School Effectiveness and School –Based Management HMEE5033

Task 1

a) How teachers perceive school effectiveness.

Effective School is a concept which comes in many shapes and sizes, and communities

across the country have that can be devised in various ways to create excellent schools.

However, it shares a number of common characteristics such as a strong instructional

leadership, systematic evaluation procedures to determine students’ progress, good structural

design, well-defined rules and discipline to create safe and conducive environment, class size

and home-school relationship.

An effective school has been defined as one in which students progress further than might be

expected from consideration of its intake. An effective school thus adds extra value to its

students’ outcomes, in comparison with other schools serving similar intakes. In order to

assess value added, measures of individual students’ prior attainment are needed to provide a

baseline against which subsequent progress can be assessed. Other factors such as gender,

socio-economic status, mobility and fluency in the majority language used at school have also

been shown to affect progress. In addition to prior attainment, SER studies seek to include

such factors in assessing the impact of schools. School effectiveness does not seek to measure

the impact of schooling as a whole; instead it examines differences in the impact of one

institution in comparison with another, taking account of intake. It is recognised that there

can be internal variation in effectiveness at the department or class level, and teacher effects

tend to be substantially larger than school differences.

Satisfaction Model is broad goals and more, then more and more difficult to achieve. Less

and simple goal, then more easy to achieve, so it is more easily treated effectively.

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Satisfaction of his superiors considered effective, satisfied with the quality, customer

satisfaction refers to the needs, demands and expectations This model says the school is

effective if all stakeholders are satisfied by the minimum and stakeholder satisfaction is an

indication effectiveness

b) How teachers rate the effectiveness of their schools.

An effective school must first be a place where students can feel safe, physically and

emotionally. It must be a supportive community where kids and teachers of all backgrounds

can focus on learning. To create a climate of safety, halls and classrooms must be free of

behaviour like fighting, bullying, and harassment. That said, a safe environment is not created

merely through punishment.

A 2011 study by Michael Thompson, researcher and director of the Justice Center at the

Council of State Governments, shows that suspension and expulsion as discipline for

“discretionary violations” actually do more harm than good for the individual student. They

also damage the sense of community within the school. Students who receive suspensions

and expulsions for discretionary violations are three times more likely to end up in juvenile

detention center the following year, and an authoritarian system creates an oppressive

atmosphere where learning and school effectiveness are impaired.

To achieve a safe environment where kids are free to reach their potential academically,

Thompson advocates for schools to focus on preventing misbehaviour by implementing

school-wide “positive behaviour interventions.” According to Thompson, these interventions

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should stress social skills and emotional learning, to teach students conflict resolution and

cultural understanding.

Lezotte advocates similar methods of positivity. According to Lezotte, teachers, parents, and

other mentors need to encourage a learning environment in school-age kids by treating

schools as “sacred places.” How society values school as a whole culture has everything to do

with how students will engage with their own education. When students regard school as an

institution with higher respect, they will enter the school with attitudes more conducive to

learning, Lezotte says.

Effective schools expect students to succeed. Because of that, students at these schools learn

more. Psychology researcher Robert Rosenthal conducted an experiment in the 1960s where

teachers were given a class of randomly selected students, and were told that these students’

IQ test scores indicated that they had a high potential for growth that school year. When they

took the IQ test again at the end of the year, the results showed that “the kids actually got

smarter when they were expected to get smarter by their teachers,” says Rosenthal. Students

in classes where the researchers didn’t plant these expectations did not show the same

dramatic improvement. This happened because teachers gave more praise, remedial

instruction, and opportunity for classroom participation to the students who were perceived as

more capable. Students in turn found the lessons more interesting and approachable.

Teachers at effective schools genuinely believe that every kid has the raw materials to be a

successful student, according to Lezotte’s research. In a practical sense, this means that

effective teachers make a conscious effort to give equal opportunity for all students to

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respond during class, provide thoughtful feedback to every student, and are willing to re-

teach concepts that students have not mastered.

In an effective school, the principal is a “leader of leaders.” He or she is not just an authority

figure, but also a “coach, partner, and cheerleader,” says Lezotte. A leader of leaders does not

operate in a top-down authority structure, but realizes that the best solutions come from a

collaborative effort.

According to Lezotte, to show the kind of leadership that inspires and creates an enriching

community in the school, the principal must be visible. She must be accessible not only to

teachers but also to the student body walking the halls, cheering at games, and supporting

extra-curricular events. It is also the principal’s responsibility to assess data about school

effectiveness and implement strategies to address areas that need improvement.

Principal Robert Mastruzzi from John F. Kennedy High School in the Bronx, New York, was

an example of a principal who motivated staff and students to achieve their potential, writes

Sara Lawrence in her 1983 book The Good High School. While teachers praised his

contagious energy and students were comfortable around him because of his warm

personality, these weren’t the only reasons he was a great leader. Mastruzzi’s greatest

strength was his vision for the school. His passionate belief that the students “are all winners”

fuelled his educational philosophy. “Each year I tell the faculty to increase their expectations

of students. You ask for more and you get more,” Mastruzzi says. Lawrence writes that his

willingness to innovate was moderated by a sense for what wasn’t working, and he met

challenges by listening to his colleagues’ perspectives before making changes.

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“Vision animates, inspires, transforms purpose into action,” says Warren Bennis, a pioneer

in the field of leadership studies. An effective principal must uphold a vision for the school

and clearly articulate it to so teachers, administration, and parents can be united in striving for

higher achievement.

In What Effective Schools Do, Lezotte points to principals' vague goals or interest

in maintaining the status quo as common pitfalls of less effective schools. He says

administrations are often unwilling to dedicate the resources and effort it takes to follow

through on vision-driven change.

An effective mission emphasizes innovation and improvement in providing learning for all

students and educators of all backgrounds. The principal can make a mission effective by

being persistent and energetic in sharing her vision with faculty, students, and parents to unite

their goals. All of these members of the community must commit to this mission and take

responsibility for its impact on the curriculum and learning environment.

Teachers especially should translate this mission so that it’s pertinent to how they teach their

classes, Lezotte writes. When the curriculum is designed with the mission in mind, it

becomes easier to identify gaps in students’ education and address the deficiencies. The

school begins operating as one effective organism instead of a loose network of individuals

with their own agendas. The mission becomes an ideal that guides everyone’s efforts on a

daily basis.

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Lezotte’s research into the values of effective schools found that students who were regularly

tested on their academic progress were more successful than those who weren’t. Frequent

teacher-written evaluations give teachers the information they needed to make changes if

some or all students weren’t mastering class material.

While effective schools use assessments, Lezotte believes teachers can and should assess the

students’ learning more holistically and less formally than standardized exams relying less on

multiple-choice tests and giving more attention to portfolios and presentations. Students

should also be encouraged to monitor themselves by keeping progress charts and revisiting

graded assignments.

Students tend to learn the things they spend the most time on. Teachers at effective schools

are aware of limited instruction time and create a syllabus with that in mind. Keeping the

mission at the forefront, teachers must create a syllabus that allows for not just all material to

be covered, but also for it to be mastered, within the time constraints of the class. The

syllabus must be flexible enough to allow re-teaching when the students are having trouble

with certain key concepts.

In effective schools, teachers must sometimes practice “organized abandonment” when

approaching their lesson plans. If students aren’t mastering fundamental skills like reading,

then teachers and schools may have to abandon lower-priority learning experiences until

students are caught up to the appropriate standards. While organized abandonment is

essential for true learning in limited timeframes, Lezotte and others advocate for more time

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spent in school in general, starting that schools could be more effective with shorter vacations

and longer school days.

The most effective schools have what Lezotte calls an authentic partnership with parents. At

the most basic level, Lezotte says, teachers and staff must be able to rely on parents to get

their children to school on time and regularly, and parents must be assured “that their children

are entering a safe and caring place.”

But a true home and school partnership goes much further. Teachers and parents work

together to help kids get the most out of their assignments. Parents devote time to tutor their

children, and teachers provide clear directions for how parents can help in a productive way.

This strategy is most effective when teachers and parents have an open line of

communication and can share notes on the student’s progress.

According to Lezotte, effective schools go beyond purely academic matters when it comes to

bridging home and school. In the most effective relationship between home and school,

parents and other community agencies work together to address problems that are not

uniquely school-based, says Lezotte. Drug use, bullying, and gang activity “are all serious

problems where the school can contribute to the solution, but the school can’t solve them

alone.” In an ideal situation, the community as a whole works as a team to tackle these issues

and create a better environment for learning, and a better society.

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c) Challenges faced by school management and teachers in maintaining or

enhancing school effectiveness.

Generally, the MOE has not been fully successful in producing head teachers, principals

or school administrators with professional leadership features. Based on the interviews

conducted with teachers in schools, about 94.5% of them state that head teachers or principals

are not fully able to explain the vision and mission of the school to the staff, parents and

students. This also has some relevancy to the fact that the appointment of school

administrators is not based on qualification but mostly depends on their seniority with the

assumption that they have wide experience in school matters.

However, it cannot be denied that they are good teachers but they may not be good

administrators. Inspite of that, almost everyone agree that effective leadership would enable

students and staff to achieve effective school and excellent student outcomes. In fact, IAB has

conducted school administrator courses, unfortunately only a minority group was able to

attend this course. They were senior assistants and senior teachers who attended the course,

however, they were not appointed as head teachers or school principals. Recently, a joint

effort by IAB and UPSI conducted the Education Management Program on an intensive

course that takes two years for completion for primary head teachers. It is the hope of those

who complete the course to become effective administrators in schools.

Besides, a few public institutions of higher learning have offered Masters in Education in

Educational Management. This shows that there is an effort to produce profesional head

teachers and the time will come whereby head teachers will not only possess a degree but

also have the ability to be effective administrators need to be improved if we want to see our

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schools to have effective school features. In Malaysia the New Primary School Curriculum

(NPSC) for primary school and Integrated Secondary School Curriculum (ISSC) for

secondary school are the heartbeat of academic programs in our education system.

The NPSC emphasizes on reading, writing and arithmetic skill which also cover the

communication skills; man and environment and individual self-development. NPSC together

with ISSC will foster the holistic and integrated development of individuals in intellectual,

spiritual, emotional and physical aspects toward producing balanced, harmonious and

responsible citizen. Secondary education is divided into two main levels: lower secondary

level and upper secondary level. The lower secondary is designed to prepare students to

develop skills needed in life and to be useful citizens of the country.

Meanwhile, at the upper secondary, ISSC is developed to suit the academic, technical and

vocational school. Based on the planning of the MOE, we find that the ministry has been

successful in implementing academic program for the community. In addition, the MOE has

also provided education for all whereby it gives the opportunity for the children to receive

education. The Education for All (EFA) National Plan of Action for the country was prepared

in 1991 (Kementerian Pendidikan Malaysia, 2000). In pursuant for this, formal education is

provided at four levels; primary, lower secondary, upper secondary and post-secondary.

Today preschool education is also provided. The government also enforced compulsory

schooling that starts at the age of 7.

However, the NSPC and ISSC planning is not translated into practice which at times due to

existing problems in the local area. From our observation it seems that the failure of the

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excellent academic programs is not because of NSPC and ISSC but is due to the weakness of

the implementation. There are many activities that cannot be carried out in the teaching

process. A lot of the activities proposed for classes involved in the PSAT, LSA and MCE

examination cannot be carried out because most teachers will concentrate on drilling on

question papers. During teacher training, they were only exposed theoretically. Perhaps the

MOE’s unforeseen circumstances had overlooked the problem. For example, majority are

unable to adhere to remedial and enrichment programs in school.

Previously, there have been reported cases of gengsterisme in Kuala Kangsar, Perak.

According to a study conducted by Noran Fauziah et. al (2002), indicates that bullying is very

common in primary as well as in secondary schools, thus giving us an impression that present

schools are not safe. According to a report by the Royal Malaysian Police, that 7614 students

between the age of 15 to 18 are involved in juvenile cases from 1994 to 1996 (Utusan

Malaysia, 26 August 1997). Salina (2002) noted that secondary school students are involved

in loafing, free socializing, extortion, fighting, theft, rape, murder and lately black metal

culture.

On 30th March 2004 we were shocked with the report of serious social ills when bullying and

gangsterisme occurred in some schools. Students are encouraged to participate in learning

process and engage in extra-curricular activities provided by the school. Steps have been

taken by MOE to keep an orderly and pleasurable learning environment in schools by

appointing school counsellors and discipline teachers in every school.

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It has been said that for many years Malaysian schools system is leaning towards exam-

oriented. In Malaysia, students’ evaluation is divided into centralized examinations and the

school based assessment. The Examination Syndicate Division is the body responsible for

handling centralized examinations such PSAT, LSA, MCE and HSC. As such, the schools

conduct the school based assessment while the examinations syndicate conducts the external

examinations.

In almost all Malaysian schools, student academic progress is measured frequently using a

variety of assessment procedures. Every month students will sit for their monthly test plus

mid-year examinations as well as end of year examinations. With the present situation the

teacher’s role takes on new dimension. He or she is no longer a subject teacher per se, but

also an assessor, as well as doing the work of a general clerk. The increase in the work load

also contributes to the fact that most teachers feel uncomfortable as assessor in class. The fact

that teachers have to ensure their students obtained good grade is also considered as

important as teaching itself.

The concentration is no longer on teaching the subject matter but on coaching the students on

how to answer exam questions. Hence exam-oriented becoming the culture of the school

today. Teachers will be questioned if the percentage of students failing the subjects is

considered relatively high.

The occurrence of small class size school is very rare in Malaysia except for residential

schools and science stream classes. However, many studies indicate that a small sized class of

below 20 students has been proven to be advantageous and efficient. In Tanjung Malim and

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Ulu Bernam, the classroom size is between 35 to 45 students in each class. The same applies

to secondary schools which are big in size. Many problems manifest in large school size with

diverse differences among the students and is rather difficult to observe positive interactions

between teachers and students.

In Malaysia, Teacher Education Department is responsible for planning and undertaking the

selection of candidates and conduct the teacher education programmes in line with the

requirement of the teaching profession. It also acts as a secretariat that is responsible for the

planning and management of in-service training for the teachers where they can learn new

techniques and approaches to be practiced in line with the requirement of education today. It

also provides opportunities for staff and trained teachers to regularly enhance their skills.

Most of the teachers agree that almost all teachers especially head teachers or school

principals expect students to acquire mastery of learning tasks and include student activities

to ensure that mastery will be demonstrated in the classroom. Headteachers and principals

always attend to the quality of instruction and stress the importance of continually improving

the achievement of students in PSAT, LSA, MCE and HSC. Nowadays, we come across a lot

of complaints from the public with regard to the dedication of teachers. Newspapers publish

the weakness and other various negative attitudes of teachers as though teachers are no longer

a good example in the community.

There are teachers who have served for a very long time and have reached the burnt out stage,

however, their long services have not been given due recognition. The school always give

support to the potential students as their success upgrades the image of the school. Successful

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students are given rewards and other positive incentives. Almost all schools have high

expectations for their students behaviour and performance and encourage student

responsibility as well as good citizenship. The students are taught to apply knowledge and

skills but the students have little guidance to face the challenges and concepts outside the

school.

However, a complete success has not been achieved as school boards could not work as

partners with parents, students, community service officials, and others to coordinate policies

that address the health care, food and nutrition, counselling and social service, child care,

tutoring, and literacy needs of children and families in the community. From the aspect of

facilities provided by the government, it is adequate buildings. As of now, the government

also realises the space needed for learning.

In Malaysia, every child has a right to be educated and it is the government's responsibility to

provide them with education. Malaysian government commitment towards education is

contained in the Federal Constitution and the Education Act of 1996. It is stated that the

provision of free education to every child of school-going age, for a period of eleven years.

Malaysian government also accepted in the "Universal of Human Rights" 1948 and it was

affirmed in the "The World Declaration of Education For All" 1990.

It is said that Malaysia is fully committed in providing Education for All. It is to determine to

eradicate illiteracy. Meanwhile, children with disability has the right not only to be educated

but also special care and training. Looking at the needs, Special Education provides education

for disabled children. and their families Today the programs have now been firmly

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established in most developed countries. As other developed countries, a young child has

opportunity to go to preschool established by the government and private kindergarten before

they enrol in regular school..

For a young disabled children, a special nursery school program which provide special care,

education and treatment is known as early intervention program.

Although almost every school has established the Parent-Teacher Association (PTA), the

function is not fully understood by the parents. Most headteachers and principals expressed

their disappointment with the poor attendance and participation during PTA’s meeting which

had a turnout of 10% - 15% only.

Parents are not encouraged to come to schools especially to enquire about their children’s

academic achievement and discipline in schools. The parent can only come when there are

called by the school. There are teachers who feel uneasy with the presence of parents in

schools and consider their coming to be an interruption to their teaching process. Many

parents have reported that they do not get satisfactory treatment from the teachers.

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Task 2

Both primary and secondary schools encountered many similar management issues.

As a learning institution, one of the main issues is the management of school managers

especially where their leadership and governance is concerned. Apart from this, Santrock

(2001) the school managers of learning organization are responsible in establishing the safe

and conducive learning environment in schools and therefore related to school and class size

as well as home-school partnership.

Meanwhile, the classrooms where teaching and learning take place need to be managed

effectively. Therefore, it is the responsibility of head teacher as the manager of primary

school and principals as the manager of secondary school to design the physical environment

of the classroom for optimal learning, create positive environment for learning, establish and

maintain rules, effectively deal with problems, effective usage of communication strategies

and understand the development of the students. Most effective schools, however, share a

number of common characteristics, which are detailed below:

Professional Leadership and Governance

It has often been observed that the “head of the school” is the key factor in how effective the

school is. In an effective school the “principal” acts as an instructional leader and effectively

and persistently communicates the school's mission to the staff, parents, and students. The

principal understands and applies effective leadership skills to enable both students and staff

to achieve the desired school and student achievements. Almost every single study on

effective school has shown that both primary and secondary leadership to be the key factor.

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Leadership is not simply about the quality of individual leader although this is, of course,

important. It is also about the role that leaders play, their style of management, their

relationship to the vision, values and goals of the school, and their approach to change. MOE

is aware of the important role of the head teacher/principal in school improvement. In their

efforts to enhance the professionalism of head teachers/principals at the primary school level,

MOE has drastically developed an intensive graduate program for the head teacher/principal.

Shared Vision and Goals

In an effective school there should be a clearly articulated school mission and vision. The

school expects the teaching staff to understand the school mission and vision because it is

documented in the teachers’ Record Book which they write and refer as a teaching plan.

Almost all teaching staff agrees that they should be told earlier about the school instructional

goals, priorities, assessment procedures and accountability.

High Academic Expectations

Positive expectation of student achievement, particularly amongst teachers and parents, is one

of the most important characteristics of effective schools (United States Department of

Education, 1989). A large number of studies in several countries have shown a strong

relationship between high expectations and effective learning (Mortimore, 1995). This is

concerning teaching and learning and it depends on quality teachers who are always aware of

the instructional requirements and know that students are expected to meet high academic

expectations. At this point, we need to look at teacher education as we believe it can maintain

and promote successful learning outcomes.

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Orderly and Conducive Environment

There are several factors in the school climate which are related to students’ achievement

(Purkey & Smith, 1983). An effective school maintains an orderly and safe climate which

will contribute to a favourable environment in learning and teaching. A study done by Sabu

(2005) has shown that the majority agree that some schools have not achieved a conducive

and safe environment for students. Students are encouraged to participate in learning process

and engage in extra-curricular activities provided by the school.

Steps have been taken by MOE to keep an orderly and pleasurable learning environment in

schools by appointing school counsellors and discipline teachers in every school. Today all

school in Malaysia has set up counselling services and disciplinary board to overcome

disciplinary issues to look of the students. For serious offences the students will be placed in

rehabilitation centres.

Systematic Evaluation Procedures

Effective schools use systematic evaluation procedures to determine students’ progress.

Students’ progress is continually assessed to diagnose, evaluate, and provide feedback and

graduation ceremonies, honour rolls, societies’ awards, and other official recognitions of

accomplishment to recognize their achievements. In addition, effective schools accept

responsibility for the outcomes of instruction and use achievement measures for program

evaluation.

Bear in mind that effective schools develop assessment programs that lead to improved

instruction and increased student learning. In almost all Malaysian schools, student academic

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progress is measured frequently using a variety of assessment procedures. Every month

students will sit for their monthly examination, plus the mid-semester and final examinations.

Concentration on Teaching and Learning

The core activity of schools is teaching and learning and matters relating to the school

teachers. These would appear to be obvious activities in an effective school but research

suggests that schools differ greatly to the extent in which they concentrate on their primary

purpose. Othman (2001) noted that school effectiveness is clearly dependent upon effective

classroom teaching. Similar conclusions about the importance of teaching and learning at the

classroom level are evident in the review by Creemers (1994). A number of studies have

shown that correlations between focus on teaching and learning and school and teacher

effectiveness. In some cases this focus has been defined by quantifying teachers’ and pupils’

use of time, and in others it has been defined in terms of other measures of the school’s

concentration on the actual process of learning and on achievement. It is clearly vital for

schools and teachers to focus on the quality as well as the quantity of teaching and learning

which takes place.

School and Class Size

Carson & Badarack (1989) reported that small class size is far better off and it is associated

with the increased in students’ performance. A study was done by Kamaruddin & Bhasah

(2004), shows that the occurrence of small class size school is very rare in Malaysia except

for residential schools and science stream classes. However, many studies indicate that a

small sized class of below 20 students has been proven to be advantageous and efficient.

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Home-School Partnership

Effective schools research generally shows that supportive relations and cooperation between

home and schools have positive effects. Parents involvement is the participation of parents in

every facet of the education and development of their children from birth to adulthood,

recognizing that parents are the primary influence in children’s lives. Coleman et al (1993)

has drawn particular attention to the benefits of schools fostering parents’ involvement in

their children’s learning. In Malaysia, almost every school has established their Parent-

Teacher Association (PTA) in enhancing educational activities and the students' performance.

In some schools, the parents will coordinate to create a safe environment and needed services

for children and youth, identify ways the community and business can interact with students

and the school, and encourage the community to use the school facilities.

Staff Development

Effective models of professional development reflect current knowledge of adult learning.

Adults need to know that their efforts will result in increased achievement by their students.

Adults are motivated to learn when professional development provides opportunity to achieve

competency, combines independent and dependent approaches, has clear and measurable

outcomes, and respects their intellectual potential and capability.

Monitoring of School Effectiveness and Quality

“In the effective school, pupil progress over the essential objectives are measured frequently,

monitored frequently, and the results of those assessments are used to improve the individual

student behaviors and performances, as well as to improve the curriculum as a whole”

(Lezotte, 2001, p. 8).

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In his paper, Correlates of Effective Schools: The First and Second Generation, Lezotte

(1991) cites that after what he terms the “first generation” of frequent monitoring of student

progress is accomplished, schools will need to advance into a “second generation” of frequent

monitoring of student progress. During the second generation, “the use of technology will

permit teachers to do a better job of monitoring their students’ progress. ..This same

technology will allow students to monitor their own learning and, where necessary, adjust

their own behavior. The use of computerized practice tests, the ability to get immediate

results on homework, and the ability to see correct solutions developed on the screen are a

few of the available tools for assuring student learning” (Lezotte, 1991, p. 5).

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at the National Seminar of Malaysian Education, Kota Kinabalu, Sabah, 12 – 13

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Malaysia.: Universiti Pendidikan Sultan Idris Research Centres, Tanjong Malim,

Perak.

3. Berliner, D. (1990). Creating the right environment for learning. Instructor, 99, 16 -

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4. Carson, M.D. & Badarack, G. (1989). How changing class size affects classrooms and

students. Riverside, CA: University of California at Riverside, California Educational

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5. Coleman, P. Collinge, J. & Seifert, T. (1993) Seeking the Levers of Change:

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6. Creemers, B. P. (1994). The International School Effectiveness Research Programme

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8. Henson, K.T. & Eller, B.F. (1999). Educational Psychology for Effective Teaching,

Belmont CA: Wadsworth Publishing Company.

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9. Kamaruddin, K. & Bhasah, A.B. (2004): An Evaluation on Effective School in

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14. Mukhtar, A. & Muslizah, Y. (2004). Sekolah Berkesan: Citra Watak Perwatakan

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15. Mortimore, P. (1995) Key Characteristics of effective schools, paper presented at

Seminar Sekolah Efektif at Institut Aminuddin Baki, Genting Highlands, Malaysia, 13

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16. Noran Fauziah, Y., Jazimin, J., Rajendran, N. & Bhasah, A.B. (2003). Bullying

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