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The Effective Schools Process begins with the collection
and analysis of district and school data by the California
Center for Effective Schools, district and school staff. The
resulting profiles catalog the strengths, needs, goals, priorities,
and resources and will guide the entire Effective Schools
Process in the district or school.
Although improved students learning results from the
work of teachers at the school level, district leadership
is essential. The district team, comprised of key administrators
and representatives from each participating school, has the
primary responsibility to coordinate the Effective School
Process implementation.
The district curriculum committees work with consultants to
develop performance indicators, curriculum maps, and assessments
for language arts and math that align with state curriculum
content standards.
The California Center for Effective Schools coordinates and
supports classroom implementation of the curriculum content
standards through weekly grade level team meetings to share
strategies for teaching, develop standards-based unit plans,
and review student work. These meetings are facilitated by
internal teacher leaders and external consultants from the
California Center for Effective Schools.
An Effective Schools Leadership Team, including the principal
and teachers from each grade or department, guide the school’s
work. Leadership teams attend a three-day local institute
to learn the Effective Schools Process and develop skills
for leading faculty and staff in setting and achieving their
goals. Professional development via leadership team trainings
to support teacher participation and leadership in schoolwide
improvement efforts continues throughout the school year.
Principals attend national and regional institutes
to learn about the Effective Schools Process. Frequent discussions
between principals and site consultants allow for continual
monitoring of program implementation, and twice-monthly staff
development provides continued learning and support.
The Effective Schools Process begins and ends with data. Administrators
and teachers learn to collect and analyze data from a variety
of sources. This data management system helps improve teaching
and learning for all students. Currently many schools involved
with the National Alliance for Effective Schools are implementing
the Academic Data Analysis and Management System (ADAM) developped
by effective school colleagues of the Center
for Educational Leadership Services at Kent State University.
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