Learning- Let’s Go Bananas.” Classes do work in all subjects about monkeys and a fun atmosphere is created.
Measures of Quality include: attendance, discipline incidents, winning in local competitions and state test scores.
A major goal is for everyone at Enterprise to be happy as happier students can concentrate on their learning and control the Choices they make.
Leadership Fellowship 2005 –2006 Therese Hinder Page 30 of 39

The vision is that after 7 years of Choice Theory the students will know they are in charge of their behaviour and will be prepared for the challenges of Intermediate school and the pressure of their peers.
2005/6- A focus was to improve parent understanding of what the school is doing.
Each grade ran their own sessions with the teachers talking to their parents. Year 6 did one meeting and found it good but pressures of work load meant that later it became more general- a speaker and free food. Less than 3per cent of 908 student families attended.
One 2006 goal was to reconnect with Quality using Thinking Maps
Students use rubrics for self evaluation which is difficult when new teachers and staff are not trained. This is an area of emphasis for 2007.
School Features
 Specialist teachers provide PE, Art and Music
 Grades work together, particularly in grades doing the state tests

K-6 Vertical team meet each week on a Professional development topic such as Thinking Maps, Glasser ideas.
 Class meetings- Kindergarten team very strong and see the need to teach the language of Choice Theory. Parent information goes home as it is being taught to the students. After weekends or when teachers feel it is needed classes talk about what is happening

Class developed their own rubric describing what was their personal best .
 Discipline-Child makes a plan, (4-6 grades) the Assistant Principal then talks to parent on the phone
 Reading is used to teach the concepts as analysis of the character and problems uses Choice Theory language and concepts. This can then be applied at the personal level
 Student conflict in Year 6 is resolved by two student mediators talking with the students in conflict- can call on the teacher for help.
 High focus on inclusion of Special Education students in regular classes.
Assistants are provided and the special education teacher works in the room

Year 6 have an internal grade schedule that changes at 90 mins
 Vertical themes in e.g Science means the same topic taught to a greater depth next year.
 Afterschool care 2.00-6.00
 Thinking maps most recent training.
 The school participates in projects with Universities and supports teacher trainees.
What the students said
“Quality work feels good. There are lots of different things to do, we use different mind maps and different projects.” “We have to work hard to get good grades”
“When I had a suggestion for the canteen, the supervisor listened.”
Leadership Fellowship 2005 –2006 Therese Hinder Page 31 of 39

“We can’t do a half way job- it is returned.” We can be given an extended time to do our work.”
“The playground is great at this school.”
Leadership Fellowship 2005 –2006 Therese Hinder Page 32 of 39

APPENDIX 8: SATURN ELEMENTARY SCHOOL
– BREVARD SCHOOL
DISTRICT
880 N.Range Road Cocoa, FL 32927 www.saturn.brevard.k12.fl.u
School description
Technology is a major emphasis at the school focusing on Language and Mental
Patterning and for Kinder and Year 2
– sounds and word patterns in a game format.
Program “Launch” and “Successmaker” are used for daily individual programs with data being printed out and examined as to daily understanding and progress. There are goals for each child.
The school philosophy is strongly in favour of Inclusion (special education students in classes with regular students). There are10 special education teachers who work in the room with class teachers and do some withdrawal classes.. There are two and a half speech teachers.
The school has an Early Learning Program- for special education students- 2 1/2 to
5 years old. This is five days a week fulltime for students referred by doctors, community workers with some regular students in there for modelling
Pre Kindergarten classes are provided for 4 year olds. In other schools without a spare room, students are in Daycare centres which provide curriculum
The Assistant
Principal is in charge of discipline. Students said that: “If you get into trouble you go to the assistant Principal and explain yourself- then you change the
Choice you made.” Teachers are expected to deal with instances at first then it goes up the ladder.
A major focus is on defining expectations of behaviour at school with teachers expecting and following up on good manners and common courtesy e.g. please and thank you, walking quietly and in lines in the corridor.
Students are given time out in other teachers’ classrooms who have had them before- Kindergarten students return to Early Learning Program. Students have classes to go to.
How Saturn become a Quality School
The Principal knew about the Glasser ideas from College and had worked in Mental
Health for a few years so was familiar with the concepts. He has been implementing the ideas for seven years and took advantage of the District offer of training.
School Features
 The District Class for Gifted students (held at Saturn) gives students at the school the opportunity to be part of the class

The Anti-Bullying program is taught to each class, 40 mins at a time by a
Guidance person
 Free breakfast and lunch
 Quite a complex system of Referrals for specialist services- could take 6 months to gain a service. A Behaviour Plan need to be in place for 6 weeks before moving to the next level.
Leadership Fellowship 2005 –2006 Therese Hinder Page 33 of 39


Teachers are told to lock themselves and class in- lots of locking and unlocking as classes move around the school
 Caretaker rents a house on the grounds to supervise and lock, unlock school
 Lots of displays celebrating achievement of goals
 Very detailed books of lessons provided by the District and used by teachers supported by student workbooks and books of reading materials.
 Instruction is very explicit and teacher directed
What the students said
In response to “ what makes your school special ?” Year 6 students said: “School is special as teachers are friends, teachers teach you how to do things and so the work is easy.” “Teachers are awesome, of good character and help you out.” “All the teachers are good.”
“We do field trips.” “The Spring Fling with games and pizza is terrific.” “Little kids do fun things like have Easter Baskets.”
Students graduate to three major middle schools.
Leadership Fellowship 2005 –2006 Therese Hinder Page 34 of 39

APPENDIX 9: INDIALANTIC ELEMENTARY SCHOOL – BREVARD SCHOOL
DISTRICT FINDINGS
1050 North Palm Ave Indialantic, Florida 32903 www.indilantic.brevard.k12.fl.us
Staffing for 825 students: Principal and Assistant Principal. 40 Class teachers (5 or 6 classes per grade) class size aim 20-25. In addition 13 and half specialist teachers.
Gifted 1 Speech 3 Art 1 SLD 3 Music 1
Guidance 1 and half PE 1 OT 1 Media 1
Support Staff-
Teaching assistants-2 for special education Secretary 1 Book keeper 1
Health technician 1 Technology technician 1 Media clerk 1
After and before care co-ordinator with 3 workers
Head custodian plus 4
Cafeteria manager 0.5 and 5 workers.
Teachers do standardised tests and those of their reading scheme to benchmark progress.
Florida State Tests are:
Gd 3- Reading and Maths
Gd 4 –Reading and Maths plus writing both narrative and exposition
Gd 5 Reading and Maths and Science
Gd 6 Reading and Maths
School Features
 Intensive use of volunteers – a Year 4 class was making Quilts as a culmination of a study of the state. The skills had been learnt in an earlier topic and six pages were chosen from the State study topic to go on the quilt.
Volunteers were essential to making the quilt.
 Student Led Conferences- Students fill out blank report card- one per semester and write comments and grades and then present to their parents showing relevant work and test papers with comments and grades on them.
Students include on report card the goals (one or two) for the next semester.
Kindergarten use the smile or straight line.
 Self Evaluation a strength and is taught through novel study in grade 5 The novel provides “safe evaluation” which is the applied to self.

Teachers send home midcycle a report as to whether student work is adequate or inadequate.
Leadership Fellowship 2005 –2006 Therese Hinder Page 35 of 39


Students evaluate how they have gone over the past work period.
 Parents know expectations of the classrooms – a newsletter from each teacher each half semester.
 The daily oral language session first in the day is used to teach the concepts, even in correcting sentences on the board.
 Weekly school newsletter done by the President of the parent body.
 Class meetings on Monday mornings examining issues such as: What do we do well? How can we improve? The Behaviour Car (a model of talking about behaviour) is applied.
 Social Studies specialist teaches the Glasser chart week 1 and 2 of the year.
Classes look at needs and do a project about them and present to other classes who then vote for the most important one. Results are discussed. As the year progresses this priority order is discussed as needs change.
 Buddy classes eg year 3 and year 2 read to each other

Language of Quality used through the grades.
 Rigour – in test scores and improvement
 Music Specialist –has 150 students in a string program and uses a Yamaha program using two students on a keyboard. One of the best in the state.
 Vertical teams
 Mentor program

Literature groups
 Hi Touch Hi Tech – ICT program
 Inclusion programs for Special Education including team teaching and flexible grouping.

Hands on Maths and Science using co-operative groups. Year 1 were researching the garden with each student taking specific roles.
 Weekly case conferences on particular students using professionals.

In school CCTV (not clear what this is Closed circuit?) is presented broadcast every day by Year 6 - presents the events of the day and ads from students.
(This sentence needs reworking)
Leadership Fellowship 2005 –2006 Therese Hinder Page 36 of 39

APPENDIX 10: RALPH M. WILLIAMS, Jr. ELEMENTARY SCHOOL –
BREVARD SCHOOL DISTRICT
1700 Clubhouse Drive, Rockledge, Florida 32955 www.williams.brevard.k12.fl.us
School Goals
The primary goal of the teachers is to create classrooms where students experience an authentic feeling of competence by setting and meeting high achievement expectations. The University of Florida assigns a high number of trainee teachers to the school and there is a high level of display of posters in the school showing the basic principles, the Caring Habits, Mission, Values Vision and Code of Conduct.
The school has a Quality School Steering Committee which organises parent instruction, modelling of caring habits and constant self-evaluation. The community shows it values the emphasis on creating positive relationships with many parents and volunteers being involved in the school. The local High School has seniors who act as mentors for students and receive credit for their work. Staff choose working teams to address the Quality school priorities identified by the Dr Brad Greene
Rubric.
The school is highly involved in community support events. Staff teams participated on a Relay for Cancer research and students gave money to Honduras.
The school was capped at 1134 students and noticed a difference (compared to when?) with only 11per cent free and reduced lunches (again this only means something in USA ). Today there is 27per cent free and reduced lunches showing more low socio economic families. There are 39 class teachers, three special education, two speech teachers and three resource teachers.
Of the 92 staff, 38 are trained in Glasser including 11 teachers accredited by the
National Board with six being candidates.
The class size is usually around 20 in Kindergarten, Year 1 and Year 2.
Students said:
“the Principal and teachers are nice”,
“We learn lots of things and read books”
“Teachers help you understand the things you do”
“We try and solve the problem if disagreement happens”
“We work it out/apologise and start again.”
“Go to the Reconnect Room.”
“We have field trips to the zoo”
“You feel Quality inside.”
At the beginning of the year teachers focus on: building relationships, defining the
Quality World and the needs, set up routines, work out My Job Your job and commence class meetings. Year 2 are expected to be in charge of learning and to do
Leadership Fellowship 2005 –2006 Therese Hinder Page 37 of 39

their own learning. Year 3 students learn about the brain and in year 5 the Behaviour
Car is used for literature discussion
Self evaluation is a focus. When things are going well, teachers ask the students to self-evaluate their behaviour using questions such as: Whose
Who’s in charge of the time?
What is happening? How does it feel? How did you get here?
Glasser ideas taught through the curriculum: songs about Choices, Literature activities.
Parent and teacher conferences are held three times a year in addition to Student
Led Conference. The school is working on student ownership of these conferences.
School Features
 Four people completing training in High Performance Learning Communities.
 Retention is prescribed by the district until outcomes are demonstrated. This even includes Special Education students.
Students can have two retentions in the lower grades and one in 6 th grade so some students are 14 years old when they leave Primary school.
 Envelopes on the door for the return of slips, surveys etc rather than interruption to the class.
 Teachers provide after-school or Saturday coaching. Summer school provides enrichment or remediation.

A reconnecting room staffed by an instructional aide, is used to assist students self evaluate and plan.
 Specialist rooms are provided for music, art and ICT (need to use full title rather than abbreviations).

Daily Class meetings held to discuss things that go well and things that didn’t don’t and provide compliments and appreciations.
 Shared leadership – The school waited for people to ask for training and then provided a Fastrack course.
 Ongoing learning through “learning lounges” where … (Without explanation it has limited meaning)

A number of complementary programs are used: Multiple intelligences, 4-Mat,
Cooperative learning, Peer Mediation, Microworld, Logo Buddy Classes.
 Well documented Mission, Vision and Code of Conduct Statements.
Leadership Fellowship 2005 –2006 Therese Hinder Page 38 of 39

APPENDIX !!:
RALPH M. WILLIAMS, Jr. ELEMENTARY SCHOOL –
CHOICE THEORY CURRICULUM CONNECTED TO VALUES AND SKILLS
MONTH
August –
Optimism
September
February
Kindness
–
–
Self Regulation
October
March
–
Fairness
April
Patience
May
–
–
Curiosity
–
Personal Effort
November –
Responsibility
December: Caring
January –
Trustworthiness, Honesty
Integrity
SKILLS
Use I message
Build Relationships
Connect, Positive Attitudes
Greetings
Perceptions about Learning
Code of conduct
Self Evaluation
Modelling
Questioning
Peace table
Self Evaluation
Goal Setting
Student Led Conferences
Portfolios
Caring v Deadly Habits
Higher Responsibility
CHOICE THEORY
Quality World
Basic Needs
Behaviour Car
Solving circle
Quality work
Comparing Place
High Responsibility
Am I being the person I want to be
Develop Independence
Develop taking the perspective of others
Manners/Verbal & Body
Language
Celebrate Diversity
Negotiating differences
Playing Fair
Cooperative Games
Brian Gym
Fair is not always equal
Delayed Gratification
Self Regulation
Understanding Difference
Believe in the worth you are doing
No Stinking Thinking
Cumulation activities
Solidify Learning
Develop Interest
Total Behaviour
Choosing connecting over disconnecting
Driving out Fear
I am responsible for what I say and do
Perception
Total Behaviour
Perceptions
Negotiating
Differences
Caring Habits
Basic Needs
Internal Motivation
Quality can always be improved
Conditions of Quality
Quality World
Leadership Fellowship 2005 –2006 Therese Hinder Page 39 of 39