School Effectiveness Review Orientation Saskatoon Christian School

1. School Effectiveness Review OrientationSaskatoon Christian School Dr. Keith D. Walker Saskatchewan Educational Leadership Unit University of Saskatchewan

3. THE SCHOOL REVIEW PROCESS 1. Definition 2. Underlying Principles 3. School Effectiveness Attributes 4. Who Is Involved? 5. Process • Opinionnaires • Distribution • Interviews • Teacher Involvement • Data Analysis • Report Writing • Confidentiality • Follow-up 6. School Development “Task Force” 7. Concerns & Questions

4. “Whether we find my contact lens or not, I want to thank all of you for getting involved.”

5. SCHOOL REVIEW DEFINED By school review we mean a professional inquiry into the strengths and weaknesses of a school’s teaching and learning practices based on the school effectiveness attributes and general well-being measures (research-based). The process allows for all stakeholders to have a say in the review.

7. OUR CREDO -- WE PROMISE TO: • Respect confidentiality • Treat people with respect • Listen to your concerns • Try to be as unobtrusive as possible • Provide feedback in a forthright manner • Assist staff (and others) in development of school priorities and to begin planning for further improvement

8. BASIC PREMISES Schools: • All schools have strengths & weaknesses • All schools can continuously improve • A culture permeates every school • A school culture may have sub-cultures • Sub-cultures may be functional or dysfunctional

9. BASIC PREMISES (continued) The Review Process: • Should be conducted openly & collaboratively • Belongs to the school • Can be self-initiated and self-directed in future • Engages schools in reflective practices to become better

10. PURPOSE OF REVIEW The purpose of a Review is to: • Provide a picture of the school as perceived by various stakeholders (parents, board, etc.) • Identify areas where the school is performing well • Suggest areas where school life can be enhanced • Suggest ways that various stakeholders can work more effectively together • Celebrate the successes • Provide information to be used in planning for the future • Provide an opportunity for school renewal

11. Effective Practices FrameworkSaskatchewan Ministry of Education

12. Capacity Building Metaphor Areas of Strength The Capacity of School for Learning Excellence Minimum Factors Organizational Effectiveness Indicators Similar to NCD work

14. Effectiveness Correlates:KEY QUALITIES • Vision and Purpose • Leadership • Climate • Academic Emphasis • Instructional Expectations

15. Effectiveness Correlates:CATALYTIC CONDITIONS • Feedback • Parental Involvement • Student Involvement • Physical Environment • Professional Community

16. School Well-Being Measures (Capacity to Flourish) • Collective Efficacy of Educators • Resilience of Students and Staff • Well-being of Learning Community • Engagement • Hope • Openness to Meaningful Change

17. PROCEDURES • On-site visits • Surveys (online/paper) • Interviews • Focus groups • Document analysis

18. S.E.L.U. School Review Team: Brief Introduction • Keith Walker (Lead) • Others: TBA

19. DETAILS OF THE REVIEW PROCESS • Questionnaires • Interviews & focus groups • Teacher involvement • Data analysis • Report writing • Staff (and others) workshop and planning • Voluntary, Anonymous, Confidentiality • Follow-up

20. EXPECTATIONS FOR SCHOOLS • Review and dialogue about data • Action planning • Set smart goals • Involve various groups In the development of action plans • Implement plans • Monitor plans • Report

21. NOTES AND QUESTIONS • Think about issues/concerns: What would you would like to better understand? • Items you think might be added to the questionnaires or to the interviews - Particular aspects of school you’d like us to give attention to? • Contact me: Keith.Walker@Usask.ca 1.306.220.0614

22. PK-12 Renewal Priorities

23. Adaptive Leadership • A consistent and clear vision and purpose shared by all stakeholders • An empowering and positive leadership style • A professional learning community that focuses on teaching and learning

24. Caring & Respectful School Environment • A conscious attention to the maintenance of a warm, caring, and respectful climate that is conducive to learning • The provision of a safe, attractive, well-resourced, and maintained physical environment

25. Responsive Curriculum & Instruction • A strong, consistent emphasis on academic skills which is maintained in keeping with the school’s philosophy of instruction • The use of appropriate instructional strategies for student learning • The provision of a well-resourced school in support of learning

26. Assessment for Learning • The attention to continuous, consistent, fair and timely feedback to students and parents on student academic and social performance with a provision of authentic assessment that uses varied and appropriate assessment strategies.

27. Authentic Partnerships • The promotion of active and positive parent/guardian involvement • A deliberate provision for the participation of students in the life of the school • The provision of supports to learning through school-linked services

28. Comprehensive Prevention & Early Intervention • Provision of early identification of learning problems • Provision of prevention programs that are proactive and head off learning difficulties

31. Problem Solving Appreciative Inquiry “Felt Need” Identification of Problem Appreciating Valuing the Best of “What is” Envisioning “What Might Be” Analysis of Causes Analysis of Possible Solutions Dialoguing “What Should Be” Innovating “What Will Be” Action Planning (Treatment) Basic Assumption: Organizing is a Problem to be Solved Basic Assumption: Organizing is a Mystery to be Embraced Appreciative Inquiry Distinctive Source: Cooperrider and Srivastva (1987) *Appreciative Inquiry Into Organizational Life” in Research in Organizational Change and Development, Pasmore and Woodman (eds) Vol.1, JAI Press.