Giáo dục học - Chapter 9: School effectiveness

Chapter 9School EffectivenessMcGraw-Hill/Irwin© 2013 McGraw-Hill Companies. All Rights Reserved.W. K. Hoy © 2003, 2008, 2011 The School as a Social System W. K. Hoy © 2003, 2008, 2011Transformation ProcessStructural SystemCulturalSystemPoliticalSystemIndividual SystemLearningLearningTeachingTeachingOutputsInputsEnvironmental constraintsHuman and capital resourcesMission and board policyMaterials and methodsEquipmentAchievementJob satisfactionAbsenteeismDropout rateOverall qualityDiscrepancy between Actual and Expected PerformanceThree Basic ChallengesHow do school administrators demonstrate the effectiveness of their systems?How do administrators continually demonstrate effectiveness as definitions change?How do administrators please multiple stakeholders with different definitions of effectiveness?W. K. Hoy © 2003, 2008, 2011Brief History of ReformNation at Risk—we need better schools to succeed as a nationNo Child Left Behind—focus on national goals, academic achievement, and sanctions for schools not achieving goals (accountability)—Annual Yearly Progress.Race to the Top—turn around low performing schools and reward those who succeed. Main elements of the plan:College and Career-Ready StudentsGreat Teachers and Leaders in Every SchoolEquity and Opportunity for allRaise the Bar and Reward ExcellencePromote Innovation and Continuous ImprovementW. K. Hoy © 2003, 2008, 2011Input CriteriaInputs for schools include environmental components that are understood to influence organizational effectiveness.Monetary resourcesFormal qualifications of faculty, administration, and staffCondition, quantity, and current editions of textbooksLibrary and media resourcesInstructional technology, computers, A/VPhysical facilitiesW. K. Hoy © 2003, 2008, 2011Input CriteriaInputs for schools include environmental components that are understood to influence organizational effectiveness.Non-monetary resourcesPolicies and standardsPolitical structuresOrganizational arrangementsParental supportStudent abilitiesW. K. Hoy © 2003, 2008, 2011Performance OutcomesTraditionally, effectiveness has been defined relative to the degree of goal attainment.Student outputsAcademic achievementCreativitySelf-confidenceAspirationsExpectationsAttendanceGraduationDrop-out ratesW. K. Hoy © 2003, 2008, 2011Performance OutcomesTraditionally, effectiveness has been defined relative to the degree of goal attainment.Teacher outputsJob satisfactionAbsenteeismRecruitment and retention ratesAdministrator outputsJob satisfactionBalanced budgetsCommitment to schoolW. K. Hoy © 2003, 2008, 2011Input-Output ResearchHow are educational resources (inputs) changed into educational outcomes (outputs)?W. K. Hoy © 2003, 2008, 2011Per pupil spendingTeacher preparationTeacher-student ratiosModern facilitiesState of the art technologyEducationalProgramStudent AchievementInput-Output ResearchEquality of Educational Opportunity Study, James Coleman and Associates (1966) Largest survey of American public education ever undertakenControlled for home background variables such as family size, structure and socioeconomic status Findings: School inputs showed only weak relationships to differences in student achievement.W. K. Hoy © 2003, 2008, 2011Academic Achievement: Lee & Shute ModelFactors Promoting High Academic AchievementHigh Student EngagementSound Student Learning StrategiesStrong Academic Emphasis of the SchoolCollective Efficacy of the SchoolPrincipal LeadershipParental InvolvementPeer InfluenceStudent engagement and learning strategies operating in a school climate conducive to learning (academic emphasis, collective efficacy, strong principal support) and reinforced by parents and peers produce high academic achievement.What is the teacher’s role in this model?W. K. Hoy © 2003, 2008, 2011Supports for Academic Achievement: Bryk and ColleaguesEssential Supports for Academic AchievementInstructional LeadershipRelational Trust across the School CommunityInstructional GuidanceProfessional CapacitySchool-Learning ClimateParent-School Community TiesBonding and Bridging Social Capital of the CommunityW. K. Hoy © 2003, 2008, 2011Essential Supports ModelW. K. Hoy © 2003, 2008, 2011Organizational Model for Student Achievement: Hoy & Woolfolk HoyW. K. Hoy © 2003, 2008, 2011Hattie’s Mega-Analysis ofAcademic AchievementSix SignpostsTeachers matter; they are the most powerful forces in helping students to learn.Effective teachers are directive, caring, and passionately engaged in the teaching-learning process.Effective teachers are aware of what each student is thinking, which enables them to construct meaning and relevant experiences for their students. This requires a proficient and deep understanding of their subject matter so they can provide useful feedback as they move the student through the curriculum.Effective teachers know what they want to teach, how to do it successfully, when each student understands, and what to do when understanding falls short. Effective teachers use multiple perspectives to convey ideas so that learners can construct and reconstruct knowledge--it is the learner’s construction of knowledge that is critical. Effective school leaders cooperate with their teachers to create a school culture and classroom climates conducive to learning. Mistakes must be seen as opportunities for students to learn, relearn, and explore without the fear of failure. W. K. Hoy © 2003, 2008, 2011Mott’s General Model of Organizational EffectivenessCriteria of Overall EffectivenessQuality of outputsQuantity of outputs Efficiency of production Adaptability and flexibility of the organization W. K. Hoy © 2003, 2008, 2011Quinn and Quinn’s Competing Values FrameworkThe Competitive View defines effectiveness in terms of how productive the school is compared to other similar schools using such measures as student test scores and value-added scores.The Collaborative View defines effectiveness in terms of collaborative and developmental features of the school using such indicators as faculty morale, student social and emotional development, cohesiveness, and openness and health of the school climate.The Control View defines effectiveness in terms of how stable and reliable the school is focusing on such criteria as efficiency, tight coupling, and management of school community relations.The Creative View defines effectiveness in terms of how adaptable and innovative the school is measuring such features as successful reform, creativity, and uniqueness. Why not use all four views to evaluate school effectiveness?W. K. Hoy © 2003, 2008, 2011Practical ImperativesLook outward: The external environment is a valuable resource.Look inward: Internal dynamics drive the system.Focus on students: Learning is the end and engaged students are the means.Focus on teachers: Teachers are the most direct and powerful aid to student learning.Focus on instruction: Quality of teaching is the most important factor in student learning.Cultivate a culture of academic optimism: Efficacy, trust, and academic emphasis undergird motivation. Develop professional capacity: It creates positive school-learning climates.Reach out to parents: Teacher-parent cooperation is a powerful catalyst to learning.Monitor the effectiveness of your school: Use multiple indicators of cognitive and affective success.Use structure, culture, politics, and motivation to support teaching and learning: These are building blocks of effectiveness W. K. Hoy © 2003, 2008, 2011