Not just any charter school can be an Uncommon School. While the name of each school is different and the educational programs may vary in the details, all share essential non-negotiable key features and core principles. A College Preparatory Mission High Standards for Academics and Character A Shared Focus on Accountability and Data-Driven Instruction Rigorous Standards-Based Curriculum Highly Structured Learning Environments Longer School Years and Longer School Days A Faculty of Committed and Talented Teachers We pursue and prioritize measurable student academic achievement as the first job of the school. We fiercely defend the sanctity of instructional time. We consistently allocate resources to core academic instruction and demand institution-wide assuredness that it is the fundamental work of the school and its leader. (Great schools are primarily about the transfer of knowledge, not the delivery of social services). We believe that instilling comprehensive subject area knowledge and ensuring thorough, reliable facility with basic skills is necessary to college preparatory-level scholarship and enables (not detracts from) "higher-order" learning. We implement an effective, structured, predictable system of behavioral standards and generate a positive school culture to enhance student achievement. We expect, without apology, that teachers are responsible for and have authority over the classroom. We expect that adults will invest time in developing meaningful student relationships. This investment - conducted with candor, firmness and respect - is understood to be necessary to upholding high expectations. We assiduously maintain the highest expectations for all students and a steadfast refusal to make excuses for them, for the school, or for its personnel. We design school environments such that they communicate, teach and promote a specific set of values that build integrity and character. We consistently and systematically use student performance data and data management tools to inform decision making within the school. We do not believe in an educational panacea; there is no one thing that brings results. We do not pretend that school reform is "rocket science" or necessarily innovative; we work hard and use common sense. We know that without great teachers, nothing else matters. Teachers must have the time and professional tools and resources to do their jobs effectively. We do not blame the students or back pedal when our schools miss the mark. We pedal harder!