Making Our School More Effective;

What Matters and What Effect

Nowadays, the governance of Malaysia education system emphases on high schools’

achievement in many aspects not only in the field of academic but also in the sports. Hence,
making the school more effective is vital to attain the highly expected goal. In this study, we
will go through the matters on it and the effect of the School Effectiveness (SE) to our
education.

1.0 THE DEFINITION OF SCHOOL EFFECTIVENESS

An effective school is “a school in which an optimum learning environment where

cognitive, emotional, psychomotor, social and aesthetic developments of students are most
properly provided is established” according to Klopf et al (Balcı, 2007). Similarly, an effective
school is related to results such as development in social, academic, emotional, moral, and
aesthetic aspects, teachers’ satisfaction, effective use of sources, accomplishing aims and
environmental conformity (Şişman, 2011). In this sense, learning of and changes in behaviors
of students occur by means of schools and other educational institutions. According to the
definitions mentioned above, it is appropriate to include art, music and character in learning
dimensions of students.

School Effectiveness refers to effectiveness enhancing conditions at school level

(Scheerens, 2004). It includes all the contextual variables related with school such as teaching,
learning, administration, students’ motivation and community involvement. In the early
studies on school effectiveness, the emphasis was on the enhancing conditions of schooling
and output measures, mostly achievement of the student.

School Effectiveness also refers to the level of goal attainment of a school (Scheerens,
2013). Although average achievement scores in core subjects, established at the end of a
fixed program are the most likely ‘school effects’, alternative criteria like the responsiveness
of the school to the community and the satisfaction of the teachers may also be considered.
Assessment of school effects occurs in various types of applied contexts, like the evaluation
of school improvement programs or comparing schools for accountability purposes, by
governments, municipalities or individual schools.

Effectiveness is a measure of the match between stated goals and their achievement.
It is always possible to achieve ‘easy’, low-standard goals. In other words, quality in higher
education cannot only be a question of achievements ‘outputs’ but must also involve
judgments about the goals (part of ‘inputs’) Fraser (1994).

School education is such an important process in modern society that education

systems and institutions are constantly under review. SE and the related area of school
improvement have been topics for an increasing body of academic research since the 1960s.
Research on SE has suggested that some schools are more successful than others, which
provokes questions about what is effectiveness, what are the factors that contribute to
effectiveness and how might this information provide the basis for improvement of schools
and student outcomes.

Other studies rejected this stand and stated that SE should not focus on mere
academic achievement but other factors such as classroom behaviour, student participation
rates, and attitudes towards learning (Rutter, n.d.). The pioneer in school effectiveness studies
also concluded that student background characteristics were far more powerful in determining
student achievement than any school-level factors.

The definition of effective schools differs from one researcher to the next. Some
researchers have focused on academic achievement of the students. Other did research
concerning differences in attitudes and behaviour of the students (Dodson 2005). Clark, Lotto
and McCarthy view school success “as positive changes in any one, or a combination, of the
following four variables:

i. Student achievement,
ii. Student attitudes toward the school or themselves as learners,
 iii. Teacher attitudes toward the school or students as learners,
iv. Community/parent attitudes towards the school

1.1 DESIGN OF THE SCHOOL EFFECTIVENESS FRAMEWORK

According to Ontario Ministry of Education (2013), the School Effectiveness Framework (SEF
K-12) graphic outlines interdependent relationships that need to be considered if improvement
for students is to happen in and through schools. It brings coherence – consistency of practice
and common understandings – to the work of all educators.

The use of the SEF K-12 as a tool to support reflective practice and improvement
planning enables school teams to integrate ministry initiatives and policies, enhance teaching
and learning and impact growth in student achievement, engagement and well-being.

Students are the central focus of the framework. High expectations for their learning
and achievement are the main focus. This framework identifies practices to support educators
in reaching every student and removing unfair biases and systemic barriers.

As in the SEF graphic (Figure 1), the first of the concentric circles reflects what occurs
in the school. Personalization puts the student at the centre, providing assessment and
instruction that are tailored to students’ particular learning needs. Precision links assessment
for and as learning to evidence-based instruction in order to respond to the learning needs of
each student. Focused, ongoing job-embedded professional learning for educators supports
the seamless weaving together of instruction and assessment.
 Figure 1: The School Effectiveness Framework (SEF K-12) graphic
(Source: Ontario Ministry of Education, 2013)

The next circle identifies the six components of the SEF that inform instructional
practice, programming and professional learning and lead to focused instruction and
assessment for each student. A number of effective practice indicators and samples of
evidence are included in the document.

The outer circle of the SEF (K-12) diagram provides the big picture view of the school
that must be attended to by all staff as they sustain a culture of learning and collaboration.
The interrelationships among the elements in the outer circle and the manner in which the
elements function together contribute directly to the quality of student learning. To sustain a
culture where student learning, well-being and achievement are realised, all staff:
 engage in systems thinking which allows them to look both within and to the larger
system for connections that will help them maximize organizational effectiveness.
 accept accountability for student learning and achievement and engage in continuous
improvement.
 share responsibility for instructional leadership.
 reflect on and adapt the school’s evidence-based direction based on student learning
needs.
 contribute to a safe, accepting and inclusive learning environment.