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About the Authors | |
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Introduction | |
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Re-Envisioning the Correlates of Effective Schools | |
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Practitioner Perspectives and Insights | |
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Using the Correlates | |
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Developing a Data Dashboard | |
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Features of This Book | |
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The Correlates of Effective Schools in Context | |
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Evolution of the Effective Schools Concept | |
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A Short History of Public Education in the United States | |
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The Sameness Standard Under Siege | |
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The Effective School Defined | |
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The Search for Effective Schools | |
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Effective School Milestones: The Challenge | |
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Conclusion | |
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A Systems Approach to the Correlates of Effective Schools | |
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The School as a System | |
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Systemic Forces For and Against Change | |
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The Role of the Correlates in the System | |
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Interdependence Among the Correlates | |
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Conclusion | |
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The Correlates of Effective Schools Defined | |
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High Expectations for Success | |
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Schoolwide Efficacy and Expectations | |
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The Roots of Educational Expectations | |
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The Expectations Elephant in the Room | |
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High Expectations in Action | |
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High Expectations and Leadership | |
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Practitioner Perspectives and Insights | |
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Developing a Data Dashboard | |
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Conclusion | |
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Strong Instructional Leadership | |
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Learning to Lead | |
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Leadership and Authority | |
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Leadership Qualities | |
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Leadership Style and Sustainable Change | |
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Leaders Must Be Students of History | |
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Instructional Leadership in Action | |
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Practitioner Perspectives and Insights | |
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Developing a Data Dashboard | |
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Conclusion | |
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Clear and Focused Mission | |
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Word Choice Makes a Big Difference | |
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Avoiding Mission Drift | |
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School Culture and Mission | |
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Courageous Mission Statements | |
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Clear and Focused Mission in Action | |
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Practitioner Perspectives and Insights | |
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Developing a Data Dashboard | |
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Conclusion | |
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Opportunity to Learn/Time on Task | |
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Opportunity to Learn and School Readiness | |
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Opportunity to Learn and the System in Place | |
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The Role of Technology in Expanding Time on Task and Opportunity to Learn | |
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Time on Task and Essential Learnings | |
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Curriculum Alignment and Opportunity to Learn | |
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Opportunity to Learn/Time on Task in Action | |
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Practitioner Perspectives and Insights | |
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Developing a Data Dashboard | |
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Opportunity to Learn | |
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Time on Task | |
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Conclusion | |
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Frequent Monitoring of Student Progress | |
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Frequent Monitoring-More Than Testing | |
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The Critical Role of Feedback | |
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How Frequent Is Frequent? | |
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The Just-in-Time Intervention System | |
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The Consequences of Inadequate Monitoring | |
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Frequent Monitoring and High-Stakes Testing | |
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Frequent Monitoring in Action | |
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Practitioner Perspectives and Insights | |
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Developing a Data Dashboard | |
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Conclusion | |
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Safe and Orderly Environment | |
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Safe and Orderly Environment as a Product of School Culture | |
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An Expanded Interpretation of Safe and Orderly Environment | |
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Positive School Culture and Achievement | |
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Safe and Orderly Environment in Action | |
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Practitioner Perspectives and Insights | |
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Developing a Data Dashboard | |
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Conclusion | |
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Positive Home-School Relations | |
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History of Parent Involvement in Schooling in the U.S. | |
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The Importance of Parent Involvement | |
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The Elements of Parent Involvement | |
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Positive Home-School Relations in Action | |
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Practitioner Perspectives and Insights | |
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Developing a Data Dashboard | |
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Conclusion | |
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Putting the Correlates to Work in an Effective Learning System | |
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The Correlates in Action: A Continuous School Improvement System | |
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Creating the Context for the Effective Learning System | |
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Continuous School Improvement Based on Effective Schools Research | |
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The Continuous Improvement System | |
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School Effectiveness and Teacher Effectiveness | |
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A Final Thought Addressed to School Leaders | |
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Suggested Foundational Research Readings on the Correlates of Effective Schools | |
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Effective Schools Online Tools | |
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Reality Check | |
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Effective Schools Research LiNK | |
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References and Resources | |
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Index | |