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EDUCATIONAL EFFECTIVENESS SURVEY v9.0

EDUCATIONAL EFFECTIVENESS SURVEY v9.0.

wade-hooper
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EDUCATIONAL EFFECTIVENESS SURVEY v9.0

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  1. EDUCATIONAL EFFECTIVENESS SURVEY v9.0

  2. While most schools focus on the outcomes they are reaching for, truly successful schools focus on organizational effectiveness and the programs and systems that drive and sustain improvement in the outcomes. The Educational Effectiveness Survey (EES), was developed to assist schools in continuous, sustainable improvement by helping schools understand their strengths and challenges in the areas known to impact the effectiveness of a school. While there is no single solution for all schools, research on effective schools has identified 7 - 10 common characteristics of high performing schools (Marzano, 2003). Successful schools and schools engaged in improvement focus on these characteristics to create and improve the system(s) that drive the outcomes. To help schools identify and leverage these drivers and focus on what makes a school successful, the EES quantifies these characteristics. This results report contains a summary of the information your school staff provided on the EES survey form. CHARACTERISTICS OF HIGH PERFORMING SCHOOLS: Clear and Shared Focus High Standards and Expectations Effective School Leadership Supportive Learning Environment High Levels of Community and Parent Involvement High Levels of Collaboration and Communication Frequent Monitoring of Teaching and Learning Curriculum, Instruction and Assessment Aligned with Standards Focused Professional Development While these characteristics represent a solid basis for looking at the culture of a school, continuing research has indicated that there are several other dynamics that are critical to the conversations, interactions and decisions leading to sustainable transformation. • The EES V9.0 is based upon 20 years of research and critical learning on organizational culture, relational trust, the transformation process and the characteristics of high performing schools and districts. • School and district transformation is a complex and highly worthwhile process. There are no quick-fixes or pieces of technology that will magically transform your school or district into a high performing system. • Your dedication, hard work, and conversations built upon the formative use of data can be critical elements in building strength around leadership, the “instructional core”, and organizational effectiveness. Only as a professional learning community will you make progress toward sustainable, systemic improvement.

  3. Demographic Charts – Who Took the Survey? • Pay attention to the “position” chart – did you include all employees in the survey? If you did not – ask yourselves “why”? • Look at length of service – you want to see diversity represented. The new staff bring energy and new ideas and the long term staff provide wisdom, calm and expertise. You need both! The longer a staff member has been in a building, more difficult it is for him/her to change.

  4. Demographics

  5. On the Overall Summary Chart Consider: • This is the 10,000 foot view • Look at the overall relationship between the characteristics and their bar charts • Remember – green is good! The 2 greens (“Almost Always True” and “Often True” are the positive perceptions • Ivory (“sometimes true”) is the “land of opportunity” – these people represent the easiest persons to bring to the positive side – give them more information and bring them into the process. If you ignore the ivory – they usually become disconnected and move to the negative • Orange and red are the two negative perceptions – often times they reflect “history” – something that happened years ago, or something in a person’s personal life. Don’t spend a lot of time and energy here, it may be out of your ability to influence. Do pay attention to significant amounts of negative! • Grey – “No Opinion or N/A”. Ask why? • In response to “where should we be?” Ask “where do we want to be?”

  6. Overall Summary This chart provides a summary view of the nine characteristics - the 10,000 foot view. The following pages provide the detail for each of these characteristics.

  7. Comparison – Your school vs. other schools in CEE’s data repository at elem/middle and high school levels • Descriptive Statistics: CEE’s Repository of EES-Staff Respondents (as of 22 May, 2008): • Total N= 42,535 respondents • Buildings: 515 unique (unduplicated) buildings • Districts: 96 unique districts • This Comparison (EES v7.0 and v8.0 in 2006-2008 school years): • N= 27,107 Staff • Elementary: 50%, Middle School/Jr. HS: 26%, High School 24% • Met AYP in Year Survey Administered: YES = 54%

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