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Correlates of Effective Schools

Correlates of Effective Schools.

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Correlates of Effective Schools

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  1. CorrelatesofEffective Schools

  2. •Strong Instructional Leadership •Clear and Focused Mission•Climate of High Expectations for Success•Safe and Orderly Environment•Frequent Monitoring of Student Progress•Opportunity to Learn/Student Time on Task • Positive Home-School Relations

  3. Strong Instructional Leadership In the effective school, the principal acts as an instructional leader and effectively and persistently communicates that mission to the staff, parents, and students. The principal understands and applies the characteristics of instructional effectiveness in the management of the instructional program.

  4. Clear and Focused Mission In the effective school, there is a clearly articulated school mission through which the staff share an understanding of and a commit- ment to the instructional goals, priorities, assessment procedures, and accountability. Staff accept responsibility for students’ learnings of the school’s essential curricular goals.

  5. Climate of High Expectations for Success In the effective school, there is a climate of expectation in which the staff believes and demonstrates that all students can attain mastery of the essential school skills and they believe that they have the capability to help all students attain that mastery.

  6. Safe & Orderly Environment In the effective school, there is an orderly, purposeful, businesslike atmosphere which is free from the threat of physical harm. The school climate is not oppressive and is conducive to teaching and learning.

  7. Frequent Monitoring of Student Progress In the effective school, student academic progress is measured frequently. A variety of assessment procedures are used. The results of the assessments are used to improve individual student performance and also to improve the instructional program.

  8. Opportunity to Learn & Student Time on Task In the effective school, teachers allocate a significant amount of classroom time to instruction in the essential skills. For a high percentage of this time, students are engaged in whole class or large group, planned, teacher-directed learning activities.

  9. Positive Home-School Relations In the effective school, parents understand and support the school’s basic mission and are given the opportunity to play an important role in helping the school to achieve this mission.

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