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what do we mean by effective schools?
we have had to find a way to describe an effective school, defenition is “a school in which students progress further than might be expected froma consideration of its intake (mortimore,1991a:9)
the term effectiveness, defined in this way, rather than by the simpler adjectives good or successful, does not imply that all students from disadvantaged backgrounds are likely to do badly in examinations.
what do we mean by effective schools?
we have had to find a way to describe an effective school, defenition is “a school in which students progress further than might be expected froma consideration of its intake (mortimore,1991a:9)
the term effectiveness, defined in this way, rather than by the simpler adjectives good or successful, does not imply that all students from disadvantaged backgrounds are likely to do badly in examinations.
what do we mean by effective schools?
we have had to find a way to describe an effective school, defenition is “a school in which students progress further than might be expected froma consideration of its intake (mortimore,1991a:9)
the term effectiveness, defined in this way, rather than by the simpler adjectives good or successful, does not imply that all students from disadvantaged backgrounds are likely to do badly in examinations.
Dosen Pengampu : IRWAN 18193022 Prof. Dr. Jalius Jama, M.Ed Mahasiswa Pasca Sarjana Prof. Dr. Suparno, M. Pd Program Doktoral UNP 2019 • what do we mean by effective schools? • what has been the impact of school effectiveness work? • what is the future potensial of work on school effectiveness and schoolimprovementdoes the education system help or hinder effectiveness? • what should be the role of a university? • we have had to find a way to describe an effective school, defenition is “a school in which students progress further than might be expected froma consideration of its intake (mortimore,1991a:9) • the term effectiveness, defined in this way, rather than by the simpler adjectives good or successful, does not imply that all students from disadvantaged backgrounds are likely to do badly in examinations. Profesional Leadership firm and purposeful , A participative approach, the leading profesional
Shared vision and goals unity of purpose ,consistency of practice,
collegiality and collaboration
A learning environment an orderly atmosphere, an attractive working
environment Concentration on teaching and learning maximisation of learning time academic emphasis, focus on achievment
Purposeful Teaching efficient organisastion, clarity of purpose,
structured lesson, adaptive practice Hight expectation High expectations all round, communicating expectations, providing intellectual challenge
Positive reinforcement clear and fair discipline, feedback
Monitoring progress monitoring pupil peformance, evaluating school performance
Pupil right and responsibilities raising pupil self esteem, positions of
responsibility, control of work
Home school partnership parental involvement
A Learning Organisation school based staff development
• Seven comment Mortimore on the usefulness of this field of study : • Social background theories • Individual psychological theories of learning • Institutional effect • Teaching as an optimistic activity • The methodology of studying complex social effects • Experiments in school improvement • Theoretical basis In this models Scheerens endeavour link inputs to school and outputs from it with processes drawn from both clasroom and school levels within a specified context • in terms of increasing our knowledge of how best to help and support schools to improve, we now need research on the efficacy of : • different models of intervention( ranging from the sympathetic outsider seeking to increase insight, through the provision of feedback, to the education association which will assume the statutory powers of the governing body and headteacher). • different strategies of action (focusing immediately on the classroom learning and teaching or approaching this, indirectly,through the governing body and the management arrangements. • different ways to ensure the optimum match of the intervention strategy to the circumstances and context of the school. we now need to test these actions in carefully evaluated projects • the system of today is very different to that of 10 years ago. in some ways it ought to be more supporrtive of school improvement, local management has enhanced the power of headteachers and governing bodies to contro their own destinies.new style inspection will be more regular and will provide more accurate feedback. there is a new energy and dynamism among some school staff. i believe that many of these changes were needed. • one of roles of a university is to create a knowledge of first principles and relation rather than of mere fact's as John Henry Newman wrote in 1852 • A central role of this institute is the promotion of new ideas in policy and profesional practice grounded in its reasearch and teaching expertise. • this institute too has played its parts in generating ideas for educational change • interpretation of development in education over the last 20 and so years is that both goverments and universities must share the blame. (Peter Mortimore) • Goverments have become impatient • the goverments changed its policy on testing model but such haste made no sense, was a poor use of resources and stored up trouble for the future. • Goverments have become over idelogical • Thinking that one always know best • Goverments focus on the short term • Universities have been the failure of academic to engage sufficiently with the real life problems of schooling • their inability to work to time scales which correspond more closely with policy needs • and the tendency to engage in what seem to the outside world to be rather esoteric debates. • in the light of such changes, we should be able to create a more effective system which better serves our society needs and which is likely to help more school to improve. • Universities playing a fuller part in the promotion of new ideas, formulating policies and calculating their espective advantages • in turn academic must be prepared engage more in the world of scholl • The Comment of Ernest Barker , a former Principal of King’s Collage, may still be echoed by future generations of school pupils educated in effective schools. “ My school..tought me to work, to read, and to think. It gave me great friendships. It filled me entirely and utterly for nearly the space of seven years. Outside the cottage, I had nothing but my school, but having my school I had everythink” (Barker, 1953)