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School effectiveness
Effective school is one which enhances learning achievement of every student Reasonable infrastructure, sufficient number of teachers and learning resources are necessary but not sufficient to make a school effective Factors beyond these which make a school effective has been an area of intense research Here is one such proposal from AARYAVEER and its criti ue and relevance to !ndian schools
A "it of "ack#$o%n&
A framework is based on hundreds of researches done by others"that is, it is a meta#research categori$es the factors contributing to school effectiveness into three%
&chool level factors 'eacher level factors &tudent level factors
Colle#ialit- + P$ofessionalis,
-anner in which school staff interacts and e1tent to which they approach their colleagues as professionals How supportive they are to one another8 openly sharing their failures and mistakes8 demonstrating respect for each other8 constructively analy$ing and critici$ing practices and procedures8 *rofessionalism 0 a sense of efficacy 0 that they can effect changes in their schools Valued and critical part of school9s policy setting Reasonable level of sub:ect knowledge and pedagogical knowledge
Inst$%ctional St$ate#ies
-ore effective teachers use more effective instructional strategies -ar$ano lists following nine strategies as being found to be most effective%
!dentifying similarities , differences i;e; compare, classify, metaphor , analogies &ummari$ing , note taking 0 verbal<written summaries, taking notes Reinforcing effort , providing recognition Homework , practice 0 specific feedback on homework8 homework for practicing 4on#linguistic representation 0 mental images, pictures, graphic organi$er, acting out the content, physical models etc;
Class$oo, Mana#e,ent
!n order that instruction and learning can take place% Establishing and enforcing rules and procedures )arrying out disciplinary actions -aintaining effective teacher#student relationship -aintaining an appropriate mental set for management
Home environment +earned intelligence , background knowledge -otivation Regularity Vision (oal &etting for 2etter Result *ractice and .eveloping 6riting skills Assessment and Evaluation
Ho,e Envi$on,ent
As per -ar$ano, home atmosphere comprises three elements% )ommunication about school i;e; parent discussing with children about school work8 encouraging children regarding school work8 and providing resources to help children do their school work &upervision i;e; e1tent of parent monitoring and controlling child9s behavior to optimi$e academic achievement *arental e1pectations and parenting style 0 high e1pectations and high achievement are correlated8 parenting style 0 authoritarian, permissive , authoritative
Motivation
Refers to student motivation to learn the content in a given sub:ect &tudents are motivated when there is autonomy, mastery and purpose
A C$iti4%e
-ar$ano9s framework is silent on what is a good curriculum >or syllabus?8 perhaps because there are learning standards in place in most of the states of the 5& Framework is similar in spirit as 2alance &corecard and uality models which attempt to discover input parameters, controlling which will ensure uality outcomes Framework can possibly be enhanced by using the idea of levels from )apability -aturity -odels >)--? used in software business
The quality of an education system cannot exceed the quality of its teachers