aaryaveer an effective school

8/12/2019 Aaryaveer an Effective School

1/22

What Makes A School Effective?

AARYAVEER CAMPUS

AARYAVEER VIDYAPEETH

AARYAVEER VIDYAMANDIR

Dr Heeteshkumar Joshi


2/22

School effectiveness!

Effective school is one which enhances learning

achievement of every student

Reasonable infrastructure, sufficient number of teachers

and learning resources are necessary but not sufficient

to make a school effective

Factors beyond these which make a school effective has

been an area of intense research

Here is one such proposal from AARYAVEER and its

critiue and relevance to !ndian schools


3/22

A "it of "ack#$o%n&!

A framework is based on hundreds of researches done

by others"that is, it is a meta#research

categori$es the factors contributing to schooleffectiveness into three%

&chool level factors

'eacher level factors

&tudent level factors


4/22

School Effectiveness 'acto$s

&chool level factors (uaranteed and viable curriculum

)hallenging goals and effective feedback

*arent and community involvement

&afe and orderly environment

)ollegiality and professionalism

'eacher level factors

!nstructional strategies

)lassroom management

)lassroom curriculum design

&tudent level factors

Home environment

+earned intelligence background knowledge

-otivation


5/22


6/22

*%a$antee& + Via"le C%$$ic%l%,

&imply, whether students had adeuate time to learn

what we want them to learn

Attempt is to minimi$e the gap between intendedcurriculum and implemented curriculum

.o we have adeuate time for instruction/ How much

time is available theoretically, and how much actuallygets utili$ed/ (Highest estimates are around 70%)


7/22

Challen#in# *oals + Effective

'ee&"ack

Establish challenging goals for students 0 set high

e1pectations # and track the e1tent to which goals are

being achieved

(ive timely feedback to students # which is formative and

specific to the content being learnt


8/22

Pa$ent + Co,,%nit- Involve,ent

E1tent to which parents and community are both

supportive of, and involved in school

suggest three features of this involvement% )ommunication between school and parents

*articipation in day to day working of the school

*articipation in governance of the school

F!R&' '!-E )A-2R!.(E 23AR. !4 RE(!34A+ +A4(5A(E

AFF!+!A'!34 6!'H 54!'E. 4A'!34 3R(A4!7A'!34

HAV!4( E4(+!&H )5RR!)5+5- FR3- 4)ER'


9/22

Safe + Clean Envi$on,ent

Refers to school climate and disciplined environment

conducive to learning

Establish clear school#wide rules and procedures forgeneral behavior, and enforce appropriate

conseuences for violations of rules and procedures


10/22

Colle#ialit- + P$ofessionalis,

-anner in which school staff interacts and e1tent to

which they approach their colleagues as professionals

How supportive they are to one another8 openly sharing

their failures and mistakes8 demonstrating respect for

each other8 constructively analy$ing and critici$ing

practices and procedures8

*rofessionalism 0 a sense of efficacy 0 that they can

effect changes in their schools

Valued and critical part of school9s policy setting

Reasonable level of sub:ect knowledge and pedagogical

knowledge


11/22

. Teache$ )evel 'acto$s

!nstructional strategies

)lassroom management

)lassroom curriculum design


12/22

Inst$%ctional St$ate#ies

-ore effective teachers use more effective instructional

strategies

-ar$ano lists following nine strategies as being found to

be most effective%

!dentifying similarities differences i;e; compare, classify,

metaphor analogies

&ummari$ing note taking 0 verbal


13/22

Inst$%ctional St$ate#ies /cont&!0

3ther effective strategies%

)ooperative learning

&etting ob:ectives and providing feedback

(enerating and testing hypothesis

=uestions, cues and advance organi$ers 0 prior to presenting

new content, getting students to recall, provide links and

represent previous knowledge


14/22

Class$oo, Mana#e,ent

!n order that instruction and learning can take place%

Establishing and enforcing rules and procedures

)arrying out disciplinary actions -aintaining effective teacher#student relationship

-aintaining an appropriate mental set for management


15/22

Class$oo, C%$$ic%l%, Desi#n

&euencing and pacing of content in the classroom 0

three principles suggested by -ar$ano%

+earning is enhanced when a teacher identifies specifictypes of knowledge that are the focus of a unit or lesson

+earning reuires engagement in tasks that are

structured or are sufficiently similar to allow for effective

transfer of knowledge

+earning reuires multiple e1posure to and comple1

interaction with knowledge


16/22

. St%&ent )evel 'acto$s

Home environment


-otivation

Regularity

Vision (oal &etting for 2etter Result

*ractice and .eveloping 6riting skills

Assessment and Evaluation


17/22

Ho,e Envi$on,ent

As per -ar$ano, home atmosphere comprises three

elements%

)ommunication about school i;e; parent discussing with

children about school work8 encouraging children

regarding school work8 and providing resources to help

children do their school work

&upervision i;e; e1tent of parent monitoring and

controlling child9s behavior to optimi$e academic

achievement

*arental e1pectations and parenting style 0 high

e1pectations and high achievement are correlated8

parenting style 0 authoritarian, permissive authoritative


18/22

)ea$ne& Intelli#ence + 1ack#$o%n&

2no3lee

!ntelligence has two aspects 0 as knowledge

>crystalli$ed intelligence?, and as cognitive process >fluid

intelligence?

)rystalli$ed intelligence is learned while the other is

largely innate8 Fluid intelligence is instrumental in

developing crystalli$ed intelligence

)rystalli$ed intelligence is same as background

knowledge for all practical purposes

E1perience#rich environment helps in enhancing

background knowledge

E1perience#rich environment has a direct correlation with

vocabulary


19/22

Motivation

Refers to student motivation to learn the content in a

given sub:ect

&tudents are motivated when there is autonomy,mastery andpurpose


20/22

A C$iti4%e

-ar$ano9s framework is silent on what is a good

curriculum >or syllabus?8 perhaps because there are

learning standards in place in most of the states of the

5&

Framework is similar in spirit as 2alance &corecard and

uality models which attempt to discover input

parameters, controlling which will ensure uality

outcomes

Framework can possibly be enhanced by using the ideaof levels from )apability -aturity -odels >)--? used in

software business


21/22

5%$ e67e$ience 3ith In&ian schools

Factors which reuire ma:or pulling up%

(uaranteed viable curriculum

)ollegiality professionalism

All three teacher level factors


The quality of an education system cannot exceed the

quality of its teachers


22/22

Thank You

hitra:@Byahoo;com

CD@@#GG
mailto:[email protected]:[email protected]

aaryaveer an effective school

Documents