![]() | Case Study Research - A Model of Best Practice at Loreto Day School, Sealdah, Calcutta - Occasional paper No.1 (DFID, 1998, 36 p.) |
![]() | ![]() | 4. Best Practice |
Evidence collected at Loreto Sealdah points to several principles and practices in the school's functioning which contribute to its standing as an exemplary school. 7 Out of these principles and practices, six criteria of best practice have been devised, which may be applied to other contexts. These are not independent criteria, but rather represent an interpretation of the data collected from Loreto Sealdah and secondary sources on best practice. The six criteria are phrased below as questions:
· Is the teaching and learning stimulating, motivating and challenging?· Is the curriculum appropriate to the needs and context of learners?
· Are the resources used imaginatively and to best capacity?
· Are the relationships between all the members of the school community open, productive and relatively happy?
· Does the school make explicit the values upon which the entire educational process is based, thereby contributing to a shared vision and purpose?
· Does the school make a contribution to society which is beyond the norm?
7These are expanded upon in the following section (4.3).
While a detailed examination of each of these criteria in relation to Loreto Sealdah is beyond the scope of this small-scale research project, it is worth recording brief observations about the criteria. The following table suggests how the criteria have arisen from research data collected at the school:
Six Criteria of Best Practice | |
Criteria |
Research Data |
Teaching and Learning |
Primary school uses an activity-centred pedagogy and local
resources. A variety of methodologies are used across the school. Pupils appear
to be stimulated and engaged. Child-to-child tutoring in rainbow and rural
projects encourages reflection on teaching methods. The context of learning is
stimulating, with the use of extensive display work. Good results achieved in
public examinations. Pupils are challenged to understand social, economic and
political issues of the day. |
Curriculum |
Life skills education (banking, crafts, vocational, personal and
social development) is highly developed, as is value education. Relevant
community, regional and national needs are integrated into the curriculum, which
is also responsive to the experiences and resources that children bring from
home or the streets. The curriculum exposes pupils to a breadth of life
experience. |
Resources |
There is a creative, multi-use of resources, for example, a roof
terrace converted into a school for rainbow children is also used as a night
shelter and wash-room; a covered porch is used as the school hall, a dance
classroom, an after hours TV room, and a blood bank for donors; the playground
houses Calcutta Rescue ambulances; regular pupils are used as a teaching
resource in rainbow, rural and Sealdah Railway Station Platform
school. |
Relationships |
There is a regular principal-parent newsletter. High levels of
transparency exist between principal, staff, parents, and pupils. Authority is
dispersed ensuring greater freedom and responsibility for teachers,
administrators and pupils. The school atmosphere is one of sharing, trust and
celebration. |
Values |
There is an explicit programme of value education for pupils and
value-related workshops are conducted with staff. The statement of the three key
values occurs in newsletters and public assemblies. The school community appears
to share a common purpose and sense of direction, based on experience, the
development of spirituality, and value education. |
Beyond the norm |
There is a successful integration of middle class and poor
children. The school emphasises a rights culture, social justice and the option
for the poor, and stands against materialism. Pupils are exposed to, and in
relationship with the poor. The structure and purpose of formal schooling is
redefined. Co-operative values appear to triumph over
competition. |