What Makes Effective Schools? November, 2010. 2 Copyright Standards This document contains proprietary research, copyrighted materials, and literary property

What Makes Effective Schools? November, 2010

2

Copyright Standards

This document contains proprietary research, copyrighted materials, and literary property of Gallup, Inc. It is for the guidance of your company only and is not to be copied, quoted, published, or divulged to others outside of your organization. Gallup®, PrincipalInsight™ and Clifton StrengthsFinder® are trademarks of Gallup, Inc. All other trademarks are the property of their respective owners.

This document is of great value to both your organization and Gallup, Inc. Accordingly, international and domestic laws and penalties guaranteeing patent, copyright, trademark, and trade secret protection protect the ideas, concepts, and recommendations related within this document.

No changes may be made to this document without the express written permission of Gallup, Inc.

Copyright © 2010 Gallup, Inc. All rights reserved.


The Assumptions

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2. Focusing on and improving areas of weakness for students and teachers is the key to making them more successful.

1. Selecting and developing teachers and principals on the basis of their knowledge and skills is the most reliable way to promote student success.

3. Differences in workplace culture are largely irrelevant to schools, because a teacher’s working environment doesn’t make much difference in the classroom.


Earning an “A” Grade

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12%

12%

6%

5%

In your opinion, what are the main things a school has to do before it can earn an “A”? (Open-ended question)

June 4-28, 2010Phi Delta Kappa/Gallup poll

Student Success , Teacher and Principal Effectiveness

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Student Achievement

Student Hope,

Engagement, Well-Being

Teacher Effectiveness

PrincipalEffectiveness

Teacher Engagement

Professional Development

Talent

Curriculum & Instruction

Fit


Copyright © 2010 Gallup, Inc. All rights reserved. 6

Human Capital: People and Performance

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Attracting and Selecting for Excellence


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Hiring Considerations

Hiring for:

– Subject-Matter Knowledge

– Teaching Experience – Skills– Masters Degree – Fit with

– District– Principal/Team


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What Makes a Difference in Student Achievement?

– Subject-Matter Knowledge

– Teaching Experience

– Skills

– Masters Degree

– Fit with Principal/Team

– Talent

Buddin, (2010) Teacher experience Degrees beyond bachelor’s degree Different grade levels Class size Student backgrounds (income, educ.) Rivkin, et al. (2005)Jacob & Lefgren (2008) Harris & Sass (2006) Aaronson et al. (2008) Koedel & Betts (2007)Clotfelter et al. (2007)


Elements of Great Teaching

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How

Who

What

Parker Palmer, 1998. The Courage to Teach



Strengths Development


The Assumption

Focusing on and improving areas of weaknesses for students and teachers is the key to making them more successful.


How does development improve performance?

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Identify and work on weaknesses?

Identify and work on strengths?

Gallup Poll, n= 1,016

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Manager’s Focus

1: 100


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Investing in Students

When a teacher discusses your performance with you, do you spend more time talking about building your strengths or improving your weaknesses?

Gallup Student Poll, March 2009


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Strengths in K-12 Schools

-19%

18%

-30%

-20%

-10%

0%

10%

20%

30%

Strengths

No Strengths

Midwestern Alternative Education High School

Overall satisfaction with setting

Tyler, J. (2006). The impact of strengths-based development on student engagement. Unpublished doctoral dissertation, Texas Christian University, Ft. Worth, TX .


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Schools and Strengths

“My school is committed to building the strengths of each student.”

82% of the students who strongly agree are engaged.

Gallup Student Poll, March 2010 n-122,579



Strengths and the First Parent Conference

What are his/her interests outside of school? What are his/her interests in school? What is the best way to motivate him/her? What is the best way for me to recognize him/her? How does he/she deal with disappointment? What do you do to

help him/her deal with disappointment?

Once you know more about the student, you can share thegrade book and discuss the partnership you need from the parent(s).

Start with the student as a person


What is Engagement?

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The 12 Elements of Engaged Workplaces

I know what is expected of me at work.

I have the materials and equipment I need to do my work right.

At work, I have the opportunity to do what I do best every day.

In the last seven days, I have received recognition or praise for doing good work.

My supervisor, or someone at work, seems to care about me as a person.

There is someone at work who encourages my development.

At work, my opinions seem to count.

The mission/purpose of my company makes me feel my job is important.

My associates (fellow employees) are committed to doing quality work.

I have a best friend at work.

In the last six months, someone at work has talked to me about my progress.

This last year, I have had opportunities at work to learn and grow.

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American Workforce Engagement Levels

Engaged29%

Not Engaged51%

ActivelyDisengaged

20%

*Source: 2009 Gallup Poll data of U.S. working population 18 years and older


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Copyright © 2006 The Gallup Organization, Princeton, NJ. All rights reserved.


Q12® Meta-Analysis: Outcomes

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Difference between top and bottom quartiles

Turnover

Absen-teeism

Shrin-kage

SafetyIncidents

CustomerProductivity

Profitability

HighTurnover

Orgs.

LowTurnover

Orgs.

PatientSafety

IncidentsQuality

(Defects)


Student Engagement

Could we identify student engagement items with relationships to student achievement on state proficiency tests?

Complete data on 160 schools, 8,341 teachers, 78,106 students (grades 5-12)


Model of Engagement and Student Achievement

Student Achievement

ReadingMath

Student Engagement

Teacher Engagement

Number of Students

Level

Free and Reduced Lunch

r2= .58

r2= .64

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Gallup Student Poll

Hope intelligence, aptitude, income credits earned, GPA in high school in college, better predictor of college success than high school GPA, SAT, ACT

Engagement reading achievement math achievement science achievement

Well-Being more credits earned in high school higher GPA



Gallup Student Poll

Administered in October each year

Surveys grades 5-12

Web survey requiring less than 10 minutes to complete

Score cards for the district and each school

No cost to the school or district for conducting the survey and receiving results

Register at gallupstudentpoll.com

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Gallup Student Poll National Scorecard – Summary

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What Makes Effective Schools?

29Copyright © 2010 Gallup, Inc. All rights reserved.

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Isn’t It Strange That Princes And Kings And Clowns That Caper In Sawdust RingsAnd Common People Like You And Me Are Builders For Eternity?

To Each Is Given a Bag of Tools A Shapeless Mass, a Book of RulesAnd Each Must Build Ere Life Has Flown, A Stumbling Block or a Stepping Stone

R. Sharpe

Our Opportunity

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What Makes Effective Schools? November, 2010. 2 Copyright Standards This document contains proprietary research, copyrighted materials, and literary property