Transcript Chapter 9: School Effectiveness
Chapter 9 School Effectiveness
W. K. Hoy © 2003, 2008, 2011
The School as a Social System
Inputs
Environmental constraints Human and capital resources Mission and board policy Materials and methods Equipment
Cultural System Transformation Process Structural System Political System Outputs
Achievement Job satisfaction Absenteeism Dropout rate Overall quality
Individual System
Discrepancy between Actual and Expected Performance W. K. Hoy © 2003, 2008, 2011
Three Basic Challenges
1. How do school administrators demonstrate the effectiveness of their systems?
2. How do administrators continually demonstrate effectiveness as definitions change?
3. How do administrators please multiple stakeholders with different definitions of effectiveness?
W. K. Hoy © 2003, 2008, 2011
Brief History of Reform
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Nation at Risk
—we need better schools to succeed as a nation •
No Child Left Behind
Progress.
—focus on national goals, academic achievement, and sanctions for schools not achieving goals (accountability)—Annual Yearly •
Race to the Top
—turn around low performing schools and reward those who succeed. Main elements of the plan: – – – – – College and Career-Ready Students Great Teachers and Leaders in Every School Equity and Opportunity for all Raise the Bar and Reward Excellence Promote Innovation and Continuous Improvement W. K. Hoy © 2003, 2008, 2011
Input Criteria
Inputs for schools include environmental components that are understood to influence organizational effectiveness.
Monetary resources • • • • • Formal qualifications of faculty, administration, and staff Condition, quantity, and current editions of textbooks Library and media resources Instructional technology, computers, A/V Physical facilities W. K. Hoy © 2003, 2008, 2011
Input Criteria
Inputs for schools include environmental components that are understood to influence organizational effectiveness.
Non-monetary resources • • • • • Policies and standards Political structures Organizational arrangements Parental support Student abilities W. K. Hoy © 2003, 2008, 2011
Performance Outcomes
Traditionally, effectiveness has been defined relative to the degree of goal attainment.
Student outputs • Academic achievement • Creativity • • • • • • Self-confidence Aspirations Expectations Attendance Graduation Drop-out rates W. K. Hoy © 2003, 2008, 2011
Performance Outcomes
Traditionally, effectiveness has been defined relative to the degree of goal attainment.
Teacher outputs • Job satisfaction • Absenteeism • Recruitment and retention rates Administrator outputs • Job satisfaction • • Balanced budgets Commitment to school W. K. Hoy © 2003, 2008, 2011
Input-Output Research
How are educational resources (inputs) changed into educational outcomes (outputs)?
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Per pupil spending
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Teacher preparation
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Teacher student ratios
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Modern facilities
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State of the art technology Educational Program Student Achievement
W. K. Hoy © 2003, 2008, 2011
Input-Output Research
Equality of Educational Opportunity
Coleman and Associates (1966) – Study, James Largest survey of American public education ever undertaken – Controlled for home background variables such as family size, structure and socioeconomic status Findings: School inputs showed only weak relationships to differences in student achievement.
W. K. Hoy © 2003, 2008, 2011
Academic Achievement: Lee & Shute Model
Factors Promoting High Academic Achievement 1. High Student Engagement 2. Sound Student Learning Strategies 3. Strong Academic Emphasis of the School 4. Collective Efficacy of the School 5. Principal Leadership 6. Parental Involvement 7. Peer Influence
Student engagement and learning strategies operating in a school climate conducive to learning (academic emphasis, collective efficacy, strong principal support) and reinforced
by parents and peers produce high academic achievement.
What is the teacher’s role in this model?
W. K. Hoy © 2003, 2008, 2011
Supports for Academic Achievement: Bryk and Colleagues
Essential Supports for Academic Achievement 1. Instructional Leadership 2. Relational Trust across the School Community 3. Instructional Guidance 4. Professional Capacity 5. School-Learning Climate 6. Parent-School Community Ties 7. Bonding and Bridging Social Capital of the Community W. K. Hoy © 2003, 2008, 2011
Essential Supports Model
W. K. Hoy © 2003, 2008, 2011
Organizational Model for Student Achievement: Hoy & Woolfolk Hoy
W. K. Hoy © 2003, 2008, 2011
Hattie’s Mega-Analysis of Academic Achievement
Six Signposts 1.
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Teachers matter; they are the most powerful forces in helping students to learn.
Effective teachers are directive, caring, and passionately engaged in the teaching learning process.
Effective teachers are aware of what each student is thinking, which enables them to construct meaning and relevant experiences for their students. This requires a proficient and deep understanding of their subject matter so they can provide useful feedback as they move the student through the curriculum.
Effective teachers know what they want to teach, how to do it successfully, when each student understands, and what to do when understanding falls short. Effective teachers use multiple perspectives to convey ideas so that learners can construct and reconstruct knowledge--it is the learner’s construction of knowledge that is critical. Effective school leaders cooperate with their teachers to create a school culture and classroom climates conducive to learning. Mistakes must be seen as opportunities for students to learn, relearn, and explore without the fear of failure. W. K. Hoy © 2003, 2008, 2011
Mott’s General Model of Organizational Effectiveness
Criteria of Overall Effectiveness – Quality of outputs – Quantity of outputs – Efficiency of production – Adaptability and flexibility of the organization W. K. Hoy © 2003, 2008, 2011
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Quinn and Quinn’s Competing Values Framework
The Competitive View defines effectiveness in terms of how productive the school is compared to other similar schools using such measures as student test scores and value-added scores.
• The Collaborative View defines effectiveness in terms of collaborative and developmental features of the school using such indicators as faculty morale, student social and emotional development, cohesiveness, and openness and health of the school climate.
• The Control View defines effectiveness in terms of how stable and reliable the school is focusing on such criteria as efficiency, tight coupling, and management of school community relations.
• The Creative View defines effectiveness in terms of how adaptable and innovative the school is measuring such features as successful reform, creativity, and uniqueness . Why not use all four views to evaluate school effectiveness?
W. K. Hoy © 2003, 2008, 2011
Practical Imperatives
• • • • • • • • • • Look outward: The external environment is a valuable resource.
Look inward: Internal dynamics drive the system.
Focus on students: Learning is the end and engaged students are the means.
Focus on teachers: Teachers are the most direct and powerful aid to student learning.
Focus on instruction: Quality of teaching is the most important factor in student learning.
Cultivate a culture of academic optimism: Efficacy, trust, and academic emphasis undergird motivation. Develop professional capacity: It creates positive school-learning climates.
Reach out to parents: Teacher-parent cooperation is a powerful catalyst to learning.
Monitor the effectiveness of your school: Use multiple indicators of cognitive and affective success.
Use structure, culture, politics, and motivation to support teaching and learning: These are building blocks of effectiveness W. K. Hoy © 2003, 2008, 2011