Lecture Educational administration: Theory, research, and practice (9/e): Chapter 9 - Wayne K. Hoy, Cecil G. Miskel

Chapter 9 School Effectiveness W. K. Hoy © 2003, 2008, 2011 McGraw­Hill/Irwin © 2013 McGraw­Hill Companies. All Rights Reserved. The School as a Social System Transformation Process Inputs Structural System Outputs Environmental constraints Human and capital resources Mission and board policy Materials and methods Cultural System Political System Achievement Job satisfaction Absenteeism Dropout rate Overall quality Equipment Individual System Discrepancy between Actual and Expected Performance W. K. Hoy © 2003, 2008, 2011 9­2 Three Basic Challenges 1. How do school administrators demonstrate the effectiveness of their systems? 2. How do administrators continually demonstrate effectiveness as definitions change? 3. How do administrators please multiple stakeholders with different definitions of effectiveness? W. K. Hoy © 2003, 2008, 2011 9­3 Brief History of Reform • Nation at Risk—we need better schools to succeed as a nation • No Child Left Behind—focus on national goals, academic achievement, and sanctions for schools not achieving goals (accountability)—Annual Yearly Progress. • Race to the Top—turn around low performing schools and reward those who succeed. Main elements of the plan: – College and Career-Ready Students – Great Teachers and Leaders in Every School – Equity and Opportunity for all – Raise the Bar and Reward Excellence – Promote Innovation and Continuous Improvement W. K. Hoy © 2003, 2008, 2011 9­4 Input Criteria Inputs for schools include environmental components that are understood to influence organizational effectiveness. Monetary resources • Formal qualifications of faculty, administration, and staff • Condition, quantity, and current editions of textbooks • Library and media resources • Instructional technology, computers, A/V • Physical facilities W. K. Hoy © 2003, 2008, 2011 9­5 ... - tailieumienphi.vn