Key Characteristics of Effective Schools A Review of Effective School Research By: Pam Sammons Josh Hillman Peter Mortimore

Background 1994 the Office for Standards in Education (OFSTED) commissioned the International School of Effectiveness and Improvement Centre (ISEIC) The aim was to provide “an analysis of the key determinants of school effectiveness in secondary and primary schools”

5 areas of research relevant to school effectiveness Research into equality of opportunity & significance of the school Economic studies of education production functions Evaluation of compensatory programs Studies of effective schools and the evaluation of school improvement programs Studies of the effectiveness of teachers and teaching methods

Aims & Goals of Effective Research Clientele (poor/ethnic minority) Subject matter (basic skills in reading and math) Equity (children of the urban poor should achieve at the same levels of those of the middle class

Definition of Effectiveness factors Sample of schools examined Choice of outcome measures Adequate control for differences between schools in intakes to ensure that “like is compared to like” Methodology timescale

Measuring Effectiveness Multivariate techniques have led to improvements in the estimation of school effects. These have enabled researchers to take better account of differences between schools Allow investigation of the concept of differential effectiveness, whether some schools are more or less effective for particular groups.

Key Characteristics of Effective Schools Professional Leadership Firm and purposeful A particular approach The leading professional Shared vision and goals Unity of purpose Consistency of practice Collegiality and collaboration

Key Characteristics of Effective Schools A learning Environment An orderly atmosphere An attractive working environment Concentration on teaching and learning Maximization of learning time Academic emphasis Focus on Achievement

Key Characteristics of Effective Schools Purposeful teaching Efficient Organization Clarity of purpose Structured lessons Adaptive practice High Expectations High expectations all around Communicating expectations Providing intellectual challenge

Key Characteristics of Effective Schools Positive reinforcement Clear and fair discipline Monitoring progress Monitoring pupil performance Evaluating school performance Pupil rights and responsibility Raising pupil self-esteem Positions of responsibility Control of work

Key Characteristics of Effective Schools Home-school partnership Parental involvement in their children's learning A learning organization School-based staff development

The Centrality of teaching and Learning The results of this article do not support the view that any one teaching style is more effective than others. “teachers could not validly be divided into a number of categories on the basis of differences in teaching styles”

Common Sense The findings of school effectiveness research have sometimes been criticized for being just a matter of “common sense” “Research into practical issues, such as schooling rarely comes up with findings that are totally unexpected.”

Common Sense This report suggested that ‘success’ does not stem merely from the existence of certain structures of organization, teaching patterns or curriculum planning, but is dependent on the spirit and understanding that pervades the life and work of a school faithfully reflective its basic objectives.