The phrase ‘raising the bar’ is often used to indicate a commitment to raising scores on tests which measure a narrow range of competencies but I use it in a different sense.

We are all committed to improving the learning outcomes of each of our students. In a school seeking to educate ‘the whole person’, many of these outcomes are academic - many are not.

My focus is on the learning outcomes of our students. How can we ‘raise the bar’ or improve the quality of academic achievement of our students?

The research currently available to us points to the importance of school culture in doing this. A school which has a cultural emphasis on continuous improvement in learning in the broadest sense, is most likely to develop the academic competence of its students – no matter what their ability or background.

But how is such a culture manifested?

Here are some distinguishing features:

• The relationship between students and teachers is characterised by friendliness, support and challenge. Students are given opportunities to engage in intellectually challenging activities. High expectations are the norm.
• Teaching practice is based on evidence which includes reflected-upon classroom experience.
• Learning is personalised and students have access to the use of 21st century tools for learning.
• Teachers collaborate, sharing insights and learning from each other.
• The curriculum is student-centred. It is designed to engage students at an appropriate level. Pedagogy is differentiated in response to diverse needs, abilities and styles.
• Learning progress is monitored. This monitoring affects both planning and pedagogy.
• Teachers model effective learning processes. Their own behaviour shows their students how to identify and solve problems, communicate clearly, deal with ambiguities and take delight in new understanding and skill.
• Adequate time is given to academic tasks. Where possible the curriculum is uncluttered so as to provide time and space for deepening awareness and learning at a higher level.

These eight features can be profitably turned into a profile of teaching strategies which might help us all to ‘raise the bar’.

What would be one strategy you could use for ‘raising the bar’?