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Components of an Effective School Since its founding in 1897, the members of the National PTA continue to develop positions that define the components of an effective school. National PTA believes that effective schools provide high-quality education so that all children have the opportunity to achieve academic excellence, become responsible citizens, and attain economic self-sufficiency. National PTA also believes that parents, school personnel, community members, and government officials at the federal, state, and local levels must work together to assure that every community has effective public schools so all children truly have this opportunity. Effective schools come in many shapes and sizes, and communities across the country have devised many and varied ways to create excellent schools. Most effective schools, however, share a number of common characteristics. This executive summary outlines criteria supported by the National PTA, based on positions adopted by the organization for each of the components identified below. More specific details are available from the Internet addresses accessible by clicking on the name of the indicated component. (Click on any of the subheads in the Executive Summary for details on the components. You will be prompted to enter the National PTA membership "User Name" and "Password"; they can be found on the reverse side of your PTA membership card.) An effective school has goals and objectives, based on a mission statement that is developed with parent and community involvement. All levels of government—federal, state and local—must share in the responsibility of providing adequate and equitable funding for public schools. Operation of an effective school requires strong and sustained financial investment to support the education and related services that all students and teachers need. An effective school offers academic programs that provide students with the opportunity to master high academic standards and develop skills for life-long learning, including sound reading skills and functional mathematical abilities; oral, written, and electronic communication skills; civic education; education in the arts; and the ability to collect and critically analyze information. Effective schools develop assessment programs that lead to improved instruction and increased student learning. Valid assessments include multiple measures that reflect the different kinds of knowledge and skills students are expected to acquire. Special support is provided for students falling below standards and expectations. Parent involvement is the participation of parents in every facet of the education and development of their children from birth to adulthood, recognizing that parents are the primary influence in children’s lives. Effective schools promote partnerships that increase parent involvement, as outlined in the National Standards for Parent/Family Involvement Programs, established by the National PTA in cooperation with education and parent-involvement professionals. To insure the individual academic success of all children, effective schools must provide opportunities for staff and certified teachers to regularly enhance their skills. Effective teachers and staff believe that all children can learn. They assist students by evaluating and monitoring their individual abilities and progress, encouraging them to perform appropriately, assigning tasks that hold students accountable, and providing them with clear feedback and rewards for success. An effective school supports and helps develop each student’s individual strengths and talents. These schools have high expectations for their students’ behavior and performance and encourage student responsibility and good citizenship. Effective schools teach students to apply knowledge and skills both inside and outside the school and provide the guidance students need to test new challenges and concepts. Effective schools foster community and business involvement that results in positive partnerships in support of education. An effective school will work with the community to coordinate a safe environment and needed services for children and youth, identify ways the community and business can interact with students and the school, and encourage the community use of school facilities. Effective schools integrate comprehensive services that address the needs of the whole child. Local school boards should work as partners with parents, students, educators, community-service officials, and others to coordinate policies that address the health care, food and nutrition, counseling and social service, child care, tutoring, and literacy needs of children and families in the community. The climate of an effective school welcomes students, staff, parents, and community members and promotes cooperative efforts to assure a safe educational environment. Such schools recognize and respect diversity of cultures; encourage the highest level of student learning and achievement; and permit zero tolerance for drug use, guns or weapons, and violence. To encourage a healthy climate, schools can use character-education programs developed with parent and community involvement and should offer alternative educational settings for students who violate safe-school policies. Adequate buildings are a critical component of effective schools. School buildings and grounds must be well-maintained and safe. They must provide sufficient space for learning, and they must be able to support today’s educational technology needs. The governance structure of an effective school is guided by clear goals and objectives set by governing boards made up of people from the community. Parents must be partners at all decision-making levels. The governing board also responds to and represents the community, keeping in mind the needs of all children. The superintendent is a strong academic leader and an effective manager; the principal is an instructional and administrative leader.
Last Updated 03/15/2005 22:23:54 |
