West Virginia Institute for 21 st Century Leadership

1. “THE SCHOOL EFFECT: Understanding the Impact of the Seven Correlates of Effective Schools” West Virginia Institute for 21st Century Leadership

2. Framework Overview Graduates Prepared for the 21st Century

3. RON EDMONDS A remembrance of his experience… “islands of excellence.”

4. The School Effect:

5. The School Effect: The impact of the overall operation of the school; its patterns of behavior that manifest themselves in the school-wide priorities, practices, procedures and programs.

6. This made profound sense!

7. A student is shaped by ALL their experiences in school: Hallways Teachers Counselors Grounds The Bus Coaches Principals Hallways Cafeteria School Secretary Other kids Extra-Curricular Activities

8. The Teacher Effect:

9. Certainly, teachers and the quality of classroom instruction is the most important variable in student achievement.

10. Effects of School and Teacher Effectiveness

11. But great schools are made up of more than just a few great teachers! To diminish the negative effects of poverty, race or handicaps, there must be an impenetrable environment of expectation and support.

12. What are the criteria for “school effect” to have a positive impact on student achievement?

13. CRITERIA FOR “FERTILE GROUND” Consistent and Pervasive Practice (80/80) Reflect Certain Core Beliefs & Values And Use Research-Based Practices that Align with Student Achievement

14. PRACTICED ESSENTIALLY BY ALL VIRTUALLY EVERYWHERE! Hallways Teachers Counselors Grounds The Bus Coaches Principals Hallways Cafeteria School Secretary Other kids Extra-Curricular Activities

15. Ineffective School A Definition:“A series of self-employed individuals joined by a common hallway”

16. What are the research based school-wide beliefs?

17. BELIEFS: • ALL CHILDREN CAN LEARN the essential curriculum given the appropriate time and conditions. • Schools CAN CREATE THE CONDITIONS necessary for ALL students to learn. • Teachers have THE RESPONSIBILITY to help CREATE the appropriate conditions in their classroom and THROUGHOUT THE SCHOOL. • School effectiveness must be measured by the QUALITY AND EQUITY of student ACHIEVEMENT.

18. What are the research based school-wide practices?

19. In building the house… The FRAMING OF THE STRUCTURE

20. PRACTICES: The 7 Correlates of Effective Schools

21. Effective Schools Research:The History

22. The Coleman Report: During the 60’s emphasis on civil rights U.S. Department of Education commissioned study in response to Section 402 of the Civil Rights Act Involved – 160,000 students in 4,000 schools Looked at equal educational opportunity in America.

23. Findings Inferred: Family circumstance determines student achievement…schools make little difference!

24. Reseachers set out to document schools that DID make a difference and document their COMMON practice. So...

25. Findings from numerous studies in the U.S. and abroad concluded that schools with certain pervasive characteristics can “teach ALL children” regardless of family circumstance. Leading Students into the 21st Century

26. 7 CORRELATES OF EFFECTIVE SCHOOLS Climate of High Expectations Safe and Orderly Environment Instructional Leadership Clear and Focused Mission Home/School Relations Frequent Monitoring Opportunity to Learn Time on Task

27. 1. Safe and Orderly Environment Basic Level: “Safe, orderly, purposeful, physically inviting and conducive to learning” Advanced Level: “High levels of collaboration and cooperation among students and staff/ sense of affiliation.

28. In an effective school, with a “safe & orderly” environment you’d be likely to see… Teachers Counselors Coaches Principals School Secretary Other kids

29. 2. Climate of High Expectations Basic Level: “Individual commitment to minimal mastery by ALL students/High sense of efficacy by all adults.” Advanced Level: “Implementation of school wide practices that assure high levels of learning for all. Commitment to achievement beyond minimums.

30. In an effective school, with “high expectations,” you’d be likely to see… Teachers Counselors Coaches Principals School Secretary Other kids

31. 3. Instructional Leadership Basic Level: “Principal’s priority is student achievement; keeps the school focused on the mission; is knowledgeable of good instructional practice” Advanced Level: “Principal uses disbursed leadership/creates processes for collaboration, group learning and planning.”

32. In an effective school, with “strong instructional leadership,” you’d be likely to see… Teachers Counselors Coaches Principals School Secretary Other kids

33. 4. Clear and Focused Mission Basic Level: “Staff has an articulated common mission that includes a focus on All student learning” Advanced Level: “The school’s mission is expanded to include higher level skills; there is dedication to staff as well as student learning; a school-wide focus on agreed upon instructional strategies to achieve the mission at the classroom level.

34. In an effective school, with “clear and focused mission,” you’d be likely to see… “Learning for ALL” Principals Unity of purpose and common direction

35. 5. Opportunity to Learn andTime on Task Basic Level: “Allocated instructional time is protected at the school and classroom level.” Advanced Level: “There are school-wide and classroom practices to vary time to meet student needs and to assure that all students reach high levels of achievement; there are processes for prioritizing and mapping curriculum to maximize the use of time.”

36. In an effective school, with “opportunity to learn/time on task,” you’d be likely to see… Teachers Counselors Coaches Principals School Secretary Other kids

37. 6. Frequent Monitoring of Student Progress Basic Level: “The principal assures that school-wide data is gathered on a regular basis to assure that the instructional program is effective for ALL students. Advanced Level: “There is a focus on class-room assessments FOR learning; assessments are used as an instructional tool; students are involved in reflecting on their own progress; assessments are performance based.

38. In an effective school, with “frequent monitoring,” you’d be likely to see…

39. 7. Home/School Relations Leading Students into the 21st Century Basic Level: “Parents support the school and are involved in a variety of school activities.” Advanced Level: “The school staff effectively articulates their mission to the parents and community; has two-way communication systems; finds ways to nurture a sense of collaboration with the families in accomplishing the school’s mission; see’s parents as partners not adversaries; interacts with the community to support learning.

40. In an effective school with “positive home-school relations,” you’d be likely to see… Teachers Counselors Two way Coaches Principals School Secretary Other kids

41. The Combined Power of the 7

42. Why is it important for principal’s to understand the correlates of effective schools?

43. REASON #1 Leading Students into the 21st Century When in place they significantly impact the quality and equity of student achievement. Four decades of research verify this. With the accountability of NCLB, they are critical.

44. REASON #2 Leading Students into the 21st Century When in place they significantly impact overall staff, student and parent satisfaction (as well as productivity).

45. REASON #3 Leading Students into the 21st Century The principal is generally the only person who sees the big picture and can shape the overall effect of the school.

46. How do we put these school-wide practices in place…. • Collecting and providing data that shows the “school-wide picture” • Creating professional learning communities within the school • Using processes of disbursed leadership to determine and implement • School-wide practices • Creating an effective organized school improvement process

47. In Conclusion… • All 7 correlates must be in place to significantly affect student achievement. • They must be practiced consistently by virtually all. • When this happens, the power of the overall ensuing culture causes dramatic results for students

48. Mr. Himelrick’s thoughts… “The school environment can be either fertile soil or impenetrable concrete [for the seeds of achievement to grow].”

49. Mr. Himelrick’s thoughts… OR

50. The Activity: Going on an Archeological Dig!