An effective school is referred to as that which can implement changes aimed at improving the achievement of the students. An effective school is associated with different variables, like the students' performance based on the context of education. This paper aims to create a response, including the cons and pros of implementing the correlates of effective schools into an educational setting.
Based on the article, the first correlate involves creating an orderly and safe environment. Creating a safe environment for learning ensures that the overall success of the students is achieved through the students collaborating and the teachers as well ( Lezotte, 1991) . The correlate, however, requires that there is a commitment by the students and professional adults. The correlate leaves out the role of the parents in ensuring a safe school environment. The second correlate of having a climate of expectation has the capability of providing that all the students learn most efficiently by grouping them and offering them extra tuition to improve their mastery skills. The correlate, however, does not elaborate on what is to be done to the students who are disadvantaged and how their mastery skills may be improved. Implementing the correlate would be effective quickly for average students and not slow learners since it would need more resources, which may be challenging.
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Implementation of instructional leadership where all the parties are allowed to take part in the management of a school though sharing ideas and taking part in decision making may benefit an institution. Teachers who are involved in decision making and are not only ordered around feel motivated and appreciated, which may boost their performance. The correlate, however, has the disadvantage of slowing decision making, and it may hinder the flow of work since every party wants to take part and have their ideas considered. Performance may reduce if the teachers get frustrated ( Lezotte, 1991) .
Every learning institution requires to have a focused and clear mission that guides its decision making and one that acts as a unifying force. Implementing the correlate would ensure that the institution focuses on all the students learning and not just being taught. Implementing the correlate has the disadvantage of requiring a lot of finances. Learning, unlike teaching, requires more material, which may be difficult to acquire given financial constraints.
The correlate of the opportunity to learn and allow the students to have enough time to work is advantageous if implemented since it would ensure that students are not bothered with non-important content ( Lezotte, 1991) . What is learned in school would be something that would add value to the lives of the learners and provide the students with time to engage in practical rather than being in the classroom most of the time. The disadvantage of implementing the correlate would be the inability to identify what is essential based on the abilities of each student. What may add value to one student may not do the same to another.
Implementing a system where the students’ performance and progress are monitored frequently would help identify the areas in which each student needs help with individual assistance being probable. Implementing the correlate, however, would require the use of technology both on the students' and teachers' end, which may be expensive to acquire ( Lezotte, 1991) . The disadvantage would be that the correlate would be slow to implement since it requires patience to identify success. There would also be a challenge of not being able to determine if the students learned what they were intended to learn. Implementing the correlate of enhancing school-home relations would ensure that the performance of the students would be monitored both at home and school by the parents and teachers. The disadvantage of the correlate would be the challenge of convincing the teachers on ways to inspire the teachers' work since most parents think that the teacher has to ensure students learn.
Conclusion
The correlates are essential in ensuring that a school is useful, but they need to be adequately analyzed before being implemented. Their implementation requires the participation of all stakeholders, teachers, parents, and students. The mastery skills and behavior of students may be improved through the correlates.
Reference
Lezotte, L. W. (1991). Correlates of Effective Schools; The First and Second Generation. Effective Schools Products.
