The effective schools movement refers to an initiative that revolves around the effectiveness of schools. For this process, it focuses on availing the tools and knowledge required to boost the performance of the students in line with making it possible to realize the dual aims of bridging the gap of achievement and ensuring that all students achieve academic brilliance. The movement relies on data while targeting realizing results such that when deployed fully, it facilitates in the realization of quality and equality of learning via seven key interlinked elements (Lake Forest College, 1995) . These elements comprise of effective profiles of schools, support from school district, redesigned schooling standards, effective consultation, supporting and training school leadership, adequately trained principals, efficient data utilization for decision making.
For the effective schools movement it commenced between late 1970s and early 1980s when several citizens, educators, and policymakers work together with the goal of reforming the public school system. While utilizing research, the involved parties managed to establish a movement that which instituted findings that would address the needs of school districts and schools within the entire nation. Ronald R. Edmonds served as the movement’s leader while together with his colleagues managed to persuade the education sector and other practitioners on the need for reforming the school system. They did this with the goal of convincing that it was possible to change or reform schools to ensure that they emerged effective for diverse learners. They were able to conclude that some of the cultural and organizing traits that they realized from the investigated schools together with their school districts would provide an avenue for teaching the right curriculum to the learners. They also ensured that schools emphasized on high standards that would permit the learners to emerge successful in the succeeding grades. The effective schools movement started growing while teachers across the U.S. and worldwide substituted the despair vision for a considerable number of learners in various rural districts and huge cities with the one of hope (Lake Forest College, 1995) . At its peak, citizens, practitioner, and researchers had adopted the effective schools movement fully.
Delegate your assignment to our experts and they will do the rest.
In my present school, some effective schools movement’s elements apply. One of the elements revolves around where the principle offers instructional leadership by ensuring to communicate in an effective manner to parents, staff, school boards, and the students. Another element that applies in my school is one of a focused school mission with which the school community, including parents, staff, and schools focus on realizing a consensus pertaining to priorities, goals, accountability, and evaluation of school’s programs. Furthermore, the orderly environment element exists in my school in which the school requires a purposeful environment that facilitates effective learning and teaching. Moreover, the school emphasizes on the issue of high expectations in which the staff and the learners need to portray high expectations. The students should have the capacity of achieving whereas the educators need to make difference in the lives of the students (Audain, 2007) . Additionally, it is requirement that educators within my institution monitor the results of the students frequently regarding their progress to determine any areas that more emphasis to boost student outcomes.
To ensure that my classroom or local school becomes more effective, I would use the information in certain ways. For instance, it would be crucial to ensure that students master basic skills, including math, writing, and reading to boost their outcomes. In addition, it would be crucial to introduce a means of assessing the effectiveness of the teachers to make sure that they deliver relevant content to the students (Coleman, 1966) . Furthermore, the parents should be involved in various programs, including goals and programs within the institution to allow them realize how their students are progressing in the learning institution (Edmonds, 1982) . They can also avail feedback and suggestions on institutional changes to meet students’ learning needs adequately.
References
Audain, T. (2007). Effective schools checklist. Retrieved from http://esperanzaelementary.blogspot.com/2012/12/effective-schools-checklist.html
Coleman, J. S. (1966). Equality of educational opportunity (COLEMAN) study (EEOS). Ann Arbor, MI: Inter-university Consortium for Political and Social Research.
Edmonds, R. R. (1982). Programs of school improvement: an overview. Retrieved from Educational Leadership: http://www.4aplus.com/download/effective-schools-2013/Larry%20Lezotte%203.6%20breakout%20doc%201.pdf
Lake Forest College. (1995). History of effective schools. Retrieved from http://www.lakeforest.edu/library/archives/effective-schools/HistoryofEffectiveSchools.php
