A Proven Theory of A Proven Theory of ActionAction

Presented by

Lawrence W. Lezotte, Ph.D.National Education Consultant

EFFECTIVEEFFECTIVESCHOOLSSCHOOLS

Definition of an EFFECTIVE School:

A school that can, in outcome A school that can, in outcome terms, reflective of its terms, reflective of its “learning for all” mission, “learning for all” mission, demonstrate the presence of demonstrate the presence of equity in quality.equity in quality.

Definition of an IMPROVING School:

A school that can, in outcome A school that can, in outcome terms, reflective of its terms, reflective of its “learning for all” mission, “learning for all” mission, demonstrate the increasing demonstrate the increasing presence of equity in quality.presence of equity in quality.

Correlates ofCorrelates ofEffective SchoolsEffective Schools

The First and The First and Second GenerationSecond Generation

Second Generation Correlates

Assumptions1. Original correlates valid1. Original correlates valid

2. Original correlates essential2. Original correlates essential

3. Successful implementation of 3. Successful implementation of both will move schools toward both will move schools toward the “Learning for All” missionthe “Learning for All” mission

How the Seven Correlates Were Derived:

Edmonds’ 5 CorrelatesEdmonds’ 5 CorrelatesConnecticut Dept. of Connecticut Dept. of Education’s 7 CorrelatesEducation’s 7 Correlates

• • Safe & Orderly Safe & Orderly EnvironmentEnvironment

• • Instructional Instructional LeadershipLeadership

• • Climate of Climate of High Expectations High Expectations for Successfor Success

• • Safe & Orderly Safe & Orderly EnvironmentEnvironment

• • Instructional LeadershipInstructional Leadership

• • Climate of Climate of High Expectations High Expectations for Successfor Success

How the Seven Correlates Were Derived:

Edmonds’ 5 CorrelatesEdmonds’ 5 Correlates

• • Frequent Monitoring Frequent Monitoring of Student Progressof Student Progress

•• Pupil Acquisition of Pupil Acquisition of Basic SkillsBasic Skills

• • Frequent Monitoring Frequent Monitoring of Student Progressof Student Progress

• • Clear and Focused MissionClear and Focused Mission

•• Opportunity to Learn Opportunity to Learn and Student Time on Taskand Student Time on Task

• • Home-School RelationsHome-School Relations

Connecticut Dept. of Connecticut Dept. of Education’s 7 Education’s 7 CorrelatesCorrelates

(cont.)

Safe & Orderly Environment

In the effective school, there In the effective school, there is an orderly, purposeful, is an orderly, purposeful, business-like atmosphere business-like atmosphere that is free from the threat of that is free from the threat of physical harm. The school physical harm. The school climate is not oppressive and climate is not oppressive and is conducive to teaching and is conducive to teaching and learning.learning.

1st Generation: Absence of 1st Generation: Absence of Undesirable BehaviorsUndesirable Behaviors

2nd Generation: Presence of 2nd Generation: Presence of Desirable BehaviorDesirable Behavior

Safe & Orderly Environment

Implications

•Democratization through Democratization through DecentralizationDecentralization

•Empowerment through Empowerment through Collaborative WorkplaceCollaborative Workplace

•Dignifying Diversity through Dignifying Diversity through Multicultural EducationMulticultural Education

Climate of High Expectations for Success

In the effective school, staff In the effective school, staff believes and demonstrates believes and demonstrates that all students can master that all students can master the essential school skills the essential school skills and that they have the and that they have the ability to help all students ability to help all students attain that mastery.attain that mastery.

1st Generation: Directed 1st Generation: Directed Initial Teacher BehaviorsInitial Teacher Behaviors

2nd Generation: Develop 2nd Generation: Develop Responsive Organizational Responsive Organizational BehaviorsBehaviors

Climate of High Expectations for Success

Implications

•School Organization More School Organization More CollaborativeCollaborative

•Schools Must Model High Schools Must Model High Sense of EfficacySense of Efficacy

•Reteaching and Regrouping Reteaching and Regrouping Must Be AvailableMust Be Available

Clear and Focused Mission

In the effective school, there is a In the effective school, there is a clearly articulated mission through clearly articulated mission through which the staff share an under-which the staff share an under-standing of and a commitment to standing of and a commitment to the instructional goals, priorities, the instructional goals, priorities, assessment procedures, and assessment procedures, and accountability. Staff accept accountability. Staff accept responsi-bility for students’ responsi-bility for students’ learnings of the school’s essential learnings of the school’s essential curricular goals.curricular goals.

1st Generation: Mission of 1st Generation: Mission of Teaching for Learning for AllTeaching for Learning for All

2nd Generation: Learning 2nd Generation: Learning for Allfor All

Clear and Focused Mission

Implications

•Schools Restructured to Schools Restructured to Assure LearningAssure Learning

•Higher Level CurriculumHigher Level Curriculum

•New Skills Needed: Visioning, New Skills Needed: Visioning, Backward Mapping, Task Backward Mapping, Task AnalysisAnalysis

Opportunity to Learn &Student Time on Task

In the effective school, a In the effective school, a significant amount of classroom significant amount of classroom time is dedicated to instruction time is dedicated to instruction in essential skills. For a high in essential skills. For a high percentage of this time, percentage of this time, students are engaged in whole-students are engaged in whole-class or large-group, planned, class or large-group, planned, teacher-directed learning teacher-directed learning activities.activities.

1st Generation: Emphasized 1st Generation: Emphasized Learning of Lower Level SkillsLearning of Lower Level Skills

2nd Generation: More 2nd Generation: More Emphasis on Learning the Emphasis on Learning the Content CoveredContent Covered

Opportunity to Learn &Student Time on Task

Implications

•Interdisciplinary CurriculumInterdisciplinary Curriculum

•Organized AbandonmentOrganized Abandonment

•More Flexible Time More Flexible Time StructuresStructures

Frequent Monitoring of Student Progress

In the effective school, student In the effective school, student academic progress is measured academic progress is measured frequently using a variety of frequently using a variety of assessment procedures. assessment procedures. Results are used to improve Results are used to improve both individual student both individual student performance and instruction.performance and instruction.

1st Generation: Teachers 1st Generation: Teachers Frequently Monitor and AdjustFrequently Monitor and Adjust

2nd Generation: Students 2nd Generation: Students Monitor Their Own BehaviorMonitor Their Own Behavior

Frequent Monitoring of Student Progress

Implications

•Authentic Assessment Authentic Assessment StressedStressed

•Curriculum Alignment CrucialCurriculum Alignment Crucial

•Educational Values Must Be Educational Values Must Be ClarifiedClarified

Positive Home-School Relations

In the effective school, In the effective school, parents understand and parents understand and support the school’s basic support the school’s basic mission and are given the mission and are given the opportunity to play an opportunity to play an important role in helping the important role in helping the school to achieve this school to achieve this mission.mission.

1st Generation: Emphasized 1st Generation: Emphasized Parents as Political AlliesParents as Political Allies

2nd Generation: Parents Will 2nd Generation: Parents Will Be True PartnersBe True Partners

Positive Home-School Relations

Implications

•Increased Communication Increased Communication and Trustand Trust

•Authentic PartnershipAuthentic Partnership

•Parents as TeachersParents as Teachers

Strong Instructional Leadership

In the effective school, the principal In the effective school, the principal acts as an instructional leader and acts as an instructional leader and effectively and persistently effectively and persistently communicates the mission to the communicates the mission to the staff, parents, and students. The staff, parents, and students. The principal understands and applies principal understands and applies the characteristics of instructional the characteristics of instructional effectiveness in management of the effectiveness in management of the instructional program.instructional program.

1st Generation: Focused on 1st Generation: Focused on the Principalthe Principal

2nd Generation: Leadership 2nd Generation: Leadership More DispersedMore Dispersed

Strong Instructional Leadership

Implications

•Teachers EmpoweredTeachers Empowered

•Principal as Leader of Principal as Leader of LeadersLeaders

•Schools as Centers of Schools as Centers of Shared ValuesShared Values

The following screen is adapted from:What Works in What Works in

Schools:Schools: Translating Translating Research Research into Actioninto Action

by Robert J. Marzano (ASCD, 2003)

School-level Factors (ranked)

1.1. Opportunity to LearnOpportunity to Learn2.2. TimeTime3.3. MonitoringMonitoring4.4. Pressure to AchievePressure to Achieve5.5. Parental InvolvementParental Involvement6.6. School ClimateSchool Climate7.7. LeadershipLeadership8.8. CooperationCooperation