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
|
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
development
|
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 ]
