A Proven Theory of Action A Proven Theory of Action Presented by Lawrence W. Lezotte, Ph.D. National Education Consultant EFFECTIVE SCHOOLS

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

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

Correlates of Effective Schools The First and Second Generation

Second Generation Correlates Assumptions 1. Original correlates valid 2. Original correlates essential 3. Successful implementation of both will move schools toward the “Learning for All” mission

How the Seven Correlates Were Derived: Edmonds’ 5 Correlates Connecticut Dept. of Education’s 7 Correlates Safe & Orderly Safe & OrderlyEnvironment Instructional Leadership Instructional Leadership Climate of Climate of High Expectations for Success Safe & Orderly Safe & OrderlyEnvironment Instructional Leadership Instructional Leadership Climate of Climate of High Expectations for Success

How the Seven Correlates Were Derived: Edmonds’ 5 Correlates Frequent Monitoring Frequent Monitoring of Student Progress Pupil Acquisition ofPupil Acquisition of Basic Skills Frequent Monitoring Frequent Monitoring of Student Progress Clear and Focused Mission Clear and Focused Mission Opportunity to LearnOpportunity to Learn and Student Time on Task Home-School Relations Home-School Relations Connecticut Dept. of Education’s 7 Correlates (cont.)

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

1st Generation: Absence of Undesirable Behaviors 2nd Generation: Presence of Desirable Behavior Safe & Orderly Environment

Implications Democratization through DecentralizationDemocratization through Decentralization Empowerment through Collaborative WorkplaceEmpowerment through Collaborative Workplace Dignifying Diversity through Multicultural EducationDignifying Diversity through Multicultural Education

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

1st Generation: Directed Initial Teacher Behaviors 2nd Generation: Develop Responsive Organizational Behaviors Climate of High Expectations for Success

Implications School Organization More CollaborativeSchool Organization More Collaborative Schools Must Model High Sense of EfficacySchools Must Model High Sense of Efficacy Reteaching and Regrouping Must Be AvailableReteaching and Regrouping Must Be Available

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

1st Generation: Mission of Teaching for Learning for All 2nd Generation: Learning for All Clear and Focused Mission

Implications Schools Restructured to Assure LearningSchools Restructured to Assure Learning Higher Level CurriculumHigher Level Curriculum New Skills Needed: Visioning, Backward Mapping, Task AnalysisNew Skills Needed: Visioning, Backward Mapping, Task Analysis

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

1st Generation: Emphasized Learning of Lower Level Skills 2nd Generation: More Emphasis on Learning the Content Covered Opportunity to Learn & Student Time on Task

Implications Interdisciplinary CurriculumInterdisciplinary Curriculum Organized AbandonmentOrganized Abandonment More Flexible Time StructuresMore Flexible Time Structures

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

1st Generation: Teachers Frequently Monitor and Adjust 2nd Generation: Students Monitor Their Own Behavior Frequent Monitoring of Student Progress

Implications Authentic Assessment StressedAuthentic Assessment Stressed Curriculum Alignment CrucialCurriculum Alignment Crucial Educational Values Must Be ClarifiedEducational Values Must Be Clarified

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

1st Generation: Emphasized Parents as Political Allies 2nd Generation: Parents Will Be True Partners Positive Home-School Relations

Implications Increased Communication and TrustIncreased Communication and Trust Authentic PartnershipAuthentic Partnership Parents as TeachersParents as Teachers

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

1st Generation: Focused on the Principal 2nd Generation: Leadership More Dispersed Strong Instructional Leadership

Implications Teachers EmpoweredTeachers Empowered Principal as Leader of LeadersPrincipal as Leader of Leaders Schools as Centers of Shared ValuesSchools as Centers of Shared Values

The following screen is adapted from: What Works in Schools: Translating Research into Action by Robert J. Marzano (ASCD, 2003)

School-level Factors (ranked) 1.Opportunity to Learn 2.Time 3.Monitoring 4.Pressure to Achieve 5.Parental Involvement 6.School Climate 7.Leadership 8.Cooperation