Chapter Four， the Design of Senior High School Feature Development： Regional Planning （author： Shi Yingde）， mainly points out the necessity， basic requirements and basic strategies of regional promotion of senior high school feature development. The purpose of promoting senior high school feature development in a region is to optimize the regional distribution of senior secondary education， expand quality education resources， and enhance the selectivity of senior secondary education， so that the overall quality of schooling can be improved and personalized needs of students can be met. Thus， in the development process， we should insist on scientificity， wholeness， systematicness， prospectiveness and appropriateness. Local governments and its education authorities should promote all senior high schools in the region to develop their features in a connotative way through scientific analysis， top-level design， system construction， multiparty participation and assessment guidance.
Chapter Five， the Methods of Senior High School Feature Development： Orientation and Implementation （author： He Yuping）， points out several common problems in feature orientation and argues that school features should be oriented according to the requirements of wholeness， prospectiveness， feasibility and stability， on the basis of analyzing the importance of feature orientation in senior high school feature development. In practice， schools need to make the decision via a thinking framework based on scientific investigations and analyses. In this connection， our team proposes a three-dimensional model of senior high school feature orientation， that is， schools comprehensively consider and choose reasonable and feasible school features and specify the development degree of the features from internal relative competitive advantages， external comparative competitive advantages， and development trends in future. Meanwhile， schools need to transform feature orientation to practical actions of school feature development. The chapter presents six operational strategies for implementing feature orientation. They are subliming to culture and values， internalizing in mechanism， embodying in curriculum， strengthening in classroom teaching， innovating in activity design， and materializing in environment building.
The feature development of senior high schools involves multiple subjects with different emphases on their roles. Chapter Six， the Subjects of Senior High School Feature Development： Roles and Shaping （author： Wang Xiaoling， Chen Li）， mainly explains the roles that principals， teachers and students respectively play in the feature development of senior high schools and how they play their roles from the perspective of principals and schools. Specifically speaking， the principal is a plan designer， a resources provider， a leading demonstrator， and an insister. Thus， principals should learn actively to improve their capabilities and soundly cope with the relationship between “realizing the ideal and considering the reality” to avoid replacing the feature development with personal favorites and collective wisdom with personal power. As a main force of senior high school feature development， teachers should recognize and spread the idea of school features and actively practice and innovate in the process of school feature development. Therefore， principals have to enhance teachers’ recognition and understanding of school feature development， advance their capability of implementing school feature development， and encourage them to innovate and exert their wisdom in the process. Students in senior high schools， who have already been capable of independent exploration， are the origin and embodiment of senior high school feature development， active participants of the feature design， and innovative practitioners of the feature development. Schools should respect students’ needs and let them fully exert their initiative and innovative spirit to build features which are favored by students and meet their needs.
Chapter Seven， the Effectiveness of Senior High School Feature Development： Evaluation and Improvement （author： Wang Hongjie）， analyzes five problems in the current evaluation of senior high school feature development based on relevant theories and practices. The problems are： for evaluation subjects， there is a lack of independent internal evaluation； for evaluation orientation， there is a lack of planning， systemization， and long-term effectiveness； for evaluation content， there is a lack of focus on realizing student cultivation goals in school feature development； for evaluation methods， there is a lack of attention to the degree to which schools have made efforts and made progress； for the use of evaluation results， there is a lack of transformation to policies and system and application and promotion， etc. With this understanding， the chapter probes into the connotation， values and key principles （i.e.， authenticity， systematicity， cooperativity， reactivity and reliability） of the evaluation on senior high school feature development， and constructs a set of reference standards for the evaluation （involving 26 indicators of 10 dimensions in 3 areas of the process， levels and achievements of senior high school feature development）. Considering the evaluation process of “Three stages and nine steps” （evaluation preparation： identify purposes， build the team， make a plan； evaluation implementation： communication and regulation， collect information， comments and grading； evaluation feedback： results analysis， results feedback， results application）， the author proposes six operational strategies to methodically and effectively conduct the evaluation on senior high school feature development （i.e.， development-oriented evaluation purposes， pluralistic evaluation subjects， diverse evaluation methods， profound evaluation reports， thorough application of results， and evaluation improvement based on meta-evaluation）， which aims to provide suggestions and references to school leaders， education administration and education supervision departments， and relevant professional organizations.
This book is one of the research achievements of “Auspicious Clouds Program”. The “Auspicious Clouds Program” is a project of implementing senior high school feature development in Beijing. The program targets all principals and vice principals at Beijing senior high schools. Staring from six years ago， the project team has made the program a platform of spreading Beijing senior secondary education policies， a platform of experience exchanging and problem solving， a platform of experience extracting and achievements disseminating， and a platform for principals’ professional development and school achievements exhibition. The program has become a well-known， branding project of the Capital basic education， which won the Second Prize of the Fourth Beijing Municipal Basic Education Teaching Achievement Award.