Most schools have little systematic information on the nature and extent of their success and few indicators of institutional performance. Schools and policy-makers need more systematic knowledge of the school environment and comprehensive measures of their performance. Efforts should be made to link research to both education policy and the practice of teaching. Networks should be established to link schools across Canada, encouraging schools to work on joint projects and to share information and ideas. School leadership should not rely too much on one person.
Collaborative models seem most enduring and successful.
Schools should foster stronger links with their communities. More attention must be paid to the hiring and assignment of staff, their professional development and recognition of their efforts. The social goals of education must be strengthened. Students' leadership, maturity and social skills, their assessment and their links with academic, career and personal success need attention. Diversity and innovation in the areas of programs, scheduling, use of community resources, access to learning, distance education and applications of communications technology need improvement.