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

What Effective Schools Do:
Re-Envisioning the Correlates
Presented by:
Karen Davies, Title I Coordinator
WEST VIRGINIA DEPARTMENT OF EDUCATION
What Effective Schools Do:
Re-Envisioning the Correlates
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
Test your knowledge . . .
15 minute activity
http://www.online-stopwatch.com/
What Effective Schools Do:
Re-Envisioning the Correlates
Question 1: What are the seven
correlates of effective schools?
Edmonds first identified the correlates to include . . .
Revisiting the Original Effective Schools Correlates
1)
2)
3)
4)
5)
6)
7)
High Expectations for Success
Strong Instructional Leadership
Clear and Focused Mission
Opportunity to Learn/Time on Task
Frequent Monitoring of Student Progress
Safe and Orderly Environment
Positive Home-School Relations
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?
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.
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
What Effective Schools Do:
Re-Envisioning the Correlates
Question 3: Why do researchers
stress the importance of
disaggregation of student
performance data?
What Effective Schools Do:
Re-Envisioning the Correlates
Question 4: What are some driving
and resisting forces that affect
school improvement efforts?
What Effective Schools Do
Driving Forces
Resisting Forces
Learning for all
Simultaneous quality & equity
Data driven
Collaborative in form
Continuous renewal
School Improvement
Focus on results
Learning for many
Learner centered
Figure 2.1: Forces affecting school improvement efforts, page 32
Bell curve
Considers quality only
Judgment based
Top-down, outside-in
Periodic change
Teacher centered
What Effective Schools Do:
Re-Envisioning the Correlates
Correlate #1:
High expectations for Success
What Effective Schools Do:
Re-Envisioning the Correlates
Question 5: What is the difference
between high standards and high
expectations?
What Effective Schools Do:
Re-Envisioning the Correlates
Correlate #2:
Instructional Leadership
What Effective Schools Do:
Re-Envisioning the Correlates
Question 6: Why is instructional
leadership a non-negotiable for
schools to be effective?
What Effective Schools Do:
Re-Envisioning the Correlates
Question 7: What 4 qualities of
leaders do followers expect?
What Effective Schools Do:
Re-Envisioning the Correlates
Qualities followers expect
from leaders
1. Trustworthiness
2. Competence
3. Forward-looking
4. Enthusiasm
What Effective Schools Do:
Re-Envisioning the Correlates
Correlate #3:
Clear and Focused Mission
What Effective Schools Do:
Re-Envisioning the Correlates
Question 8: Why is a shared
sense of mission so important in
an effective school?
What Effective Schools Do:
Re-Envisioning the Correlates
Correlate #4:
Opportunity to Learn/Time on Task
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.
What Effective Schools Do:
Re-Envisioning the Correlates
Correlate #5:
Frequent Monitoring of
Student Progress
What Effective Schools Do:
Re-Envisioning the Correlates
Question10: How has frequent
monitoring of student progress
been related to high-stakes
testing?
What Effective Schools Do:
Re-Envisioning the Correlates
Correlate #6:
Safe and Orderly Environment
What Effective Schools Do:
Re-Envisioning the Correlates
Question 11: What are two
essential prerequisites a school’s
leadership can ut in place to
establish a safe and orderly
school climate?
What Effective Schools Do:
Re-Envisioning the Correlates
Correlate #7:
Positive Home-School Relations
What Effective Schools Do:
Re-Envisioning the Correlates
Question 12: How was frequent
monitoring of student progress
been related to high-stakes
testing?
What Effective Schools Do:
Re-Envisioning the Correlates
Final thought:
2 Online Resources
 Reality Check
Effective Schools Research
LiNK
www.effectiveschools.com
What Effective Schools Do:
Re-Envisioning the Correlates
Contact Information
Karen Davies,
Title I School Improvement Coordinator
[email protected]
(304)558-7805