Minnesota School Effectiveness Program.

Institution	Minnesota State Dept. of Education, St. Paul.
Titel	Minnesota School Effectiveness Program.
Quelle	(1984), (53 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Curriculum Development; Discipline; Educational Environment; Educational Improvement; Elementary Secondary Education; Grouping (Instructional Purposes); Instructional Improvement; Interprofessional Relationship; Leadership Responsibility; Organizational Effectiveness; Organizational Objectives; Parent Participation; Participative Decision Making; Principals; School Administration; School Effectiveness; School Organization; School Supervision; Small Group Instruction; Staff Development; State Programs; Teacher Administrator Relationship; Teacher Responsibility; Teacher Student Relationship; Minnesota + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Disziplin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching improvement; Unterrichtsentwicklung; Grouping; Gruppenbildung; Unterrichtsqualität; Unternehmenserfolg; Business goal; Unternehmensziel; Elternmitwirkung; Principal; Schulleiter; Schuleffizienz; School organisation; Schulorganisation; Schulaufsicht; Personnel development; Personalentwicklung; Regierungsprogramm; Lehrverpflichtung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This packet is designed to assist educational leaders in presenting current research-based information on the characteristics of effective schools to their school staff. The packet is divided into five sections, each including a sample presentation script, transparency models, and worksheets for promoting group discussion. The first section is an overview of recent research on school effectiveness, including limitations and criticisms of the research, followed by three basic insights into school effectiveness derived from the research: that family processes are more important than socioeconomic status; that student learning and development are products of organizational processes; and that teachers and their management play a crucial role in student achievement. The second section presents and discusses nine organizational characteristics of effective schools: (1) goals and expectations, (2) school climate, (3) leadership, (4) school-site management, (5) district-level support, (6) collaborative planning, (7) staff development, (8) curriculum articulation, and (9) parental involvement. The third section presents and discusses six classroom-level instructional characteristics: (1) high expectations, (2) teacher-designed instruction, (3) multi-ability grouping, (4) cooperative learning, (5) teacher-student interaction, and (6) order and discipline. The final section reviews information related to effective school improvement and staff development programs, and to the stages of planned change.(TE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC