A Comprehensive Plan for School Effectiveness. Revision.

Institution	Minnesota State Dept. of Education, St. Paul.
Titel	A Comprehensive Plan for School Effectiveness. Revision.
Quelle	(1984), (45 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Curriculum Development; Discipline; Educational Environment; Elementary Secondary Education; Leadership Responsibility; Models; Organizational Effectiveness; Outcomes of Education; Parent Participation; Participative Decision Making; Program Implementation; Research Utilization; School Effectiveness; School Supervision; Small Group Instruction; Staff Development; State Programs; Teacher Participation; Minnesota + Suchen Sie Ihr Suchwort? Schulleistung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Disziplin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Analogiemodell; Unternehmenserfolg; Lernleistung; Schulerfolg; Elternmitwirkung; Forschungsumsetzung; Schuleffizienz; Schulaufsicht; Personnel development; Personalentwicklung; Regierungsprogramm
Abstract	This document outlines a comprehensive plan developed by the Minnesota State Department of Education for improving school effectiveness throughout the state. The first four sections of the paper present prefatory material, including a general introduction, current comparative statistics on Minnesota schools, need statements (state legislation establishing a statewide instructional effectiveness plan, providing for its implementation, and allocating funds), and a list of research-based characteristics of effective schools. The fifth section outlines the plan in two phases, listing objectives, budget, and timeline for each phase. The sixth section--the bulk of the document--outlines the Minnesota School Effectiveness Implementation Model. The 15 characteristics of effective schools to promote student academic and psychosocial development are presented and discussed: clearly defined goals, building-level leadership, supportive school climate, school-site management, curriculum articulation, staff development, collaborative planning, parent involvement, teacher-designed instruction, district-level support, high expectations, order and discipline, cooperative group learning, multi-ability grouping, and positive teacher-student interactions. Critical attributes of the training model are then delineated, followed by the plan to implement the training model at pilot sites. References are included, along with two illustrative flow charts.(TE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC