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Course with employment: "The profession of a methodologist from scratch to PRO"
Find out moreWorking in a prestigious lyceum with motivated students and active parents, interesting projects and the support of respected partners, such as universities and local administrations, brings great satisfaction. However, if you find yourself in a school with a bad reputation, where parents are reluctant to send their children, especially in a remote area, this is no reason to give up and drift. There are successful examples of transforming "challenging" schools, where management and teachers set themselves the goal of changing the situation and breaking the cycle. Such transformations require a creative approach, collaboration with local communities, and the introduction of innovative teaching methods, which can significantly improve the level of education and change the public perception of the school.
The Higher School of Economics, together with the Rybakov Foundation, analyzed examples of successful educational practices in the book "Above Barriers: Stories of Schools Working in Challenging Social Conditions." The authors of this work are HSE faculty members who research how schools can overcome social challenges and provide a quality education for all students. English: The book offers valuable insights and strategies that can be useful for teachers and administrators in various educational institutions seeking to improve their work in challenging conditions.
- Nadezhda Bysik is a leading expert at the A. A. Pinsky Center for General and Supplementary Education at the Institute of Education at the National Research University Higher School of Economics, where she specializes in leadership management practices in education.
- Sergey Kosaretsky is Director of the Center for Socio-Economic Development of Schools at the Institute of Education at the National Research University Higher School of Economics.
- Alexander Milkus is Chairman of the Public Council under the Ministry of Education of the Russian Federation for Independent Assessment of the Quality of Conditions for the Implementation of Educational Activities.
- Marina Pinskaya is a leading researcher at the Center for Socio-Economic Development of Schools at the National Research University Higher School of Economics, where she develops programs to assist low-performing schools.
We present five effective tactics that have helped “challenging” schools achieve significant success. These strategies are aimed at improving the educational process and creating a positive atmosphere for students. Each of these tactics focuses on unique aspects of school instruction and management that lead to high levels of student achievement and engagement. By learning these approaches, you can implement them in your own practice and achieve similar results.
1. Be Open
A teacher at a school in Petrozavodsk shared his experiences of students bullying teachers. The school, which served primarily children from disadvantaged families living in nearby dormitories, was a turning point when a new principal arrived: students consistently performed poorly on exams in the city. Teachers, suffering from low self-esteem, avoided participating in social events, performed their duties mechanically, and were afraid to make changes. Improving the school atmosphere and raising the level of education requires a comprehensive approach and the active participation of all members of the educational process.
The school principal decided to transform the school based on the principle of openness. He managed to break the teachers out of their isolation and depression, encouraged them to participate in professional competitions, and offered master classes and open seminars. This enabled the teachers to set higher goals, which contributed to their self-esteem and increased the school's prestige. Openness in the educational process led to the creation of an active and motivated team, which in turn improved the quality of teaching and student development.
As a result, the school attracted young teachers, and experienced specialists changed their minds and stayed. This positively impacted the educational institution's reputation among parents.
A school in the Moscow region, on the verge of closure and with dilapidated classrooms, was saved thanks to the openness of new management. Classrooms that had been converted into utility rooms and teachers smoking in the building were a thing of the past. The new team quickly revived the educational process, actively participating in competitions and projects, including government initiatives. These achievements not only improved the school's image but also drew attention to its problems, which contributed to the restoration of the educational institution.
A teacher's victory leads to significant changes in the educational process. The teacher begins to work differently, and all their lessons become open to discussion and interaction. This approach promotes a deeper understanding of the material and active participation of students in the learning process.
Public demonstration of professionalism has become an important aspect for teachers, encouraging them to strive for high standards. The director emphasizes the importance of this process: "Comparison with others allows you to understand where you are. You can't remain stagnant; you need to develop. "If you see that your students are unable to compete, this is a signal to learn and improve."
A disadvantaged school on the outskirts of an industrial city in Siberia also chose the path of openness. This well-kept and well-appointed school is located among dilapidated houses where low-income families live. Many of the residents are migrants from Central Asia, and only a few of the students' parents have higher education. The school strives to create an environment for successful learning and social integration by offering support and development programs for students and their families.
Many children begin their education in first grade with limited Russian language skills. Despite this, teachers manage to effectively involve not only the students but also their parents in the educational process. This creates a favorable atmosphere for collaborative learning and promotes better assimilation of the material.
One of the effective management strategies in educational institutions is inviting parents to classes. "When parents are present in class, they can see the challenges their children face and better understand the assessment system," notes one teacher. By establishing contact with parents, the school actively involves them in the educational process. The deputy director emphasizes that even disadvantaged families participate in school celebrations, which demonstrates the importance of interaction between the school and parents. This collaboration helps create a more supportive and open atmosphere in the school.
2. Cooperate within and outside the school
Effective crisis management includes a willingness to cooperate and support each other. The authors of the study cited the example of a "challenging" school in Petrozavodsk, which was compared with another similar school in the same city. Without disclosing the names of these schools, the researchers emphasized that in both schools, the principals actively sought external resources for support and development. This demonstrates the importance of collaboration and joint efforts during a crisis, which can significantly improve the situation in educational institutions.
City organizations, such as children's and youth theater centers, actively support initiatives in education and culture. The Kizhi Republican Museum has also joined this collaboration, expanding opportunities for students. Collaboration with non-profit foundations has made it possible to organize international internships for teachers. The director of one school noted that all available city organizations are actively involved in this process, which contributes to the development of the creative potential of young people.
One rural school in Karelia is actively developing cooperation between educational institutions. Here, neighboring schools are viewed not as competitors, but as partners, facilitating the exchange of resources and experience. Students who complete ninth grade at their school have the opportunity to continue their education in the senior grades of a neighboring educational institution. This approach not only deepens knowledge but also strengthens ties between educational institutions, creating a favorable atmosphere for joint development.
The principal of a rural school shares her experience: "Our teachers visit the ninth-grade class at a neighboring school, conduct open lessons, and observe students who will be moving on to our tenth grade next year. Some schools have modern physics classrooms, but others lack such facilities, and there is no funding for them. However, we have access to transportation, so we can organize trips to other schools for classes."
Research shows that collaboration between schools can lead to a structure similar to the "school district" common abroad. Given the limited resources of each school, this organizational model can be an effective solution for improving the educational process. By combining efforts, resources can be optimized, the quality of education can be improved, and a more sustainable infrastructure can be created for students.
School leaders note that parents are becoming active partners in the educational process. A fourth-grade teacher at a Petrozavodsk school says that previously, there was a perception that parents simply sent their children to school and forgot about them. However, this has changed. When parents call and inquire about their children's progress, this is perceived as significant support for teachers. This interaction contributes to more effective learning and child development.
Parental involvement in the child's educational process is an important aspect of successful learning. One effective method for achieving this goal is the implementation of creative projects that parents can undertake together with their children. At a school in the Moscow region, which a new principal managed to save from closure, project-based learning has been introduced for students in grades two through eleven. This not only strengthens interactions between parents and children but also promotes the development of creative skills and critical thinking in students.
Our organization implements family projects in which children perform alongside their parents. We also hold conferences that facilitate the exchange of experiences and knowledge. For our school's centenary, the theme "The History of the School in My Family's History" was announced. This generated great interest, and numerous projects were presented, spanning seven generations. Such events help strengthen ties between families and deepen understanding of our school's history and its significance in the lives of students.
Distributed leadership is an effective tactic aimed at involving the maximum number of participants in school governance. At one school in Petrozavodsk, a public governance body was created, which included students' parents. This initiative was not merely nominal; it actively contributed to the improvement of the educational process. Subsequently, the school principal established a council for the development of educational quality, which included the principal, teachers, and parents. This council jointly developed strategies and solutions aimed at overcoming crisis situations and improving the quality of education. This approach helps create a sustainable management system, where the opinion of each participant matters and contributes to the development of the educational environment.
In the Siberian school, which was already mentioned, parents have the opportunity to participate in open lessons. Here, a council of active students was formed, who themselves develop scenarios for school events. Elections of "mayor" are held in each class, and a "school mayor" is elected annually. These practices may be common in successful educational institutions, but in "problem" schools such initiatives are often absent, which hinders the development and involvement of students.
Our school implements family projects in which children perform together with their parents, which helps strengthen family ties and develop creative skills. We also organize conferences that allow students to delve deeper into the history of our school. For example, for the school's centenary, the theme "The History of the School in My Family's History" was announced, and it generated great interest. Participants presented numerous projects, exploring their roots and history up to the seventh generation. Such events not only enrich knowledge but also create a unique opportunity for interaction and exchange of experiences between families.
3. Participate in projects, competitions, and olympiads
Active participation in academic competitions is an important step toward overcoming the crisis in the educational institution. Olympiads and competitions have been key factors in the transformation of a school in the Moscow region, which previously consisted of classrooms resembling utility rooms, into a model educational institution with the high status of a gymnasium in just a few years. Participation in such events not only improves students' knowledge but also contributes to the formation of a positive image of the school, enhancing its appeal to parents and the public.
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The children had no idea what Olympiads were and had never participated in them before. "In the first year, we took part in 18 out of 25 Olympiads and won the international competition," shared the director who restored the school. "We were given the opportunity to participate in a national project, and we won again."
At a Siberian school where "mayor" elections are taking place, they organize thematic "decades" lasting ten school days. These could be ten-day periods dedicated to the Russian language or mathematics. During these two weeks, students actively participate in competitions, prepare presentations, and write thematic essays. Students receive high marks for additional initiative work. All works created during the decade are then displayed on stands in the corridors, which helps develop interest in academic subjects and increases student motivation.
This school actively rewards children for any achievement. Prizes are awarded at assemblies not only to competition winners and excellent students, but also to good students and those who only had one C in the entire term. This creates a motivating atmosphere that fosters a desire for learning and development in children.
The children had previously had no idea about Olympiads and had never participated in them. However, in our first year, we took part in 18 out of 25 Olympiads and won an international competition, shared the director who revived the school. "We were also given the opportunity to participate in a national project, and we won again. This experience not only broadened the students' horizons but also significantly improved the level of education in our school, as evidenced by our results and participation in various competitions.
4. Hire young teachers and train experienced ones.
According to research, many educational institutions are focusing on renewing their teaching staff. At one school in Petrozavodsk, for example, by recruiting young specialists, the average age of teachers was reduced to 34 years. This change has a positive impact on the educational process, as young teachers bring new teaching methods and fresh ideas, which can contribute to improving the quality of education and student engagement.
Each young teacher receives support from an experienced mentor. As one teacher noted, "people who choose each other strive to collaborate." Throughout the year, the mentor and newcomer regularly visit each other's classes every week. Young specialists share current knowledge about technologies and new teaching methods, while the mentors impart their accumulated wisdom and experience. This exchange of knowledge promotes the professional growth and development of both young teachers and their mentors.
If people have differences in temperament, character, or approach to teaching, they can always decide to part ways. This emphasizes the importance of harmony and mutual understanding in the educational process.
As a result of the study, many schools have realized the importance of continuous learning for experienced teachers. In educational institutions in Petrozavodsk, teachers have begun actively attending their colleagues' lessons and exchanging experiences with professionals from other fields, such as psychologists, social workers, speech therapists, and club leaders. This approach not only contributes to the professional development of teachers but also enriches the educational process, creating a more harmonious environment for students.
In today's crisis conditions, educational institutions recognize the importance of teachers' participation in professional development programs. In some schools, however, the situation takes extreme forms, when demands for professional development become excessive and are imposed under pressure, as one principal put it, "at gunpoint." This highlights the need to create a more supportive and motivating environment for teachers' professional growth.
Some educational institutions have demonstrated greater democratic approaches. For example, one school successfully partnered with a non-profit organization, allowing 20% of its teaching staff to participate in week-long internships in Sweden and Norway. This decision not only broadens teachers' horizons but also facilitates the introduction of new teaching methods and the exchange of experiences internationally.
If people have conflicting temperaments, personalities, or views on teaching methods, they can decide to separate at any time. This highlights the importance of compatibility in the educational process, where teacher-student interaction plays a key role in achieving successful results. Having a common understanding and agreement helps create a productive learning environment.
