1. EFFECTIVE SCHOOLS CORRELATES 1. Strong instructional leadership 2. Clear-focused mission 3. Safe and orderly environment 4. Climate of high expectations 5. Frequent monitoring of student progress 6. Positive Home/School relations 7. Opportunity to learn and student time on task Ron Edmunds; Effective Schools for the Urban Poor; (Educational Leadership, October, 1979)

2. WHAT WORKS IN SCHOOLS The School-Level Factors 1. Guaranteed & viable curriculum 2. Challenging goals & effective feedback 3. Parent & community involvement 4. Safe & orderly environment 5. Collegiality & professionalism What Works in Schools – Translating Research into Action; Marzano; ASCD; 2003

3. ORGANIZING SCHOOLS FOR IMPROVEMENT – THE ESSENTIAL SUPPORTS 1. School Leadership 2. Professional Capacity 3. Parent-Community Ties 4. Student-Centered Learning Climate 5. Instructional Guidance Contextual Resources = Relational Trust + Local School Community Context Organizing Schools for Improvement – Lessons from Chicago; University of Chicago Press; December 2009

4. ORGANIZING SCHOOLS FOR IMPROVEMENT – THE ESSENTIAL SUPPORTS The Essential Supports for School Improvement; Consortium on Chicago School Research; University of Chicago; September 2006 I m p a c t of the Essential Supports We found that schools strong in at least three of the five essential supports were ten times more likely than schools weak in the essential supports to show substantial gains in both reading and mathematics.

5. ONTARIO, CANADA SCHOOL EFFECTIVENESS FRAMEWORK 1. Student Learning and Achievement 2. Instructional Leadership 3. Assessment and Evaluation 4. Curriculum and Instruction

6. ALASKA SELF-STUDY INSTRUCTIONAL AUDIT TOOL Domains of the Tool 1. Curriculum 2. Assessment 3. Instruction 4. Learning Environment 5. Professional Development 6. Leadership Prepared in collaboration wit Alaskas Department of Education and Early Development and by Alaska Comprehensive Center