2. Copyright © Allyn & Bacon 2007 Power Point Presentations for Each Chapter of SuperVision and Instructional Leadership: A Developmental Approach Carl D. Glickman Stephen P. Gordon Jovita M. Ross-Gordon This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

3. Copyright © Allyn & Bacon 2007 Chapter 3: The Exception: What Schools Can Be This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

4. Copyright © Allyn & Bacon 2007 Early Effective Schools Research Strong leadership A climate of expectation An orderly but not rigid atmosphere Communication of priority on learning the basics Diversion of school energy and resources on priorities Means of monitoring achievement (Edmonds, 1979) Edmonds, R. 1979. Effective schools for the urban poor. Educational Leadership 37(1): 15-24.

5. Copyright © Allyn & Bacon 2007 The Second Wave of Effective Schools Research Agreed with early effective schools research on : strong leadership; order; agreed upon priorities Introduced new correlates: –site-based management –professional development –parental involvement –teacher collaboration –collegiality

6. Copyright © Allyn & Bacon 2007 Context Studies in Effective Schools Research Context studies on schools serving high-achieving, low-income, and minority students found that these schools possess: –Respect for racial pluralism –A culture of caring –Basic skills supplemented with rich academic programs –Shared governance involving leaders, teachers, parents, and students –Professional development to help teachers address cultural and special needs –Teaching aimed at preventing academic problems

7. Copyright © Allyn & Bacon 2007 The Legacy of Effective Schools Research 1.All students can learn 2.Schools should focus on student outcomes and rigorously assess progress toward reaching those outcomes 3.Schools should assume a fair share of the responsibility for student learning 4.Schools should be structurally, symbolically, and culturally linked, providing for consistency and coordination through the school community (Murphy, 1992, pp.165-168) Murphy, J. 1992. Effective schools: Legacy and future directions. In D. Reynolds, & P. Cutance (Eds.), School effectiveness: Research, policy, and practice (pp. 164-170). London: Cassell.

8. Copyright © Allyn & Bacon 2007 From Effective Schools to School Improvement Bennett, N., & Harris A. 1997. Hearing truth from power? Organizational theory, school effectiveness, and school improvement. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, March. Bollen, R. 1996. School effectiveness and school improvement: The intellectual and policy context. In D. Reynolds, R. Bollen, B. Creemers, D. Hopkins, L. Stoll, and N. Lagerweij, Making good schools: Linking school effectiveness and school improvement. New York: Routledge. Effects ResearchSchool Improvement ResearchReference “What do effective schools look like?” “How do schools improve over time?” Bennett and Harris, 1997 Examines inputs, throughputs, and outputs and emphasizes organizational structure Focused on school culture and the change process Bennett and Harris, 1997 Takes statistical snapshots of performance measures and their correlates Concerned with long-term growth (often examined through case studies) Bollen, 1996

9. Copyright © Allyn & Bacon 2007 Characteristics of Improving Schools Varied sources of leadership, including teacher leadership Consideration of individual school context and culture Parental involvement Shared vision, and continuous revisioning External and internal support Focus on teaching and learning

10. Copyright © Allyn & Bacon 2007 Characteristics of Improving Schools (Continued) Ongoing professional development Instructional dialogue Teacher collaboration Democratic, collective inquiry Integration of improvement efforts Data-based feedback on improvement efforts, using multiple measures Which of these are happening at your school?

11. Copyright © Allyn & Bacon 2007 Connecting School Improvement to the Local Community and Larger Society It is important that parents and other community members be involved in school improvement. It is important to connect school improvement and community development. Student learning should be connected to the community and larger society. Provide an example of each kind of connection.

12. Copyright © Allyn & Bacon 2007 Connecting Student Learning to the Community and Society Service Learning Place-based Learning Democratic Learning Provide an example of each kind of learning.

13. Copyright © Allyn & Bacon 2007 Practitioner Reflection: A Case for Engaging Parents in School Improvement Initiatives How does the author engage parents in his school? What have been the results of this engagement by parents? Which of these strategies do you utilize in your school? Which would you like to utilize?

14. Copyright © Allyn & Bacon 2007 Practitioner Reflection: Democracy at Its Best What is your experience utilizing democracy in your school district?