(Board, District, School and Classroom Components)

An Overview
Board, District, School and Classroom Components
Detailed Description
Implementaton of Standards

Guiding Principles

  • Schools that come to be described by the correlates of effective schools achieve sustained high levels of learning.
  • Schools sustaining improvements strive for equity and "learning by all".
  • Effective schools expect and ensure that every student acquires an understanding of the concepts, skills and knowledge necessary so that he or she can demonstrate success at the next level, next year.
  • Organizational change is an ongoing process that begins with individual change.
  • Every school has the potential for improvement and that potential already resides in the school.

Board of Education Component

  • The Board of Education resolves to implement the More Effective Schools Process, thus, establishing policy on standards for school improvement and student achievement, annual effective schools processes and reporting of school performance results.

District Components

  • District leadership provides visible, enthusiastic, continuous endorsement of and support for creating More Effective Schools.
  • A broadly representative, district-wide leadership team is formed to create, revise and recommend district policy on:
    • Performance standards for monitoring school improvement,
    • Effective Schools improvement processes, and
    • School level annual reporting requirements.
  • In the early fall of each year, the district office publishes an evaluation report on each school's progress at achieving standards and implementing processes.

School Components

  • Multi-role school improvement teams are formed in each school.
  • Effective schools survey instruments are completed by staff, intermediate and secondary students and parents.
  • School improvement teams are trained to:
    • Use group process skills,
    • Analyze effective schools surveys and achievement data by sub-groups, e.g., females and males (this process is refereed to as disaggregation) then develop performance profiles,
    • Identify concerns and set priorities based on data analysis,
    • Develop problem solving strategies using research and successful practices to improve results,
    • Write a multi-year plan for improving the school based on effective schools research, and
    • Communicate findings, intended purposes, plan strategies, and evaluation results to all members of the school community (especially staff, students and parents who participate in the process).
  • School faculty endorse their school's plan and help implement it.
The Effective Schools Process repeats each year. Analysis of survey and achievement data is used to monitor results and measure improvements occurring as a result of implementing the school's improvement plan. Conclusions from data analysis are also used to determine amendments to improvement plans for the next school year.
Continuous school improvement becomes the norm.

Classroom Components

  • Teachers are trained in the language and processes of effective schools and performance based learning to:
    • Align grade or course level content standards (what students must learn) with classroom instruction,
    • Design and use performance assessments to frequently monitor student understanding of intended content, and
    • Ensure all students meet expectations (standards) established for their level, grade or course.


An Overview
Board, District, School and Classroom Components
Detailed Description
Implementaton of Standards



(Validation Credentials)


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