TOPIC 1
SCHOOL EFFECTIVENESS AND IMPROVEMENT
“The concept of school effectiveness and improvement is an
effort to transfer strength, knowledge and research skills
regarding the study of school effectiveness into the study of
school improvement to create a new culture.”
© UNITAR International University 2
Measuring an effectiveness school is a complex task.
It requires that principals and teachers view the school as a dynamic structure in which
instructional effectiveness is a subset of a larger systematic concept of school
effectiveness.
© UNITAR International University 3
DEFINITIONS OF SCHOOL EFFECTIVENESS
Researchers Definition
Edmonds, 1982 An effective school is one in which the proportion of low-income children
Gauthier, 1982 obtaining minimum mastery is equal to the proportion of middle-income
children achieving minimum mastery.
(Beare, Caldwell & Millikan, Refers to an organization accomplishing its specific objectives. School
1989:11 effectiveness therefore means ‘the school accomplishes its objectives’. School
effectiveness can therefore be regarded as a distinct characteristic of an effective
school.
Sun, Creemers and De Jong Firstly, to identify factors that are characteristic of effective schools, and
(2007) secondly, to identify differences between education outcomes in these schools.
Morley and Rassool (1999) School effectiveness as a paradigm is based on three distinct discourses, namely,
leadership, management and organization.
© UNITAR International University 4
We can distinguish between internal and external school effectiveness (Cheng, 1996).
Internal school effectiveness can be regarded as the school’s technical effectiveness if its
outputs are limited to what happens in or just after schooling (e.g. learning behavior, acquired
skills and changes in attitude), while external school effectiveness can be regarded as the
positive impact of the school’s outputs on society or on individuals’ lives (e.g. social mobility,
earning power and work productivity).
© UNITAR International University 5
Characteristics of Effective School
1. A clear and shared focus - Everybody knows where they are going and why. The focus is on
achieving a shared vision, and all understand their role in achieving the vision. The focus and vision
are developed from common beliefs and values, creating a consistent direction for all involved.
2. High standards and expectations for all students - Teachers and staff believe that all students can
learn and meet high standards. While recognizing that some students must overcome significant
barriers, these obstacles are not seen as impossible to achieve. Students are offered an ambitious and
rigorous course of study.
3. Effective school leadership-Effective instructional and administrative leadership is required to
implement change processes. Effective leaders are proactive and seek help that is needed. They
nurture an instructional program and school culture conducive to learning and professional growth.
Effective leaders have different styles and roles -- teachers and other staff often have a leadership
role.
© UNITAR International University 6
4. High levels of collaboration and communication- There is strong teamwork among all staff across
all grades and subject areas. Everybody is involved and connected to each other, including parents
and members of the community, to identify problems and work on solutions.
5. Curriculum, instruction and assessments aligned with state standards - The planned and actual
curricula are aligned with the essential academic learning requirements. Research-based teaching
strategies and materials are used. Staff understands the role of classroom and state assessments, what
the assessments measure, and how student work is evaluated.
6. Frequent monitoring of learning and teaching - A steady cycle of different assessments identifies
students who need help. More support and instructional time are provided, either during the school
day or outside normal school hours, to students who need more help. Teaching is adjusted based on
frequent monitoring of student progress and needs. Assessment results are used to focus and improve
instructional programs.
© UNITAR International University 7
7. Focused professional development - A strong emphasis is placed on training staff in areas of most
need. Feedback from learning and teaching focuses extensive and ongoing professional development.
The support is also aligned with the school or district vision and objectives.
8. Supportive learning environment- The school has a safe, civil, healthy and intellectually stimulating
learning environment. Students feel respected and connected with the staff and are engaged in
learning. Instruction is personalized and small learning environments increase student contact with
teachers.
9. High level of family and community involvement- There is a sense that all have a responsibility to
educate students, not just teachers and staff in schools. Families, as well as businesses, social service
agencies, and community colleges & universities, all play a vital role in this effort.
© UNITAR International University 8
End of Slides
