Effective Schools

1726 Words Jul 14th, 2018 7 Pages
Effective Schools

According to our text, what are the characteristics of effective schools?

In the book Introduction to Teaching: Becoming a Professional, Kauchak and Eggen (2014) identified schools as social systems and wrote, “Social systems work effectively when their components work together to meet their goals” (p. 181). The components listed were the staff and faculty members of a school, the physical building of the school itself and surrounding areas, and the curriculum. The characteristics of an effective school such as its optimal size, good leadership, high collective efficacy in teachers, teachers involving students in learning activities and lessons, frequent assessment of students by teachers and continual feedback
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In an effective school, numerous attempts will be made to involve parents. The teacher or school will call parents or send home grades, letters, folders, etc. Is the community poor or well-off? This can affect the funding of a school in a negative way. In a poor community the school might not be able to afford textbooks or other materials. The size of the school and classrooms are also major factors. The size of the school and classrooms should not be too small or too large. Kauchak and Eggen (2014) reported that, “students wanted a school that was big enough to offer social and academic variety, but not so large that they felt like a number” (p. 200). Education must be personal to be effective. “Classes of twenty or fewer students are considered optimal…” (Kauchak and Eggen, 2014, p. 200). All of these factors contribute to whether a school is effective or not. Yet, these are not the only factors in making a decision. Teachers, effective ones, believe that they can teach successfully regardless of the situation presented. The curriculum plays just as big of a role as the employees and physical setting do when it comes to an effective school. “In today’s schools, the formal curriculum is organized around standards, essentially statements of learning goals, which describe what students should know or be able to do after a prescribed period of study” (Kauchak & Eggen, 2014, p. 184). For this reason, along with economical and political reasons,
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