Key Characteristics
of Effective Schools
A Review of Effective School Research
By:
Pam Sammons
Josh Hillman
Peter Mortimore
Background

1994 the Office for Standards in Education
(OFSTED) commissioned the International
School of Effectiveness and Improvement
Centre (ISEIC)

The aim was to provide “an analysis of the key
determinants of school effectiveness in
secondary and primary schools”
5 areas of research relevant
to school effectiveness



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Research into equality of opportunity
& significance of the school
Economic studies of education
production functions
Evaluation of compensatory
programs
Studies of effective schools and the
evaluation of school improvement
programs
Studies of the effectiveness of
teachers and teaching methods
Aims & Goals of Effective
Research
Clientele (poor/ethnic minority)
 Subject matter (basic skills in reading
and math)
 Equity (children of the urban poor
should achieve at the same levels of
those of the middle class

Definition of Effectiveness
factors
Sample of schools examined
 Choice of outcome measures
 Adequate control for differences
between schools in intakes to ensure
that “like is compared to like”
 Methodology
 timescale

Measuring Effectiveness

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Multivariate techniques have led to
improvements in the estimation of
school effects.
These have enabled researchers to take
better account of differences between
schools
Allow investigation of the concept of
differential effectiveness, whether some
schools are more or less effective for
particular groups.
Key Characteristics of
Effective Schools

Professional Leadership
Firm and purposeful
 A particular approach
 The leading professional


Shared vision and goals
Unity of purpose
 Consistency of practice
 Collegiality and collaboration

Key Characteristics of
Effective Schools

A learning Environment
An orderly atmosphere
 An attractive working environment


Concentration on teaching and
learning
Maximization of learning time
 Academic emphasis
 Focus on Achievement

Key Characteristics of
Effective Schools

Purposeful teaching



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Efficient Organization
Clarity of purpose
Structured lessons
Adaptive practice
High Expectations

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High expectations all around
Communicating expectations
Providing intellectual challenge
Key Characteristics of
Effective Schools

Positive reinforcement

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Monitoring progress

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Clear and fair discipline
Monitoring pupil performance
Evaluating school performance
Pupil rights and responsibility

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Raising pupil self-esteem
Positions of responsibility
Control of work
Key Characteristics of
Effective Schools

Home-school
partnership

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Parental involvement
in their children's
learning
A learning organization

School-based staff
development
The Centrality of teaching
and Learning
The results of this article do not
support the view that any one
teaching style is more effective than
others.
 “teachers could not validly be divided
into a number of categories on the
basis of differences in teaching styles”

Common Sense


The findings of school
effectiveness research
have sometimes been
criticized for being just
a matter of “common
sense”
“Research into
practical issues, such
as schooling rarely
comes up with findings
that are totally
unexpected.”
Common Sense

This report suggested that ‘success’
does not stem merely from the
existence of certain structures of
organization, teaching patterns or
curriculum planning, but is dependent
on the spirit and understanding that
pervades the life and work of a school
faithfully reflective its basic objectives.