- B A S E D

SE AR C H
RE O F
A C TIC E S
PR O L S
V E S CH O
FF ECT I
E bilyn M. Quirante
d by Ru
resente
P
 OBJECTIVE
Gain insight into the research-
based practices that are
effective in schools
 INTRODUCTION
What is research-based practices?
- practices that were developed based on the best
research available in the field. This means that
users can feel confident that the strategies and
activities included in the program or practice have a
strong scientific basis for their use.
Essentially, an effective school is one which is
conducted in a safe environment by qualified
teachers (Ashley, 2006). Everyone in the education
field should have goals and high expectations for
the school and its students (Ashley, 2006).
Students should not only be taught academics, but
also life skills (Ashley, 2006). There are many
schools which are not at this level of
effectiveness, though. Ineffective schools are
most commonly found in high poverty areas (NEA,
2001). They typically are not well funded, do not
have enough technology, and do not have highly
qualified leaders (NEA, 2001).
 PRACTICES
1 2 3
Developing
Providing Producing a
and
strong and safe and
Maintaining a
effective positive
pervasive
school school
focus on
leadership climate and
instruction
culture
and learning
 PRACTICES
4 5 6
Creating high Using student
(and Conducting and achievement
appropriate ) Implementing data to
expectations Research and monitor
for all Funding progress at
all levels
 PRACTICES
7 8 9
Setting Goals Involving
Enhancing the
parents in
-Setting goals pedagogical
productive
for schools and techniques
and
students is an for effective
important
appropriate
teaching
process. ways
 PRACTICES
10 11 12
Reflect on
practices
Developing Adapt to
-Effective
staff skills at different teaching involves
the school circumstances consistent
site reflection on
your strategies
and conduct.
 A DETAILED LOOK
1. What do the Processes of a Strong
Leader/Principal look like?
The school leadership begins with the principal. The principal should
be open and honest with teachers and staff (Ashley, 2006). They
should make themselves approachable so teachers feel comfortable
approaching them with new ideas (Ashley, 2006).
 BEING FIRM AND
PURPOSEFUL
In a recent in-depth look at 20
outstanding primary schools in the UK,
the authors describe the leadership in
these schools as “transformational”.
Among the leaders who undertook the
challenge of taking on very difficult-
to-serve schools was their “moral
purpose”, a fundamental set of values
centered on putting children first and
faith in what children can achieve and
what teachers can do
INVOLVING OTHERS
IN THE PROCESS
This means that effective school
principals will share their
leadership responsibilities and that
there is real empowerment in terms
of true delegation of leadership
power (distributed leadership)
 EXHIBITING INSTRUCTIONAL
LEADERSHIP
In its simplest form, school
administrators may demonstrate
instructional leadership by leading
through example, by demonstrating
the behaviors they expect of others,
and by showing that they themselves
re also prepared and able to do what
they are asking of their staffs.
FREQUENT, PERSONAL
MONITORING
Principals may carry out this
leadership role in a variety of
informal ways. For some, this will
involve simply dropping in for
classroom visits, chatting with
teachers about their day-to-day
practice, and being on the spot to
give advice or to help in decision-
making and management.
 MAINTAINING AND
RECRUITING TALENTED STAFF
Reynolds and Teddlie (2000) suggest
that there are two components to
having a competent school staff. One
aspect is recognizing where
weaknesses exist and encouraging
weak performers to improve or move
on. The second is effectively
recruiting good staff.
SUSTAINABLE LEADERSHIP
Leaders develop sustainability by
committing to and protecting deep
learning in their schools; trying to
ensure that improvements last over
time; distributing leadership and
responsibility to others;
considering the impact of their
leadership on the schools and
communities around them; by
sustaining themselves so that they
can persist with their vision and
avoid burning out.
 A DETAILED LOOK

2. How Do You Develop and Maintain a Pervasive

Focus on Instruction and Learning?

FOCUS ON ACADEMICS
-Promoting a student culture in which
academic emulation is encouraged.
-Committing to the development and
mastery of central learning skills,
particularly literacy and numeracy
-Ensuring high curriculum coverage
or opportunities to learn
-Focusing on maintaining and
improving standards of student
achievement
MAXIMIZE SCHOOL
LEARNING TIME
-Ensure adequate allocation of time for
core subjects.
-implement appropriate policies to deter
lateness, absenteeism, and disruptive
classroom behavior.
-Ensure extra learning time is made
available outside regular school hours for
students who require extra assistance.
-Limit administrative intrusions into
classroom learning time.
-Ensure that the school day, classes and
other activities start and finish on time.
 A DETAILED LOOK

3. How Do You Produce a Positive School

Culture?
 CREATING A SHARED CREATING AN ORDERLY AND
VISION SUPPORTIVE ENVIRONMENT

Both early studies and recent studies

As suggested previously, strong
have pointed to the need to create order
leadership is reflected in the
to allow for learning to take place in a
principal’s ability to create a shared
safe and orderly environment. As
vision among staff and to foster the
Reynolds and Teddlie (2000) point out,
acceptance of group goals. Creating
“Without order, discipline, and social
a shared vision is an important aspect
control at the school level it would be
of developing a positive school
very difficult for staff to attain high
culture (Hopkins et al., 1994; Stoll
levels of student attention and
&Fink, 1994)
engagement within classrooms”.
 EMPHASIZING P OSITIVE
REINFORCEMENT TO BUILD A
POSITIVE CULTURE
Reinforcement should be
-provided quickly in order to
reinforce the behaviour or
achievement observed
-fairly and consistently applied
across student
 A DETAILED LOOK

4. How Do You Create High (and Appropriate)

Expectations for All?
 FOR STUDENTS
The importance of developing high
expectations and aspirations for
students has been one of the most
enduring findings in all of the school's
effectiveness. But critical to this
process, and something overlooked by
those who espouse the importance of
high expectations, is the importance
of clearly and explicitly
communicating expectations both
behavior and achievement to students
and their parents.
FOR STAFF
-Expecting new teachers to have a good
understanding of the school before they
arrive
-Expecting a high level of teacher
participation in professional
development activities
-Expecting detailed monitoring by staff
of student activities, including activities
-Expecting staff to make the academic
achievement of their students their first
priority
-Expecting staff to manage their time
effectively to ensure maximum student
time on task
 A DETAILED LOOK
5. Conducting and Implementing Research and
Funding

-It is necessary for schools to conduct research for many reasons. They need
to use their research findings in order to find out what works in schools and what
does not. Then, schools need to receive funding in order to implement plans that
support the research findings.
 A DETAILED LOOK

6. How Do You Use Student Achievement Data to

Monitor Progress at All Levels?
 AT THE STUDENT LEVEL
The early research on school
effectiveness identified frequent,
monitoring of student progress as a
correlate of effective schools, and
the use of assessment data continues
to be highlighted in more recent
research reviews. It has been
observed that student progress in
effective schools is monitored and
reviewed on an ongoing basis to
provide differentiated learning
experiences to meet individual student
needs.
SCHOOL-AND CLASSROOM-
LEVEL PROGRESS
-Expecting new teachers to have a good
understanding of the school before they
arrive
-Expecting a high level of teacher
participation in professional
development activities
-Expecting detailed monitoring by staff
of student activities, including activities
-Expecting staff to make the academic
achievement of their students their first
priority
-Expecting staff to manage their time
effectively to ensure maximum student
time on task
 A DETAILED LOOK

7. Setting Goals

-Setting goals for schools and students is an important process. It

helps to motivate people when there is something specific to aim for.
It is also a good way to show the clear path to success.
 A DETAILED LOOK

8. What are Some of the Processes of Effective

teaching?
 MAXIMIZING CLASS
TIME
a. Ensuring that lessons start and finish
on time
b. Minimizing the amount of time that is
lost in routine administrative matters,
disciplinary interventions, or lesson
transitions from one topic, subject, or
activity to another
c. Maximizing the proportion of time
that is spent interacting with pupils,
including time spent presenting new
material
d. Maximizing student time on task
EFFECTIVE
ORGANIZATION
a. Advance lesson preparation
b. being clear with students about
the purpose of the lesson and
what they are to do
c. Ensuring curricular material is
provided in manageable units
d. Ensuring lessons are structured
together with basic skill
acquisition
 PROVIDING A BROAD,
BALANCED, RELEVANT AND
STIMULATING CURRICULUM
-a strong and explicit focus on play,
sociability, and enjoyment
-ready access to resources so pupils can
choose and take responsibility
-curriculum planning which closely related
to pupils’ interests, so that it motivates them
-explicit encouragement of cooperation
between children
-much use of ICT, preparing for a future
unknown
-well-focused speaking and listening
activities
-plenty of space and well-structured
outdoor areas
SETTING HIGH STANDARDS
FOR TEACHING
-stimulating and enthusiastic teaching
that interests, excites, and motivates
pupils and accelerates their learning
-consistency in the quality of teaching
across the school
-development of good learning habits
-highly structured approaches to
reading, writing, and mathematics, with
some ability grouping
-well-planned lessons
-stimulating classroom environment
- a close check on learning during
lessons, with effective marking and
assessment
 A DETAILED LOOK
9. How Do You Involve Parents in Appropriate
and Productive Ways?

Encouraging Productive Interaction with Parents

-parents helping in the classroom
-parents assisting with field trips
-parents helping students with homework
-schools holding workshops for parents to support them in coaching their
children
-parents and schools sharing information about student progress
-schools involving parents in the setting of learning and behavioural
expectations for children
 A DETAILED LOOK
10. How Do You Develop Staff Skills at the
School Site?

Integrating Site-based Professional Development with school

priorities

Developing Learning Communities

-Effective teachers participate in learning communities that take shared
responsibility, along with students, parents, and the community, for student
outcomes and improved student learning
 A DETAILED LOOK
11. Adapt to different circumstances
Teachers who react with flexibility during unexpected events can better address
the needs of their students.

12. Reflect on practices

Effective teaching involves consistent reflection on your strategies and
conduct. Identify areas of improvement so you can develop your teaching
practice and grow as an educator. To assess your instruction quality, listen to
feedback from students, their families, and the school administration and
determine which aspects to incorporate.
 CONCLUSION
The importance of education cannot be overstated, as it is a key factor
in achieving success in our society. Therefore, it is essential that every
student is provided with the best possible education, and we must make
every effort to ensure this. This is particularly important because the
students of today will be the future professionals and educators.

However, simply attending school is not enough to guarantee a good

education. Several factors must work in tandem to create the optimal
environment for learning. Schools must foster positive and inclusive
environments with highly qualified leaders. Additionally, schools must
conduct ongoing research to evaluate their progress and identify areas
for improvement, to develop a well-rounded curriculum.

The ultimate goal of any school should not only be to provide an

education but to provide the best possible education to every student.
By incorporating as many of these practices as possible, schools can
offer a comprehensive, effective, and ultimately successful education
to all students.
THAN
K YOU