What Effective Schools Do: Re-Envisioning the Correlates Presented by: Karen Davies, Title I Coordinator WEST VIRGINIA DEPARTMENT OF EDUCATION

What Effective Schools Do:What Effective Schools Do:Re-Envisioning the CorrelatesRe-Envisioning the Correlates

Presented by:Presented by:Karen Davies, Title I Coordinator

WEST VIRGINIA DEPARTMENT OF EDUCATION

What Effective Schools What Effective Schools Do: Do:

Re-Envisioning the CorrelatesRe-Envisioning the Correlatesby Lawrence W. Lezotte by Lawrence W. Lezotte & Kathryn McKee Snyder& Kathryn McKee Snyder

Available through Solution Tree at this link:Available through Solution Tree at this link:http://www.solution-tree.com/Public/Main.aspx

To open study guide at same link select:To open study guide at same link select: Online Resources/Study Guides/What Effective Schools Do

What Effective Schools Do: Re-Envisioning the Correlates

http://www.solution-tree.com/Public/Main.aspx


Test your knowledge . . .Test your knowledge . . .15 minute activity15 minute activity

http://www.online-stopwatch.com/

http://www.online-stopwatch.com/


Question 1: What are the seven Question 1: What are the seven correlates of effective schools?correlates of effective schools?

Edmonds first identified the correlates to include . . .

Revisiting the Original Effective Schools CorrelatesRevisiting the Original Effective Schools Correlates

1) High Expectations for Success2) Strong Instructional Leadership3) Clear and Focused Mission4) Opportunity to Learn/Time on Task5) Frequent Monitoring of Student Progress6) Safe and Orderly Environment7) Positive Home-School Relations


Question 2: How has the mission of public Question 2: How has the mission of public education steadily evolved from education steadily evolved from

education for education for somesome to education for to education for allall??

For most of human history it was believed that only the elite were worthy and capable of education . . .

It was only at the end of the

eighteenth century thatPopular leaders in Europeand America (includingThomas Jefferson) began

todream of universal schoolsystems that would giveeveryone a chance to

partakeof the arts and sciences.

History of the Effective Schools Correlates

“ From the earliest days, the debate focused on how best to ensure that all citizens would have access and opportunity to an education that would prepare them for the world in which they would live, work, and vote. This debate continues today, in a changing world with changing needs for students and educators alike.” ………Larry Lezotte


Question 3: Why do researchers Question 3: Why do researchers stress the importance of stress the importance of

disaggregation of student disaggregation of student performance data?performance data?


Question 4: What are some driving Question 4: What are some driving and resisting forces that affect and resisting forces that affect school improvement efforts?school improvement efforts?

What Effective Schools Do

Figure 2.1: Forces affecting school improvement efforts, page 32


Correlate #1:Correlate #1:High expectations for SuccessHigh expectations for Success


Question 5: What is the difference Question 5: What is the difference between high between high standardsstandards and high and high

expectationsexpectations??


Correlate #2:Correlate #2:Instructional LeadershipInstructional Leadership


Question 6: Why is instructional Question 6: Why is instructional leadership a non-negotiable for leadership a non-negotiable for

schools to be effective?schools to be effective?


Question 7: What 4 qualities of Question 7: What 4 qualities of leaders do followers expect?leaders do followers expect?


Qualities followers expect Qualities followers expect from leaders from leaders

1.1.TrustworthinessTrustworthiness2.2.CompetenceCompetence

3.3.Forward-lookingForward-looking4.4.EnthusiasmEnthusiasm


Correlate #3:Correlate #3:Clear and Focused MissionClear and Focused Mission


Question 8: Why is a shared Question 8: Why is a shared sense of mission so important in sense of mission so important in

an effective school?an effective school?


Correlate #4:Correlate #4:Opportunity to Learn/Time on TaskOpportunity to Learn/Time on Task


Question 9: Describe the Question 9: Describe the importance of what Lezotte calls importance of what Lezotte calls “organized abandonment” as well “organized abandonment” as well as the importance of curriculum as the importance of curriculum

alignment.alignment.


Correlate #5:Correlate #5:Frequent Monitoring of Frequent Monitoring of

Student ProgressStudent Progress


Question10: How has frequent Question10: How has frequent monitoring of student progress monitoring of student progress

been related to high-stakes been related to high-stakes testing?testing?


Correlate #6: Correlate #6: Safe and Orderly EnvironmentSafe and Orderly Environment


Question 11: What are two Question 11: What are two essential prerequisites a school’s essential prerequisites a school’s

leadership can ut in place to leadership can ut in place to establish a safe and orderly establish a safe and orderly

school climate?school climate?


Correlate #7: Correlate #7: Positive Home-School RelationsPositive Home-School Relations


Question 12: How was frequent Question 12: How was frequent monitoring of student progress monitoring of student progress

been related to high-stakes been related to high-stakes testing?testing?


Final thought: Final thought: 2 Online Resources2 Online Resources

Reality CheckReality CheckEffective Schools Research Effective Schools Research

LiNKLiNKwww.effectiveschools.com

http://www.effectiveschools.com/


Contact InformationContact InformationKaren Davies, Karen Davies,

Title I School Improvement CoordinatorTitle I School Improvement [email protected]

(304)558-7805(304)558-7805

mailto:[email protected]

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What Effective Schools Do: Re-Envisioning the Correlates Presented by: Karen Davies, Title I Coordinator WEST VIRGINIA DEPARTMENT OF EDUCATION