vrijdag 19 december 2014

Effective Schools

The Processes of Effective Schools Processes components of the process

1. The processes of effective leadership Being firm and purposeful

Involving others in the process
Exhibiting instructional leadership
Frequent personal monitoring
Selecting & replacing staff

2. The processes of effective teaching Unity of purpose

Consistency of practice
Collegiality and collaboration

3. Developing & maintaining a pervasive focus on learning

Focussing on academics
Maximising school learning time

4. Producing a positive school culture Creating a shared vision

Creating an orderly environment
Emphasising positive reinforcement
5. Creating high & appropriate expectations
for all

For students
For staff
6. Emphasising responsibilities & rights

7. Monitoring progress at all levels
At the school level
At the classroom level
At the individual level
8. Developing staff skills at the school site

Site based integrated with ongoing professional
9. Involving parents in productive &
appropriate ways

Buffering negative influences
Encouraging productive interactions with parents

This review and the implications for school improvement suggest that a greater
emphasis needs to be given to developing policies and creating schools systems that:

  • Encourage collaboration and create a positive culture for learning with high expectations;
  • Recognise that schools serving disadvantaged communities are likely to need extra support to attract and retain good teachers and leaders;
  • Ensure that planning for improvement is seen as the norm, encourage reflective practice and institutional self-evaluation;
  • Maintain an emphasis on fostering students’ progress and promoting other important affective and social behavioural educational outcomes and recognise that the two are complementary
  • Monitor equity in outcomes for different student groups and focus on reducing the achievement gap, with greater attention to the benefits of early intervention;
  • Celebrate, study and spread successful practice;
  • Use both research and inspection evidence to promote improvement;
  • Do not regard widespread failure for specific student groups as inevitable and ensure that disadvantaged groups are offered the highest quality educational experiences;
  • Recognise that schools do make a difference, that good teaching matters and that we already know much about strategies and practices which foster success for all students. 

[ bron: http://www.ugr.es/~recfpro/rev153ART2en.pdf ]