School Effectiveness Review OrientationSaskatoon Christian School
Dr. Keith D. WalkerSaskatchewan Educational Leadership Unit
University of Saskatchewan
THE SCHOOL REVIEW PROCESS
1. Definition2. Underlying Principles3. School Effectiveness Attributes4. Who Is Involved?5. Process
Opinionnaires Distribution Interviews Teacher Involvement Data Analysis Report Writing Confidentiality Follow-up
6. School Development “Task Force”7. Concerns & Questions
“Whether we find my contact lens or not, I wantto thank all of you for getting involved.”
SCHOOL REVIEW DEFINED
By school review we mean a professional inquiry into the strengths and weaknesses of a school’s teaching and learning practices based on the school effectiveness attributes and general well-being measures (research-based).
The process allows for all stakeholders to have a say in the review.
OUR CREDO -- WE PROMISE TO:
Respect confidentiality Treat people with respect Listen to your concerns Try to be as unobtrusive as possible Provide feedback in a forthright
manner Assist staff (and others) in
development of school priorities and to begin planning for further improvement
BASIC PREMISES
Schools: All schools have strengths & weaknesses
All schools can continuously improve
A culture permeates every school
A school culture may have sub-cultures
Sub-cultures may be functional or dysfunctional
BASIC PREMISES (continued)
The Review Process: Should be conducted openly &
collaboratively Belongs to the school Can be self-initiated and self-directed in
future Engages schools in reflective practices to
become better
PURPOSE OF REVIEW
The purpose of a Review is to: Provide a picture of the school as perceived by various
stakeholders (parents, board, etc.) Identify areas where the school is performing well Suggest areas where school life can be enhanced Suggest ways that various stakeholders can work more
effectively together Celebrate the successes Provide information to be used in planning for the future Provide an opportunity for school renewal
Effective Practices FrameworkSaskatchewan Ministry of Education
Caring and Respectful School EnvironmentResponsive Curriculum and InstructionAssessment for LearningAdaptive LeadershipAuthentic PartnershipsComprehensive Prevention and Early Intervention
The Capacity of Schoolfor Learning Excellence
Minimum Factors
Capacity Building Metaphor
Organizational EffectivenessIndicators
Areas of Strength
Similar to NCD work
Effectiveness Correlates:KEY QUALITIES
Vision and Purpose Leadership Climate Academic Emphasis Instructional
Expectations
Effectiveness Correlates:CATALYTIC CONDITIONS
Feedback Parental Involvement Student Involvement Physical Environment Professional
Community
School Well-Being Measures (Capacity to Flourish)
Collective Efficacy of EducatorsResilience of Students and StaffWell-being of Learning CommunityEngagementHopeOpenness to Meaningful Change
PROCEDURES
On-site visitsSurveys (online/paper)InterviewsFocus groupsDocument analysis
S.E.L.U. School Review Team: Brief Introduction
Keith Walker (Lead)Others: TBA
DETAILS OF THE REVIEW PROCESS
Questionnaires Interviews & focus groups Teacher involvement Data analysis Report writing Staff (and others) workshop and planning Voluntary, Anonymous, Confidentiality Follow-up
EXPECTATIONS FOR SCHOOLS
Review and dialogue about data Action planning Set smart goals Involve various groups In the development of
action plans Implement plans Monitor plans Report
NOTES AND QUESTIONS
Think about issues/concerns: What would you would like to better understand?
Items you think might be added to the questionnaires or to the interviews - Particular aspects of school you’d like us to give attention to?
Contact me:[email protected]
1.306.220.0614
PK-12 Renewal Priorities
Adaptive Leadership
1. A consistent and clear vision and purpose shared by all stakeholders
2. An empowering and positive leadership style
3. A professional learning community that focuses on teaching and learning
Caring & Respectful School Environment
1. A conscious attention to the maintenance of a warm, caring, and respectful climate that is conducive to learning
2. The provision of a safe, attractive, well-resourced, and maintained physical environment
Responsive Curriculum & Instruction
1. A strong, consistent emphasis on academic skills which is maintained in keeping with the school’s philosophy of instruction
2. The use of appropriate instructional strategies for student learning
3. The provision of a well-resourced school in support of learning
Assessment for Learning
1. The attention to continuous, consistent, fair and timely feedback to students and parents on student academic and social performance with a provision of authentic assessment that uses varied and appropriate assessment strategies.
Authentic Partnerships
1. The promotion of active and positive parent/guardian involvement
2. A deliberate provision for the participation of students in the life of the school
3. The provision of supports to learning through school-linked services
Comprehensive Prevention & Early Intervention
1. Provision of early identification of learning problems
2. Provision of prevention programs that are proactive and head off learning difficulties
Appreciative Inquiry Distinctive
Problem Solving
“Felt Need”Identification of Problem
Analysis of Causes
Analysis of Possible Solutions
Action Planning (Treatment)
Basic Assumption: Organizing is a Problem to be
Solved
Appreciative Inquiry
AppreciatingValuing the Best of “What is”
Envisioning “What Might Be”
Dialoguing “What Should Be”
Innovating “What Will Be”
Basic Assumption: Organizing is a Mystery to be
Embraced
Source: Cooperrider and Srivastva (1987) *Appreciative Inquiry Into Organizational Life” in Research in Organizational Change and Development, Pasmore and Woodman (eds) Vol.1, JAI Press.