Teachers develop students' higher-order thinking skills. A highly informal, family-like atmosphere exists, in which students help each other learn. Staffing Staff do not subscribe to the deficit model. Staff place responsibility with the schools to adapt to meet the needs of the child. Staff have received university preparation and continued staff development about specific adaptations that can be made.
Teachers have a high sense of self-efficacy.
They view neither the students, the parents, nor themselves as problems. Given enough time, or resources, they feel they can teach the content to the student. Staff see themselves as innovators. Assessment Teachers and the principal monitor student progress. Assessment is conducted in the native language when appropriate.