What Effective Schools Do ReEnvisioning the Correlates Presented

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 by Lawrence W. Lezotte & Kathryn Mc. Kee 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 Question 10: 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 Li. NK www. effectiveschools. com

What Effective Schools Do: Re-Envisioning the Correlates Contact Information Karen Davies, Title I School Improvement Coordinator kdavies@access. k 12. wv. us (304)558 -7805