Glasser Quality Schools
In The Quality School: Managing Students without Coercion, Dr. Glasser explained how using the principles of lead management a school could create a Glasser Quality School. In subsequent writings, mainly Choice Theory: A New Psychology of Personal Freedom and in Every Student Can Succeed he further elaborates on these ideas.
A brief summary of the process to become a Glasser Quality School is described below:
- The Principal's role is vital in the implementation process. Before any formal training is begun, the Principal raises teacher, student and parent awareness of choice theory and reality therapy through readings and discussions of Dr. Glasser's two books, Choice Theory: A New Psychology of Personal Freedom, and Every Student Can Succeed.
- The school community of staff, parents and students make a firm commitment to move to a Glasser Quality School.
- The Principal or School District offers formal training in choice theory and reality therapy to move more easily from coercive practices to those of lead management so that the learning environment is conducive to quality work. Schools are encouraged to maintain programs such as Cooperative Learning that are consistent with Dr. Glasser's ideas.
Students and teachers are taught choice theory to reach a common ground in establishing a supportive, caring environment and in building healthy relationships that contribute to school success.
For any school to become a Glasser Quality School, it is necessary that at least a core group of staff complete the Institute Certification process through an Advanced Practicum. A "core" group is defined by each school in consultation with the Institute instructor.
Staff involves students in quality learning by introducing more need-satisfying classes to help students gain confidence and move through a process of self-evaluation and co-verification of student work.
(See list of Current Declared Glasser Quality Schools.)
Revised Criteria for Glasser Quality Schools US (rev. 2015)
- A GQS creates and maintains a joyful, positive, supportive learning and working environment.
- Total Learning Competency is expected of all students and students are instructionally supported until competency * is achieved. (*Dr. Glasser identified "B" as competency.)
- All students do competent work as well as some quality* work each year.
- All students, staff and members of the school community have participated in the study of Choice Theory and/or the Glasser Quality School Model.
- Students do well on measurements of learning and school performance.
- Read the revised 2015 Rubric for Measuring Glasser Quality School Progress (pdf)
Glasser's Orginial Quality School Criteria:
- Relationships are based upon trust and respect, and all discipline problems, not incidents, have been eliminated.
- Total Learning Competency is stressed and an evaluation that is below competence or what is now a "B" has been eliminated. All schooling as defined by Dr. William Glasser has been replaced by useful education.
- All students do some Quality Work each year that is significantly beyond competence. All such work receives an "A" grade or higher, such as an "A+".
- Students and staff are taught to use Choice Theory in their lives and in their work in school. Parents are encouraged to participate in study groups to become familiar with the ideas of Dr. William Glasser.
- Students do better on state proficiency tests and college entrance examinations. The importance of these tests is emphasized in the school.
- Staff, students, parents and administrators view the school as a joyful place.
- Original Rubric from earlier-Bradley Greene (pdf)