The effectiveness of a small school depends in large part on the talents and commitment of teachers, students, families and community members. But the best intentions of those involved are not sufficient to make small schools a success. Research shows that specific organizational capacities and cultural norms are necessary for small schools to succeed.

What, beyond competent individuals, does a small school need?

• Equitable Environment. In equitable schools, students and teachers are appreciated as individuals; the environment is safe and inclusive.
  
  
• Shared Vision, Mission and Beliefs. A collective understanding among school staff, students, parents and the community of the school’s purpose and core values, and a common belief that all students can achieve at high levels.
  
  
• Autonomy. The ability to realize the school’s vision and implement its mission for student learning without being constrained by external mandates and regulations.
  
  
• Learning Community. Commitment among school staff, students and parents to work collaboratively to achieve a common vision for learning, and to continually share what they know and believe with the entire community. 
  
  
• Teacher Collaboration. Clearly defined opportunities for teachers to work together in a variety of ways, such as developing curriculum, discussing student work, and observing and reflecting on each other’s teaching practices.
  
  
• Personalized Environment. Students, teachers and families know each other well and develop deep, meaningful and positive relationships based on mutual trust and respect. Schools should be small (400 students or less) or organized to feel small.

• School Climate. An environment in which students, parents, teachers and administrators feel known, valued, challenged, engaged, empowered, welcome and safe. 

	Research shows that specific organizational capacities and cultural norms are necessary for small schools to succeed.

These concepts can be found throughout the literature of other national reform organizations. Although the terms and phrasing may differ from one organization to the next, the essential concepts show a unique degree of agreement.

Review these elements on the Oregon Small Schools Initiative School Change Rubric Self-Assessment Tool.

This text is based on Oregon Small Schools Initiative fieldwork and the synthesis of ideas from the following source(s):

Newmann, Fred M. & Wehlage, G. (1995). Organizational Capacity: Schools as Professional Communities. In Successful School Restructuring (Report No. 8, pp. 5-8). Available: Click Here