Key Characteristics of Effective Schools

A Review of Effective School ResearchBy:

Pam Sammons

Josh Hillman

Peter Mortimore

Background

1994 the Office for Standards in Education (OFSTED) commissioned the International School of Effectiveness and Improvement Centre (ISEIC)

The aim was to provide “an analysis of the key determinants of school effectiveness in secondary and primary schools”

5 areas of research relevant to school effectiveness

Research into equality of opportunity & significance of the school

Economic studies of education production functions

Evaluation of compensatory programs

Studies of effective schools and the evaluation of school improvement programs

Studies of the effectiveness of teachers and teaching methods

Aims & Goals of Effective Research

Clientele (poor/ethnic minority) Subject matter (basic skills in reading

and math) Equity (children of the urban poor

should achieve at the same levels of those of the middle class

Definition of Effectiveness factors

Sample of schools examined Choice of outcome measures Adequate control for differences

between schools in intakes to ensure that “like is compared to like”

Methodology timescale

Measuring Effectiveness

Multivariate techniques have led to improvements in the estimation of school effects.

These have enabled researchers to take better account of differences between schools

Allow investigation of the concept of differential effectiveness, whether some schools are more or less effective for particular groups.

Key Characteristics of Effective Schools Professional Leadership

Firm and purposefulA particular approachThe leading professional

Shared vision and goalsUnity of purposeConsistency of practiceCollegiality and collaboration

Key Characteristics of Effective Schools A learning Environment

An orderly atmosphereAn attractive working environment

Concentration on teaching and learningMaximization of learning timeAcademic emphasisFocus on Achievement

Key Characteristics of Effective Schools

Purposeful teaching Efficient Organization Clarity of purpose Structured lessons Adaptive practice

High Expectations High expectations all around Communicating expectations Providing intellectual challenge

Key Characteristics of Effective Schools

Positive reinforcement Clear and fair discipline

Monitoring progress Monitoring pupil performance Evaluating school performance

Pupil rights and responsibility Raising pupil self-esteem Positions of responsibility Control of work

Key Characteristics of Effective Schools

Home-school partnership Parental involvement

in their children's learning

A learning organization School-based staff

development

The Centrality of teaching and Learning

The results of this article do not support the view that any one teaching style is more effective than others.

“teachers could not validly be divided into a number of categories on the basis of differences in teaching styles”

Common Sense

The findings of school effectiveness research have sometimes been criticized for being just a matter of “common sense”

“Research into practical issues, such as schooling rarely comes up with findings that are totally unexpected.”

Common Sense

This report suggested that ‘success’ does not stem merely from the existence of certain structures of organization, teaching patterns or curriculum planning, but is dependent on the spirit and understanding that pervades the life and work of a school faithfully reflective its basic objectives.