Power Point Presentations for Each Chapter of SuperVision and Instructional Leadership: A Developmental Approach

Carl D. Glickman Stephen P. Gordon Jovita M. Ross-Gordon

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Chapter 3: The Exception: What Schools Can Be

This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

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Early Effective Schools Research

Strong leadership A climate of expectation An orderly but not rigid atmosphere Communication of priority on learning the basics Diversion of school energy and resources on priorities Means of monitoring achievement (Edmonds, 1979)
Edmonds, R. 1979. Effective schools for the urban poor. Educational Leadership 37(1): 15-24.
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The Second Wave of Effective Schools Research

Agreed with early effective schools research on : strong leadership; order; agreed upon priorities Introduced new correlates: site-based management professional development parental involvement teacher collaboration collegiality
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Context Studies in Effective Schools Research

Context studies on schools serving high-achieving, low-income, and minority students found that these schools possess:
Respect for racial pluralism A culture of caring Basic skills supplemented with rich academic programs Shared governance involving leaders, teachers, parents, and students Professional development to help teachers address cultural and special needs Teaching aimed at preventing academic problems
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The Legacy of Effective Schools Research

1. 2. 3. 4. All students can learn Schools should focus on student outcomes and rigorously assess progress toward reaching those outcomes Schools should assume a fair share of the responsibility for student learning Schools should be structurally, symbolically, and culturally linked, providing for consistency and coordination through the school community (Murphy, 1992, pp.165-168)

Murphy, J. 1992. Effective schools: Legacy and future directions. In D. Reynolds, & P. Cutance (Eds.), School effectiveness: Research, policy, and practice (pp. 164-170). London: Cassell.

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From Effective Schools to School Improvement

Effects Research What do effective schools look like? Examines inputs, throughputs, and outputs and emphasizes organizational structure Takes statistical snapshots of performance measures and their correlates School Improvement Research How do schools improve over time? Focused on school culture and the change process Reference Bennett and Harris, 1997 Bennett and Harris, 1997

Concerned with long-term growth (often examined through case studies)

Bollen, 1996

Bennett, N., & Harris A. 1997. Hearing truth from power? Organizational theory, school effectiveness, and school improvement. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, March. Bollen, R. 1996. School effectiveness and school improvement: The intellectual and policy context. In D. Reynolds, R. Bollen, B. Creemers, D. Hopkins, L. Stoll, and N. Lagerweij, Making good schools: Linking school effectiveness and school improvement. New York: Routledge.
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Characteristics of Improving Schools

Varied sources of leadership, including teacher leadership Consideration of individual school context and culture Parental involvement Shared vision, and continuous revisioning External and internal support Focus on teaching and learning

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Characteristics of Improving Schools (Continued)

Ongoing professional development Instructional dialogue Teacher collaboration Democratic, collective inquiry Integration of improvement efforts Data-based feedback on improvement efforts, using multiple measures

Which of these are happening at your school?

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Connecting School Improvement to the Local Community and Larger Society

It is important that parents and other community members be involved in school improvement. It is important to connect school improvement and community development. Student learning should be connected to the community and larger society.
Provide an example of each kind of connection.
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Connecting Student Learning to the Community and Society

Service Learning
Place-based Learning Democratic Learning Provide an example of each kind of learning.
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Practitioner Reflection: A Case for Engaging Parents in School Improvement Initiatives

How does the author engage parents in his school? What have been the results of this engagement by parents? Which of these strategies do you utilize in your school? Which would you like to utilize?
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Practitioner Reflection: Democracy at Its Best

What is your experience utilizing democracy in your school district?

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