School Effectiveness
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Transcript of School Effectiveness
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• Seminar Presentation
• PLG 516 Studies in School Effectiveness
• Prepared By : Raed Mohammad
• M.N: P-PM 0334/12
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ContentsIntroduction.Policy Context.The success.Early work.Coming together.Involving more stakeholders.Growing together SESI.Secrets of western school success. A- Type I strategies. B- Type II strategies. C- Type III strategies.
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Louise Stoll and Pam Sammons2007
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Introduction
School Effectiveness
School Improvement
Policy Makers Researchers
How, for whom and in what way do schools make a difference to children
and youngsters` life chances and continue to improve over time ?
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Policy ContextSE + SI : Developed + Focusing on :
- Reduce professional interest - Increase consumers'` role.
Intentions - Increase efficiency of educational institutions.
- Rise educational standards. ( Financial, devolution, local sch mng )
- Increase parental choice
POLICY
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The Success
National curriculum (stages 4, 7, 11, 16)
– Accountability : increased by national table performance
– Influence the policy makers
– Daily process - the level of students’ knowledge - national primary strategy.
– Self-evaluation - to inform schools .
– 2002 was turning point .
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Early work
Equality and Equity
Why schools are different on terms of effectiveness and promoting the outcomes?
What characteristics are associated with that level of
effectiveness?
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Coming together
Alignment Close work {Different parties, researchers and stakeholders}
The effective way the methodology
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Involving more stakeholders
Involve the practitioners to develop (SE , SI).
International School Effectiveness and
Improvements Center
develop projects between interested
partiesThe results to be used
NOT to be hidden.
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- Focusing on Elements:
{ Leadership, teaching-learning, pupils involvement, self evaluation)
Leadership : Headteachers – promoting+ maintaining T`s role.
learning – centered leadership.
Teachers and learning : T`s life + work affect Sts contributions
T`s effectiveness over time.
Growing together SE-SI
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Secrets of Western School Success• Hopkins (1996) “FIT” between specific improvement programs
and the school’s developmental needs. In this framework, school improvement strategies fall into three different types:
• A: Assessing failing schools to become moderately effective.• - High level external support and strategies.- basic curriculum
• B: Assessing moderately effective schools to become effective.
- No heavily external support- Tend more initiated
• C: Assessing effective schools to remain so.• Unnecessary external support – Creates its own - New ideas
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Thank You For Your Attention