BUILDING

EFFECTIVE
SCHOOLS
 MY DESIRED LEARNING
OUTCOMES
❑ To visualize the internal interaction
of different level factors involve.
❑ to know deeper the collaborative
effort of each level factors.
❑ to enhance the positive outcomes of
centralized learning.
⮚Our primary goal in school is
pupil/student achievement.
Pupil/student achievement is
not worked out in heaven. It
does not just come out of the
blue. It is a product of intention
and collaborative effort.
FACTORS IN
BUILDING AN
EFFECTIVE
SCHOOLS
❖SCHOOL-LEVEL FACTORS

❖TEACHER-LEVEL FACTORS

❖STUDENT-LEVEL FACTORS
❖ SCHOOL-LEVEL
FACTORS
Factors that are primarily a function of
school policy and school wide decisions and
initiative.
(1)A guaranteed and viable curriculum
(2)Challenging goals and effective
feedback
(3)Parent and community involvement
(4)Safe and orderly environment, and
(5)Collegiality and professionalism
(1)A Guaranteed and Viable
Curriculum

⮚Of all the school-level factors, Marzano

says, “the curriculum has the most impact
on student achievement, yet probably is
the hardest to implement.” (Marzano,
2003)
(2)Challenging Goals and Effective
Feedback

⮚These challenging goals are rooted on the

belief that all students are capable of
learning regardless of their skill levels and
their starting points. These set goals or
expectations are high enough to challenge
students.
(3)Parent and Community
Involvement
⮚ Are a third school factor in achievement.
In effective schools parents and
community are involved in the multiple
ways. Parents and other community feel a
sense of importance and ownership when
they are involved in school activities for
improved achievement of children.
(4)Safe and Orderly Environment
⮚It is critical to achievement. Effective
schools produce a safe and orderly
environment, a productive climate, a
climate that is conducive for learning.
(5)Collegiality and
Professionalism
⮚ Collegiality is the manners in which
teachers interact with one another and
Professionalism is the extent to which
they approach their work as professionals.
⚫ Collegiality is displayed in this behavior (1)
openly sharing failures and mistakes
(2) demonstrating respect for each
other (3) constructively analyzing and
criticizing.
⚫ Professionalism embraces several aspects
(1) sense of efficacy (2) level of
experience (3) subject matter
knowledge (4) pedagogical knowledge
❖ Teacher-Level Factors
⮚The most important factor affecting
student learning is the teacher. The
immediate and clear implication of this
finding is that seemingly more can be done
to improve education by improving the
effectiveness of the teacher.

⮚The three teacher-level factors refers to

the interplay (1) instructional
strategies (2) classroom management
(3) classroom curriculum design
1.Instructional Strategies
⮚ effective teachers have a repertoire of
researched-based teaching strategies at their
disposal. Which ever teaching strategy they
take their strategy blends whole-group,
small-group, and individualized instruction.

⮚Instructional strategies that have been

proven to be effective are interactive,
contextualized, interdisciplinary or
integrated, inquiry-based, geared
towards critical thinking, and
assessment-driven.
2. Classroom Management
⮚ The classroom management style integrates the
following:
(1)Establishing and enforcing a
comprehensive list of rules and procedures,
(2) using disciplinary interventions that strike
a balance between positive reinforcement
for positive behavior and negative
consequences for inappropriate behavior
(3) establishing relationships with students
that involve appropriate levels of
dominance and cooperation, and
(4)Developing the mental dispositions of with-
it-ness and an emotional objectivity toward
students. (Marzano, 2003)
3. Classroom Curriculum Design

⮚ in this chapter curriculum design means “the

sequencing and pacing of content along with
the experiences that students have with that
content.” (Marzano, 2003) for a teacher to
have a classroom curriculum design that
contributes to improved learning, she does
the following:
(1) identifies the important declarative
and procedural knowledge in the topics
that are to be the focus of instruction
(2) Presents new content multiple
times using a variety of input
modes, and
(3) Makes a distinction between
those skills and processes that
students have to master versus
those they are not,
(4) Presents content in groups or
categories to highlight it’s
sameness
(5) Engage students in complex
tasks that require addressing
content in unique ways.
❖ Student-Level Factors
⮚Three categories of student-level factors
cited by Marzano are:
⮚(1) home environment
⮚(2) learned intelligence and
background knowledge, and
⮚(3) motivation
1. Home Environment
⮚ home environment as a contributory factor
to achievement does not refer to the
socioeconomic status of parent. Rather it
refers to:
(1) parents’ interest and communication
about the school work of their children
communication about the school, (2) the
extent to which they monitor and control
their children’s behavior to optimize
academic achievement (supervision), and
(3) their parenting styles which is
preferably authoritative.
2. Learned Intelligence or
Background Knowledge
⮚ learned intelligence or home background
referred to here as a second student
factor in learning is the so-called
crystallized intelligence cited By
Marzano.
⮚Crystallized intelligence is strongly linked
to vocabulary knowledge which implies
that learned intelligence can be directly
enhanced by wide reading and direct
vocabulary instruction. (Marzano, 2003)
3. Motivation

⮚ what can motivate the student to

achieve? It is a “complex set of dynamics
interacting to dispose a student to be
motivated or highly resistant to
motivation. (Marzano, 2003)
❑ Level of Motivation
(1)Drive Theory
(2) Attribution Theory
(3) Self-worth Theory
(4) Emotion Theory
(5) Self-System Theory
THANK YOU
AND
GODBLESS !!!