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Characteristics of Effective Schools PEP

Alycia Burant & Gina Carson
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Alycia Burant

on 25 June 2013

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Transcript of Characteristics of Effective Schools PEP

Characteristics of Effective Schools
Alycia Burant & Gina Carson

A Little Bit of History & Overview
Ever feel like this?
Maintaining a clear and shared focus on teaching
Setting high standards and expectations for all students
Providing leadership that is distributed
Facilitating high levels of communication and collaboration
Aligning the school's instruction and assessment with the state curriculum
Frequent monitoring of learning and teaching
Emphasizing regular focused professional development
Cultivating a supportive learning environment
Supporting high levels of family and community involvement
(National Center for Effective Schools Research, 2010)
9 Characteristics of Effective Schools
(Iordanides & Lazaridou, 2011)
"Everybody knows where they are going and why. The focus is on achieving a shared vision, and all understand their role in achieving the vision. The focus and vision are developed from common beliefs and values, creating a consistent direction for all involved. (Shannon & Bylsma, 2007)."
1. A clear and shared focus
2. High standards and expectations for all students
"Teachers and staff believe that all students can learn and meet high standards. While recognizing that some students must overcome significant barriers, these obstacles are not seen as insurmountable. Students are offered an ambitious and rigorous course of study (Shannon & Bylsma, 2007)."
3. Effective school leadership
"Effective instructional and administrative leadership is required to implement change processes. Effective leaders are proactive and seek help that is needed. They also nurture an instructional program and school culture conducive to learning and professional growth. Effective leaders can have different styles and roles—teachers and other staff, including those in the district office, often have a leadership role. (Shannon & Bylsma, 2007)."
4. High levels of collaboration and communication
"There is strong teamwork among teachers across all grades and with other staff. Everybody is involved and connected to each other, including parents and members of the community, to identify problems and work on solutions. (Shannon & Bylsma, 2007)."
5. Curriculum, instructions and assessments aligned with state standards
"The planned and actual curricula are aligned with the essential academic learning requirements (EALRs) [or grade level expectations (GLE)]. Research-based teaching strategies and materials are used. Staff understands the role of classroom and state assessments, what the assessments measure, and how student work is evaluated (Shannon & Bylsma, 2007)."
So how does this fit in the ASCA model?
Foundation
: #1 Clear and shared focus, #2 High standards and expectations for all students, #7 Focused professional development
Delivery
: #8 Supportive learning environment, #9 High levels of family and community involvement
Management
: #3 Effective school leadership, #4 High levels of collaboration and communication
Accountability
: #5 Curriculum, instruction and assessment aligned with state standards, #6 Frequent monitoring of learning and teaching
(Stone & Dahir, 2011)
Ethical Implications
"ASCA specifies the principles of ethical behavior necessary to maintain the high standards of integrity, leadership and professionalism among its members (ASCA, 2010)."
A.1 Responsibilities to Students
A.3: Academic, Career/College/Post-Secondary Access and Personal/Social Counseling Plans
A.9.: Evaluation, Assessment and Interpretation
B.1: Parent Rights and Responsibilities
So how can I use this as a professional school counselor?
Integrate the 9 characteristics into your guidance career!
Use data to set goals and student objectives
Examine your practice to ensure equitable treatment to all students
Develop positive, respectful relationships with staff, parents, and students. Steps to help create these relationships include
being visible in classrooms, hallways, school grounds, and at community activities
Create a climate of support and respect for all
Use the Florida School Counseling Framework
Accountability practices/data collection
Attend trainings and keep up to date with latest research and requirements
Classroom management and discipline
Get parents/community involved
6. Frequent Monitoring of Learning and Teaching
“A steady cycle of different assessments identify students who need help. More support and instructional time are provided, either during the school day or outside normal school hours, to students who need more help. Teaching is adjusted based on frequent monitoring of student progress and needs. Assessment results are used to focus and improve instructional programs (Shannon & Bylsma, 2007).”

7. Focused Professional Development
“A strong emphasis is placed on training staff in areas of most need. Feedback from learning and teaching focuses extensive and ongoing professional development. The support is also aligned with the school or district vision and objectives (Shannon & Bylsma, 2007).”

8. Supportive Learning Environment
“The school has a safe, civil, healthy and intellectually stimulating learning environment. Students feel respected and connected with the staff and are engaged in learning. Instruction is personalized and small learning environments increase student contact with teachers (Shannon & Bylsma, 2007).”

9. High Level of Family and Community Involvement
“There is a sense that all have a responsibility to educate students, not just the teachers and staff in schools. Families, as well as businesses, social service agencies, and community colleges/universities all play a vital role in this effort (Shannon & Bylsma, 2007).”

Multicultural Implications
1. The school personnel have high expectations for all students and
show positive, caring attitudes toward them. They also respond to them in positive and caring ways.

2. The formalized curriculum reflects the experiences, cultures, and perspectives of the
range of cultural and ethnic groups, and represents both genders.

3. The teaching styles used by the teachers match the learning, cultural, and motivational
characteristics of the students.

4. The school personnel show respect for the students’ first languages and
dialects.

Multicultural Implications
5. The instructional materials used in the schools show events, situations, and concepts
from the perspectives of a range of cultural, ethnic, and racial groups.
6. The assessment and testing procedures used in the schools are culturally sensitive and
result in students of color being represented proportionately in classes for the gifted
and talented.
7. The school culture and the hidden curriculum reflect cultural and ethnic diversity.
[The hidden curriculum is defined as ‘‘that curriculum that no teacher teaches
explicitly, but that all children learn’’]
8. The school counselors have high expectations for students from racial, ethnic, and
language groups and help these students to set and realize positive career goals.
(Carroll, 2008)

Advocacy Roles
School counselors should possess the knowledge, abilities, skills and attitudes necessary to plan, organize, implement and evaluate a comprehensive, developmental, results-based school counseling program that aligns with the ASCA National Model (ASCA, 2012).
I-B-3. Advocates for student success
I-B-3a. Understands and defines advocacy and its role in comprehensive school counseling programs
I-B-3b. Identifies and demonstrates benefits of advocacy with school and community stakeholders
I-B-3c. Describes school counselor advocacy competencies, which include dispositions, knowledge and skills
I-B-3d. Reviews advocacy models and develops a personal advocacy plan
I-B-4. Collaborates with parents, teachers, administrators, community leaders and other stakeholders to promote and support student success

Advocacy Roles Cont.
“School counselors have both a moral and ethical responsibility to advocate for students and serve as agents for social and political change.”
“Advocacy is an important aspect of every counselor's role. Regardless of the particular setting in which she or he works, each counselor is confronted again and again with issues that cannot be resolved simply through change within the individual. All too often, negative aspects of the environment impinge on a [student's] well-being, intensifying personal problems or creating obstacles to growth. When such situations arise, effective counselors speak up!”
(Chen-Hayes, DeKruyf, & Ratts, 2007)

References
Research
Design
109 secondary school teachers
Top 3 Findings
Managing decision-making and problem-solving well
Creating an atmosphere of collaboration and trust among students and teachers
Developing a climate of collaboration, professional behavior and open communication among teachers and between teachers and the administration
Conclusion
(Iordanides & Lazaridou, 2011)
References
National Center for Effective Schools Research and Development Foundation and Lake Forest College. (2010). Effective school process papers. Retrieved from http://www.lakeforest.edu/library/archives/effective- schools/HistoryofEffectiveSchools.php

Shannon, G.S. & Bylsma, P. (2007). The Nine Characteristics of High-Performing Schools: A research-based resource for schools and districts to assist with improving student learning. (2nd Ed.). Olympia, WA: OSPI.

Stone, C., & Dahir, C. (2011). School counselor accountability: A MEASURE of student success (3rd Edition). Pearson: Upper Saddle River, N.J.


American School Counselor Association. Ethical Standards for School Counselors. American School Counselor Association, n.d. Web. 15 June 2013. http://www.counselors.k12.sd.us/ethics.html

Carroll, D. (2008). Toward multiculturalism competence: a practical model for implementation in the schools. National Association of School Psychologists 44, 1-16

Chen-Hayes, S., DeKruyf, L., & Ratts, M. (2007). The aca advocacy competencies: a social justice advocacy framework for professional school counselors. Professional School Counseling 11(2), 90-97

Iordanides, G. & Lazaridou, A. (2011). The principal’s role in achieving school effectiveness. International Studies in Educational Administration, 39, 3-19.
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