Analysis

School Effectiveness Analysis:

A Look at One Central Minnesota High School
Colleen Carlson
Mankato State University

Prepared for EdLd 672 Policy and Administration, taught by Barb Wilson

Analysis

The school is a living and breathing animal. The building represents community and safety and
possibilities. The actions inside and the conversations outside of the building determine its path to
effectiveness. According to the text Educational Governance and Administration Sergiovanni, Kelleher,
McCarthy, and Fowler suggest there are 24 dimensions and measures of school effectiveness. Those
dimensions are identified to fit into the critical responsibility categories of cultural patterns, external
patterns, internal integration, and goal attainment. The last, goal attainment, is very much our focus
these days in the world of education. But administration cannot forget about the culture of the
community, how in-school choices affect out-of-school patterns, and finally how all these measures can
be affected by how consistently or inconsistently staff and students act, teach, try, and learn. For the
purpose of this analysis three areas will be discussed. The stability, cohesion, and motivation of one
central Minnesota high school can greatly affect the future and this article will share its path to
effectiveness.
Stability consists of the ability of the school to maintain structures, functions, and resources over time
and particularly during periods of stress. (Sergiovanni, Kelleher, McCarthy & Fowler, 2009) This
dimension of school effectiveness is a cultural pattern responsibility piece. The spotlighted high school
was originally built on its current site in 1962. This years students walk through the same door as many
of their parents and even grandparents once did. Over the years there have been many updates and
additions, two major additions since 1997 alone. But the cornerstone of the building remains. It serves
as a polling place, a gathering place, a place for celebration and sorrow. When a young man soldier died
in combat its this building that the community turned to. But above and beyond the physical structure
there is stability in the culture of the school.
Stability is in the programs offered during the school day for various students. District wide, from
kindergarten to senior year the predictability is there. The marching band in the high school was once
the pride of the community, known throughout the county as the band to beat, but when the beloved
director retired enrollment dwindled. Overtime the community wondered what was wrong, felt the
instability of losing their band at local parades and during the football games. Soon after budgets cuts
began to take place, other school districts in the county cut their marching band programs. But not this
community, parents did not want it to go. The school board and administration agreed to make
participation in marching band a requirement for being in band during the school year. Now there is an
opportunity to invite students from neighboring schools to join the marching band and make it grow to
the powerhouse of the past.
Regarding the stability of academics this school district offers a program called Strategies for Learning.
It initially began in the early 1990s and continues today, with a few bumps in the road. In the late
1990s there was staff turnover and instead of rehiring the school board, on recommendation of the
administration, determined to end the program. This served as a reminder of how important the
program was to the success of the struggling learner. Not too long after the program was started up
again, given a face lift and a new name. Since then through two shifts in personnel and funding through
grants, the program is stronger than ever. It is now a resource valued by administration, students,
teachers, and parents. Administration can, however, do better. Just last year is a perfect example. The
district was heading into major spending cuts due to falling enrollment. That, coupled with uncertainty

Analysis

over the grant funding coming through, created an atmosphere of uncertainty. Last years Strategies for
Learning teacher was awesome! She gave the program structure, clout, and a very welcoming
atmosphere. The students knew they were accepted and appreciated for who they were. But when the
rubber hit the road the school board was forced to make public that the teacher would most likely be
cut. Because of the teacher contract and union rules a senior staff member (who did not have the same
reputation for acceptance and appreciation of all students) would be assigned to the program. There
was much attention paid to this, students signed petitions, parents called, teachers spoke out and in the
end the change was not made. Because of this instability the teacher the school tried so hard to save
moved on. The school must now start over again with a new teacher. Not to say the new person in
that position wont be a great fit, but the stability isnt there now.
If the administration would have created a dialogue, as suggested in the April 2013 edition of
Educational Leadership, with teachers there may have been a different outcome. When schools are
contemplating and introducing important changes, dialogue serves two important purposes. First, it
gives people an opportunity to learn about new challenges, think about new ideas, have a say (and
secondly) dialogue provides a basis that can help them shape and adapt proposals to serve their schools
and communities better. (Johnson, 2013)
Another very important measuring stick for the effectiveness of a school is the cohesion felt among staff
and students. In a school setting cohesion is specifically the extent to which students and teachers like
one another, work well together, communicate fully and openly, coordinate their efforts and
approximate a community of relationships. (Sergiovanni, Kelleher, McCarthy & Fowler, 2009) Cohesion,
like the dimension of stability, is a function of cultural practices.
This central Minnesota high school is a smaller school. It is a 7-12 building with less than 600 students in
the entire building. The high school staff number in the thirties and there is one principal. The
superintendent and district office is also housed in the high school building, making them feel like part
of the staff. Each class in the district averages around 75 students and in the seventh grade alone there
are ten students whose parents are staff members (many of whom open enroll their children). Not to
mention, the elementary building is attached to the high school through a loading dock. Cohesion is a
very big deal in this school community. What one building does, affects the other greatly. The staff
members are social with each other and with parents. Being a member of this group can be tricky to
navigate. Imagine being a special education teacher, your child happens to be in the top 25% of her
class and on your caseload is the child of a coworker who had your child as a student. Now add onto
that being in the same social circles as your coworker and the president of the school board! That
cohesion can go one way or another. With diligence and honesty it is really the best of both worlds!
On a grander scale the cohesion in any school is apparent in the hallways. When teachers are in the
halls with kids in the morning, during passing times, and at dismissal the buildings cohesion happens. A
smile goes a million miles when it comes to building relationships with students and staff. When one
enters this school community it is, on the surface a cohesive atmosphere. The teachers are in the
hallways, the students do talk with each other, and there is a positive energy in the building. Its when
one looks deeper that concerns show through. The cohesion lacks when there is a difference of opinion

Analysis

in the classroom between a select number of teachers and their students. It happens when those
teachers do not deliver direction, instruction, or behavioral redirection in a manner that is seen as
coherent or respectful by a student, paraprofessional, or other staff member. That creates negative
energy and this is where the administration is lacking.
The administration not only supports, but promotes and models positive relationships among all
members of the school community. But what is missing is teaching, demonstrating, and leading
teachers in the right direction regarding feedback. In the article Know Thy Impact, John Hattie states
that Students hear the social, management, and behavior feedback, but they hear little feedback about
tasks and strategies. Hattie suggests that feedback has one of the highest effects on student
learning. This is true, in that feedback delivery and message does affect the cohesiveness between the
teacher and student. Proper feedback will create an atmosphere of trust, interest, and respect, both
inside and outside the classroom. (Hattie, 2012)
Finally, motivation is the gas that drives the institution of education. Motivation is the willingness and
drive strength of teachers, students, and other school workers as they engage in the work of the school
at a high level with little supervision. (Sergiovanni, Kelleher, McCarthy & Fowler, 2009) This aspect is a
function of internal integration, how well the administrative structure is able to integrate all groups
inside the institution to follow one common purpose and focus. Upon reviewing the exit surveys of the
2013 graduates of the school in focus it is apparent that opinion of motivation is greatly based on
internal drive, individual experience, and overall attitudes regarding school. The survey consisted of 28
questions regarding overall experiences during the students school career. Of those questions three of
them pointed to factors of motivation. There were 72 respondents, the response choices are all
different, see below (Senior Class, 2013):
I feel my parents and the school are working together
to help me:
Highly Agree: 36%
Agree: 53%
Disagree: 11%

Teachers generally held high standards and demanded

quality work:
Excellent: 25%
Good: 47%
Average: 20%
Below Average: 6%
Needs Improvement: 2%

Did school make learning exciting and encourage you to

continue your education?
Yes: 75%
No: 25%

Analysis

The last of the three questions seem to be the most positive commentary regarding motivation. Data
showing that 75% of last years graduates are planning on continuing their education demonstrates that
administration, staff, and community have internalized an expectation of academic growth above and
beyond the 12th grade education. More critically, almost half of the student body felt the teachers did a
good job holding students to high standards, this is not good enough. Furthermore, more students
rated the staff as average or worse, than rated the staff as excellent. When students are held to a high
standard within a positive environment they will be motivated to reach those expectations, raising
achievement levels for the group as a whole. The first of the questions points to the idea that while
internal integration and motivation are very important in the school system, support from home can
never be replaced, and when students see teamwork in action they are motivated to succeed. The
administration can improve by focusing energies on helping teachers create lessons and presentations
that encourage quality and attend to high standards.
Measuring school effectiveness is a grand process. It includes many dimensions and measures. There is
not just one tool that should be used or just one aspect that should be looked at. All of these
dimensions are intertwined and each affects the other in very important ways. This look at three of
these dimensions, stability, cohesion, and motivation, shows that in the end to have an effective school
there must be a constant collaboration between school staff, families, and community. It is important
to respect the culture of the community, encourage growth, and maintain a sense of teamwork. The
central Minnesota high school focused upon in this analysis is well on its way to being an effective
school. Is there a possibility for growth? Of course, all institutions can grow and strive to be better,
more effective. As an administrator I will put into practice a culture that encourages an open dialogue
amongst all key players, proper feedback training for staff, and holding the staff to an expectation of
high quality work. These are three ways schools can grow and be more than effective, they can be
awesome!

Analysis

References
Hattie, J. (2012, September). Know thy impact. Educational Leadership, 70(1), 18-23.
Johnson, J. (2013, April). Human factor. Educational Leadership, 70(7), 17-21.
Senior Class. (2013, June). Interview by A Almos. 2013 senior exit survey.
Sergiovanni, T., Kelleher, P., McCarthy, M., & Fowler, F. (2009). Educational governance and
administration. (6th ed., pp. 63-65). Boston, MA: Pearson