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Effective versus Ineffective Schools: Observable Differences
in the Classroom
CHARLES TEDDLIE – Louisiana State University
PEGGY C. KIRBY – University of New Orleans
SAM STRINGFIELD – Northwest Regional Educational Laboratory
Rosenshine’s 14 Indicatorsof an Effective School
Time on task Daily review Presentation of new content Initial student practice Independent practice Weekly/monthly review Teacher expectations
Positive reinforcement Student progress evaluation Lesson plans Number of interruptions Discipline Ambience Physical characteristics of
the room
Necessary Instructional Functionsof an Effective Teacher
Review of previous learning Proper presentation of new material Guided group practice Appropriate feedback and correctives Guided independent practice Periodic review
Outlier Approach Uses a mathematical model to predict school-
level student achievement Based on factors such as socioeconomic status School is effective if actual achievement is
higher than expected achievement. School is ineffective if actual achievement is
lower than expected achievement.
Sample Pool Consisted of 13 school systems Obtained 3rd grade scores of state basic skills
test in reading Mean scores reported over 2 years Regression models were developed based on
various factors
Observations Teachers were rated by 2 observers Four different ratings: effective, weak,
ineffective, and not observed Not observable ratings were eliminated
Procedure Each school was visited 3 days in the fall and 3
days in the spring Each observer visited 3rd grade classrooms at
least once a day 116 separate classes were visited Notes were recorded one minute after class
began
Results of an Effective School Strong leadership Leadership was knowledgeable of innovation in
classrooms Exposure to new and creative ideas Effective use of time Academic bulletin board themes
Results of an Ineffective School Strong leadership, but was never seen in
classrooms Lack of time spent on academics Little planning time for instruction Teachers spent too much time in lounge Poor appearance of teachers Nonacademic bulletin board themes
What makes theeffective school different?
The principal insisted on a clear, present academic focus.
Teachers were interested in how well their students mastered basic skills.
There was a prominent display of symbols of academic excellence.
School emphasized interactive teaching in the classrooms.
Conclusion
Teachers in more effective schools consistently displayed more of the
effective teaching behaviors than do teachers in less effective schools.