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Journal for Effective Schools

Volume 11, Number 1

AIM and SCOPE The Journal for Effective Schools publishes original contributions in the following areas: 

Research and Practice – Empirical studies focusing on the results of applied educational research specifically related to the Effective Schools Process.

Educational Practices – descriptions of the use of the Effective Schools Process in classrooms, schools, and school districts to include instructional effectiveness, evaluation, leadership, and policy and governance

Preparation of Educational Personnel - Research and practice related to the initial and advanced preparation of teachers, administrators, and their school personnel including staff development practices based on the Effective Schools Process.

Other – Scholarly reviews of research, book reviews, and other topics of interest to educators seeking information on the Effective Schools Process.


A clearly stated and focused mission on learning for all – The group (faculty, administration, parents) shares an understanding of and a commitment to the instructional goals, priorities, assessment, procedures, and personal and group accountability. Their focus is always, unequivocally, on the student.

A safe and orderly environment for learning - The school provides a purposeful, equitable, businesslike atmosphere that encourages, supports, allows mistakes, and is free of fear. School is a place that does no harm to developing psyches and spirits.

Uncompromising commitment to high expectations for all – Those who are leaders empower others to become leaders who believe and demonstrate that all students can attain mastery of essential skills. This commitment is shared by professionals who hold high expectations of themselves.

Instructional leadership - Although initially coming from the principal, teacher, or administrator, the goal is to include all participants as instructional leaders as their knowledge expands as a result of staff development. New insights excite and inspire. In the accountable learning community, everyone is a student and all can be leaders.

Opportunity to learn is paramount - Time is allocated for specific and free-choice tasks. Students take part in making decisions about goals and tasks.

Frequent monitoring of progress – Effective schools evaluate the skills and achievements of all students and teachers. No intimidation is implied. Rather, monitoring often is individualized, with improvements in learning as the goal.

Enhanced communication - Includes home, school, and community coming together as partners in learning for all.

*Adapted from Phi Delta Kappa International


Journal for Effective Schools - Spring 2013  

Vol. 11, #1