The Making of an Ineffective School

The Making of an Ineffective School

by Fiona

How then is the process of making an ineffective school? What shall school administrators build? What do the teachers share? How do the students learn? Well, these questions will all be answered as everybody proceeds to the making of an ineffective school. But since it is ineffective, its board of trustees must perform something to make it better. Pause for a little while and take a glimpse of the making of an ineffective school.

An ineffective school is a school wherein negative aspects are presented. Basically an ineffective school will experience the following: (1) students do not achieve high standards that they can use in their future education or the workplace; (2) a school where students do not feel safe and happy; (3) it does not promote those values that will help pupils or learners to become good and responsible citizens; (4) does not enable them to become involved in their community and become good family members; (5) low educational system which does not perform well in the assessment of learning; (6) ineffective teachers as reflected in the poor performance of the students; (7) the environment is not conducive for teaching-learning process; (8) administrators, teachers, staff, students do not exhibit improving behavior; (9) the leaders do not create right learning environment or opportunity to learn and student time on task; (10) the school does not achieve personalized learning in practice; (11) it does not practice target-setting or frequent monitoring of student progress; (12) right structure among head teachers  were not observed most especially in making decisions; (13) isolation or not sharing this means, not relying on collaboration most especially on outside linkages; (14) it has no future plans this defines that the school does not consider set of new expectations that most students will continue education in a coherent and planned way that means collaborating to other schools and colleges; (15) school context is not strategically situated and does not accept students in various religion and tribes;  (16) running a continuous day is not practiced, that means it does not have a clear schedule of classes and breaks that will have space and free time;  (17) it does not engage teachers in promoting positive values; (18) it is not empowering leadership or strong leadership or instructional leadership this means the leaders will not understand and apply the characteristics of instructional effectiveness in the management of the instructional program; (19) it does not have a clear school mission which defines the staff do not share an understanding of and commitment to instructional goals, priorities, assessment procedures and accountability; (20) the school does not set high expectations for success this means the staff believe and demonstrate that all students can attain mastery of the essential content and school skills, and the staff also believe that they have the capability to help all students achieve that mastery; and (21) it does not practice home - school relations, meaning parents do not understand and support the school's basic mission and are not given the opportunity to play an important role in helping the school to achieve a mission.

If everyone will take a closer look of all the factors exhibited, basically the opposite is what makes the school effective. Though a school may not be perfect for it will always have its flaws and weakness, but striving for the better is very achievable and even for success. This should be manifested to the leaders who will be leading the school. It is looking for the positive, better, progressive, and moving school that will serve its clients the learners.