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What Effective Schools Do: Re-Envisioning the Correlates Presented by: Karen Davies, Title I Coordinator WEST VIRGINIA DEPARTMENT OF EDUCATION.

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Presentation on theme: "What Effective Schools Do: Re-Envisioning the Correlates Presented by: Karen Davies, Title I Coordinator WEST VIRGINIA DEPARTMENT OF EDUCATION."— Presentation transcript:

1 What Effective Schools Do: Re-Envisioning the Correlates Presented by: Karen Davies, Title I Coordinator WEST VIRGINIA DEPARTMENT OF EDUCATION

2 What Effective Schools Do: Re-Envisioning the Correlates by Lawrence W. Lezotte & Kathryn McKee Snyder Available through Solution Tree at this link: http://www.solution-tree.com/Public/Main.aspx To open study guide at same link select: Online Resources/Study Guides/What Effective Schools Do What Effective Schools Do: Re-Envisioning the Correlates

3 Test your knowledge... 15 minute activity http://www.online-stopwatch.com/

4 What Effective Schools Do: Re-Envisioning the Correlates Question 1: What are the seven correlates of effective schools?

5 Edmonds first identified the correlates to include... Revisiting the Original Effective Schools Correlates 1)High Expectations for Success 2)Strong Instructional Leadership 3)Clear and Focused Mission 4)Opportunity to Learn/Time on Task 5)Frequent Monitoring of Student Progress 6)Safe and Orderly Environment 7)Positive Home-School Relations

6 What Effective Schools Do: Re-Envisioning the Correlates Question 2: How has the mission of public education steadily evolved from education for some to education for all?

7 For most of human history it was believed that only the elite were worthy and capable of education... It was only at the end of the eighteenth century that Popular leaders in Europe and America (including Thomas Jefferson) began to dream of universal school systems that would give everyone a chance to partake of the arts and sciences.

8 History of the Effective Schools Correlates From the earliest days, the debate focused on how best to ensure that all citizens would have access and opportunity to an education that would prepare them for the world in which they would live, work, and vote. This debate continues today, in a changing world with changing needs for students and educators alike. ………Larry Lezotte

9 What Effective Schools Do: Re-Envisioning the Correlates Question 3: Why do researchers stress the importance of disaggregation of student performance data?

10 What Effective Schools Do: Re-Envisioning the Correlates Question 4: What are some driving and resisting forces that affect school improvement efforts?

11 Driving Forces School Improvement Resisting Forces Learning for allLearning for many Focus on resultsBell curve Simultaneous quality & equityConsiders quality only Data drivenJudgment based Collaborative in formTop-down, outside-in Continuous renewalPeriodic change Learner centeredTeacher centered What Effective Schools Do Figure 2.1: Forces affecting school improvement efforts, page 32

12 What Effective Schools Do: Re-Envisioning the Correlates Correlate #1: High expectations for Success

13 What Effective Schools Do: Re-Envisioning the Correlates Question 5: What is the difference between high standards and high expectations?

14 What Effective Schools Do: Re-Envisioning the Correlates Correlate #2: Instructional Leadership

15 What Effective Schools Do: Re-Envisioning the Correlates Question 6: Why is instructional leadership a non-negotiable for schools to be effective?

16 What Effective Schools Do: Re-Envisioning the Correlates Question 7: What 4 qualities of leaders do followers expect?

17 What Effective Schools Do: Re-Envisioning the Correlates Qualities followers expect from leaders 1.Trustworthiness 2.Competence 3.Forward-looking 4.Enthusiasm

18 What Effective Schools Do: Re-Envisioning the Correlates Correlate #3: Clear and Focused Mission

19 What Effective Schools Do: Re-Envisioning the Correlates Question 8: Why is a shared sense of mission so important in an effective school?

20 What Effective Schools Do: Re-Envisioning the Correlates Correlate #4: Opportunity to Learn/Time on Task

21 What Effective Schools Do: Re-Envisioning the Correlates Question 9: Describe the importance of what Lezotte calls organized abandonment as well as the importance of curriculum alignment.

22 What Effective Schools Do: Re-Envisioning the Correlates Correlate #5: Frequent Monitoring of Student Progress

23 What Effective Schools Do: Re-Envisioning the Correlates Question10: How has frequent monitoring of student progress been related to high-stakes testing?

24 What Effective Schools Do: Re-Envisioning the Correlates Correlate #6: Safe and Orderly Environment

25 What Effective Schools Do: Re-Envisioning the Correlates Question 11: What are two essential prerequisites a schools leadership can ut in place to establish a safe and orderly school climate?

26 What Effective Schools Do: Re-Envisioning the Correlates Correlate #7: Positive Home-School Relations

27 What Effective Schools Do: Re-Envisioning the Correlates Question 12: How was frequent monitoring of student progress been related to high-stakes testing?

28 What Effective Schools Do: Re-Envisioning the Correlates Final thought: 2 Online Resources Reality Check Reality Check Effective Schools Research LiNK Effective Schools Research LiNK www.effectiveschools.com

29 What Effective Schools Do: Re-Envisioning the Correlates Contact Information Karen Davies, Title I School Improvement Coordinator kdavies@access.k12.wv.us (304)558-7805


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