The present study was conducted with the aim of modeling and measuring the effectiveness of the global model of the teaching and learning clinic in schools, relying on the general policies of the education system. This study was applied in terms of its purpose and descriptive-correlational in terms of its method. The statistical population consisted of 500 high school students in Rashtkhar, of whom 217 were selected as samples based on the Morgan table and by simple random method. The data collection tools were the Grasha and Richman New Teaching Methods Questionnaire (1996), the researcher-made questionnaire of the teaching and learning clinic, and the Fundamental Transformation of Education Document (2011), whose content validity was confirmed by experts and its reliability was confirmed using Cronbach's alpha coefficient of 0.89. The data were analyzed using SPSS and LISREL software and using descriptive statistics, correlation test, regression analysis, and structural equation modeling. The results showed that the implementation of the teaching and learning clinic model in schools has a direct and significant effect on students' academic achievement (β=0.571, p<0.05). The results of the structural equation model also showed that the implementation of general education system policies along with the implementation of the teaching and learning clinic approach can explain 0.35 of the changes in learning and 0.43 of the changes in students' academic achievement, respectively. These findings indicate that the teaching and learning clinic model can improve students' learning quality and should be considered by policymakers and educational administrators.