School Effectiveness Review OrientationSaskatoon Christian School

Dr. Keith D. WalkerSaskatchewan Educational Leadership Unit

University of Saskatchewan

THE SCHOOL REVIEW PROCESS

1. Definition2. Underlying Principles3. School Effectiveness Attributes4. Who Is Involved?5. Process

Opinionnaires Distribution Interviews Teacher Involvement Data Analysis Report Writing Confidentiality Follow-up

6. School Development “Task Force”7. Concerns & Questions

“Whether we find my contact lens or not, I wantto thank all of you for getting involved.”

SCHOOL REVIEW DEFINED

By school review we mean a

professional inquiry into the strengths

and weaknesses of a school’s teaching

and learning practices based on the

school effectiveness attributes and

general well-being measures (research-

based).

The process allows for all stakeholders to

have a say in the review.

OUR CREDO -- WE PROMISE TO:

Respect confidentiality

Treat people with respect

Listen to your concerns

Try to be as unobtrusive as possible

Provide feedback in a forthright

manner

Assist staff (and others) in

development of school priorities and to

begin planning for further

improvement

BASIC PREMISES

Schools:

All schools have strengths & weaknesses

All schools can continuously improve

A culture permeates every school

A school culture may have sub-cultures

Sub-cultures may be functional or

dysfunctional

BASIC PREMISES (continued)

The Review Process:

Should be conducted openly &

collaboratively

Belongs to the school

Can be self-initiated and self-directed in

future

Engages schools in reflective practices to

become better

PURPOSE OF REVIEW

The purpose of a Review is to:

Provide a picture of the school as perceived by various

stakeholders (parents, board, etc.)

Identify areas where the school is performing well

Suggest areas where school life can be enhanced

Suggest ways that various stakeholders can work more

effectively together

Celebrate the successes

Provide information to be used in planning for the future

Provide an opportunity for school renewal

Effective Practices FrameworkSaskatchewan Ministry of Education

Caring and Respectful

School Environment

Responsive Curriculum and

Instruction

Assessment for Learning

Adaptive Leadership

Authentic Partnerships

Comprehensive Prevention

and Early Intervention

The Capacity of Schoolfor Learning Excellence

Minimum Factors

Capacity Building Metaphor

Organizational EffectivenessIndicators

Areas of Strength

Similar to NCD work

Effectiveness Correlates:KEY QUALITIES

Vision and Purpose

Leadership

Climate

Academic Emphasis

Instructional Expectations

Effectiveness Correlates:CATALYTIC CONDITIONS

Feedback

Parental Involvement

Student Involvement

Physical Environment

Professional Community

School Well-Being Measures (Capacity to Flourish)

Collective Efficacy of EducatorsResilience of Students and StaffWell-being of Learning CommunityEngagementHopeOpenness to Meaningful Change

PROCEDURES

On-site visits

Surveys (online/paper)

Interviews

Focus groups

Document analysis

S.E.L.U. School Review Team: Brief Introduction

Keith Walker (Lead)Others: TBA

DETAILS OF THE REVIEW PROCESS

Questionnaires

Interviews & focus groups

Teacher involvement

Data analysis

Report writing

Staff (and others) workshop and planning

Voluntary, Anonymous, Confidentiality

Follow-up

EXPECTATIONS FOR SCHOOLS

Review and dialogue about data

Action planning

Set smart goals

Involve various groups In the development of action plans

Implement plans

Monitor plans

Report

NOTES AND QUESTIONS

Think about issues/concerns: What would you would like to better understand?

Items you think might be added to the questionnaires or to the interviews - Particular aspects of school you’d like us to give attention to?

Contact me:

Keith.Walker@Usask.ca

1.306.220.0614

PK-12 Renewal Priorities

Adaptive Leadership

1. A consistent and clear vision and purpose shared by all stakeholders

2. An empowering and positive leadership style

3. A professional learning community that focuses on teaching and learning

Caring & Respectful School Environment

1. A conscious attention to the maintenance of a warm, caring, and respectful climate that is conducive to learning

2. The provision of a safe, attractive, well-resourced, and maintained physical environment

Responsive Curriculum & Instruction

1. A strong, consistent emphasis on academic skills which is maintained in keeping with the school’s philosophy of instruction

2. The use of appropriate instructional strategies for student learning

3. The provision of a well-resourced school in support of learning

Assessment for Learning

1. The attention to continuous, consistent, fair and timely feedback to students and parents on student academic and social performance with a provision of authentic assessment that uses varied and appropriate assessment strategies.

Authentic Partnerships

1. The promotion of active and positive parent/guardian involvement

2. A deliberate provision for the participation of students in the life of the school

3. The provision of supports to learning through school-linked services

Comprehensive Prevention & Early Intervention

1. Provision of early identification of learning problems

2. Provision of prevention programs that are proactive and head off learning difficulties

Appreciative Inquiry Distinctive

Problem Solving

“Felt Need”Identification of Problem

Analysis of Causes

Analysis of Possible Solutions

Action Planning (Treatment)

Basic Assumption:

Organizing is a Problem to be

Solved

Appreciative Inquiry

AppreciatingValuing the Best of “What is”

Envisioning “What Might Be”

Dialoguing

“What Should Be”

Innovating

“What Will Be”

Basic Assumption: Organizing is a Mystery to be

Embraced

Source: Cooperrider and Srivastva (1987) *Appreciative Inquiry Into Organizational Life” in Research in Organizational Change and Development, Pasmore and Woodman (eds) Vol.1, JAI Press.