CHARACTERISTICS OF EFFECTIVE
SCHOOLS
There have been
many studies into the nature of the processes that take place in effective
schools. From a distillation of those studies and further reviews of them,
there is an agreed set of characteristics of effective schools.
These factors
should not be viewed as independent factors because there are obvious links
between them. Neither should they be regarded as a checklist that will ensure
effective schooling. The presence of the factors within a school simply
suggests that it is more likely that the school will be regarded as being
effective in achieving its goals.
Any assessment of
the effectives of a school needs to be recognized as multi-dimensional and
cannot be gauged by a single indicator. Cuttance has written that the factors
with the strongest impact on student learning are: classroom management,
metacognitive strategies, cognitive strategies, home environment, student and
teacher social interactions. Although other factors like curriculum design and
delivery, classroom climate, school and classroom organization have a lesser
effect, they are still extremely important.
FOCUS ON TEACHING AND LEARNING
Studies in
Australia have found that they key to improved educational outcomes for
students is teacher effectiveness and that a given school is likely to be only
as effective ast eh quality of classroom teaching within that school. The study
reinforced the notion that teacher and classroom variables account for more of
the variance in pupil achievement than school variables learning takes place in
classrooms through the interaction of students and their teachers’.
There are
differences between schools on how much they concentrate on their primary
purpose-teaching and learning. A focus on this main purpose has been shown to
be important for a school to be effective.
Positive
correlations have also been found between the measures of the amount of time
devoted to learning and pupil outcomes and behavior. Academic learning time and
time on task are predictors of achievement. The literature suggest that school
should, therefore, be wary of intrusions into academic time, not only because
of the time lost in learning and instruction, but also because it can signal to
students that other things may be more important.
Teachers’ subject
knowledge is seen as an important factor influencing student outcomes. It has
been found that high staff turnover and severe shortages in specialist areas
can act as barriers to effectiveness. Effective schools will mange this by
encouraging teachers to embark on professional development in their teaching
area or by establishing a mentoring system to provide advice and give
direction. The Victorian Quality Schools Project study found that the effect of
teacher participation in specialist in-service programs was substantial,
especially in the area of literacy.
The quality of
teaching is foremost in effective schooling and there are a number of elements
to this quality. Successful teachers tend to be efficient and well organized,
they are clear about the purpose of their lessons and they structure their
lessons. At the same time, although these factors are associated with
effectiveness, it has been shown that student learning is enhanced when
teachers are aware of differences in students’ learning styles and can use
appropriate strategies. In many cases this requires flexibility on the part of
teachers and a willingness to adapt their teaching styles.
In summaries of
research about school effectiveness, Joyce and Creemers concluded that
effective teachers.
v Present information or skills clearly and enthusiastically
v Are non-judgemental and relaxed
v Keep the lessons task-oriented
v Regularly teach the class as a whole
v Have expectations for students to achieve
v Relate comfortably to the students
v Provide positive feedback
v Have good lesson structure through emphasizing key points
v Are constantly checking for pupil understanding to establish the
appropriateness of instruction.
v Use a high quality of high quality questioning and
v Motivate the students through probing and elaborating on their
answers.
Research has also
shown that teacher-pupil relationships in the classroom can be enhanced by
shared activities outside the classroom. This could be in the form of working
towards a common goal such as a school drama, or music production, or a special
project such as a competition, or a sporting activity. The relationship between
teachers and students has been found to be significant in achievement outcomes.
Leadership
Almost all studies
in this area have shown that professional leadership by the principal
contributes positively to school effectiveness. It has been found that no one
particular style of leadership is appropriate across all schools, but rather
that successful principals can find a style that is mot suited to their own
school and local situation. Effective leadership is usually ‘firm and
purposeful’. Effective principals are usually those who are active, are good
initiators and also protective of the school from unhelpful external
influences.
Research has shown
that principals who can share leadership responsibilities and involve teachers
in decision-making processes will build a sense of unity in their senior
management team and amongst their staff, which will contribute positively to
school effectiveness.
Another factor
regarding effective leadership in schools is the notion that the principal is
not just a senior administrator, but is an educational and instructional leaders
with expertise in teaching and learning. The principal should have knowledge
and experience of what happens in the classroom, should know and be able to
suggest teaching strategies and assessment procedures.
It has also been
found that leadership support is critically important in establishing a
positive work environment for teachers and thus maintaining a high level of
morale.
It appears that a
good leader is neither too autocratic, nor too democratic and can make clear
decisions when needed, but involve others in the decision making process
appropriately.
The learning environment
The
psychological climate that students work
in is important. Successful schools are more likely to be calm places rather
than chaotic to be task oriented and have an orderly climate. The research
shows that schools do not necessarily become more effective just because they
have an orderly environment, but rather this type of environment is a precursor
for effective learning to occur.
Establishing this
orderly environment can be achieved through a clear set of guidelines, agreed
on by teachers and students, rather than the imposition of a strict set of
rules and regulations decided on by the principal. It appears that the most
effective way of achieving order and purpose is through positive reinforcement
of good learning and behaviour patterns.
A positive learning
environment will depend on the creation of positive communication between
students, teachers and principal.
It has also been,
found that the physical environment of a school can affect the students’
attitudes and behavioiur, which, in turn can influence levels of achievement.
High expectations
Effective teachers and
schools have high expectations of their students and communicate these
expectations clearly to the students and set challenges that match these
expectations and then assist the students to meet them. The creation of a
partnership between student, school
parent, who all have high expectations of the students, can be a powerful one.
Research also suggests that the reverse is true –low school and
teacher expectations of students are associated with reduced outcomes. Like
most of the factors discussed here, high expectations alone will not raise
effectiveness, but taken in the content of a positive encouraging learning
environment, expectations form an important part of being an effective school.
High expectations
can also be supported through a process of scaffolding. This is where students
who may have fallen behind in literacy skills for their year group are assisted
to reach an appropriate level. This has worked effectively in Australia, with a
large number of Indigenous students, whose teachers provide support and
direction for the students to engage with literature
Points to remember for
active community participation
(i) Know your community
well & understand community’s problems and their needs.
(ii) Be aware of existing
beliefs and practices prevalent in the community
(iii) Always listen to
community members carefully.
(iv) Do not introduce new
interventions that are contradictory existing practices and belief.
(v) Try to analyse
community dynamics and adjust in that situation.
OBJECTIVES OF CONTRIBUTION
After reading this
lesson, you will be able to
Ø Explain the need for play centre-home relationships.
Ø Understand the scope and methods of parents involvement in a play
centre.
Ø Explain the importance of involvement of the community in a play
centre.
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