• Seminar Presentation

• PLG 516 Studies in School Effectiveness

• Prepared By : Raed Mohammad

• M.N: P-PM 0334/12

ContentsIntroduction.Policy Context.The success.Early work.Coming together.Involving more stakeholders.Growing together SESI.Secrets of western school success. A- Type I strategies. B- Type II strategies. C- Type III strategies.

Louise Stoll and Pam Sammons2007

Introduction

School Effectiveness

School Improvement

Policy Makers Researchers

How, for whom and in what way do schools make a difference to children

and youngsters` life chances and continue to improve over time ?

Policy ContextSE + SI : Developed + Focusing on :

- Reduce professional interest - Increase consumers'` role.

Intentions - Increase efficiency of educational institutions.

- Rise educational standards. ( Financial, devolution, local sch mng )

- Increase parental choice

POLICY

The Success

National curriculum (stages 4, 7, 11, 16)

– Accountability : increased by national table performance

– Influence the policy makers

– Daily process - the level of students’ knowledge - national primary strategy.

– Self-evaluation - to inform schools .

– 2002 was turning point .

Early work

Equality and Equity

Why schools are different on terms of effectiveness and promoting the outcomes?

What characteristics are associated with that level of

effectiveness?

Coming together

Alignment Close work {Different parties, researchers and stakeholders}

The effective way the methodology

Involving more stakeholders

Involve the practitioners to develop (SE , SI).

International School Effectiveness and

Improvements Center

develop projects between interested

partiesThe results to be used

NOT to be hidden.

- Focusing on Elements:

{ Leadership, teaching-learning, pupils involvement, self evaluation)

Leadership : Headteachers – promoting+ maintaining T`s role.

learning – centered leadership.

Teachers and learning : T`s life + work affect Sts contributions

T`s effectiveness over time.

Growing together SE-SI

Secrets of Western School Success• Hopkins (1996) “FIT” between specific improvement programs

and the school’s developmental needs. In this framework, school improvement strategies fall into three different types:

• A: Assessing failing schools to become moderately effective.• - High level external support and strategies.- basic curriculum

• B: Assessing moderately effective schools to become effective.

- No heavily external support- Tend more initiated

• C: Assessing effective schools to remain so.• Unnecessary external support – Creates its own - New ideas

Thank You For Your Attention