Literature Review
The school improvement process is significant for all educational facilities of this type because it provides them with an opportunity to enhance their performance, benefiting both educators and students. To reach this purpose, schools need to utilize a collaborative approach and to encourage their leaders and teachers to implement changes needed for enhancement. Thessin and Starr (2011) consider this element to be the most significant one because of the way colleagues work affect their ability to reach their potential. The authors recommend school authorities to develop professional learning communities since they make it easier to identify learning needs and satisfy them. The whole process consists of six stages that start with the investigation of the instructional area. Further, data should be realized to identify those learner-centered issues that require resolution. Student works need to be assessed since they allow understanding the way learners think. Instruction should be provided and examined by other teachers so that it is possible to focus on changes associated with student progress. Finally, educators should reflect on the observed outcomes and think of the future adjustment that may be needed.
The idea developed by Thessin and Starr (2011) is supported by Abdullah, DeWitt, and Alias (2013) who state that communication is significant for effective teaching and learning because it provides an opportunity to share information about issues faced by students and ways to overcome them. Moreover, professionals recommend using information communications technology for school improvement because it allows adapting to the modern environment and enhances data sharing practices. As a result, it is easier for educators to create and monitor strategies for improvement. The integration of technology as a part of the school improvement process is supposed to be advantageous for the enhancement of learners’ academic achievements. Williams, Atkinson, Gate, and O’Hair (2008), as well as Abdullah et al. (2013), believe that technology can make it easier for educators to alter their practices making them more effective and efficient.
Teachers’ experiences are also considered by Razzak and Lamb (2016) who emphasize the necessity for school authorities to teacher understanding of the necessity to implement changes and their readiness to alter their practices. The authors state that the school improvement process cannot be managed effectively if educators are reluctant to follow new guidelines or do not understand them properly. Strong commitment allows making the implementation of changes easier and smoother. School leaders need to realize that teachers can have negative attitudes towards alterations associated with the improvement process. To minimize challenges and potential complications, authorities focus on authenticity and guidance. It is significant to ensure that educators have access to the required resources and are motivated to do their best by particular rewards. Teachers’ emotional reactions should not be overlooked as well. Recommended changes should appeal to educators so that they become willing to implement them but not yield to frustration. Moreover, it is beneficial to think of other key players in the school improvement process because they can affect its effectiveness greatly.
While Razzak and Lamb (2016) pay attention mainly to authorities, teachers, and policymakers, Bryk (2010) recommends treating school improvement from the community’s point of view. In particular, he identifies five supports that facilitate this process and contribute to its effectiveness. The instructional guidance system is required for educators to realize how to perform their duties. Professional capacity ensures that teachers are willing to develop and cooperate to benefit their students and facility. Parent-community-school ties need to be created since they affect the availability of resources and learners’ motivation to enhance their performance. The learning climate should be focused on those who obtain knowledge and skills. Effective leadership is required to control the whole process of improvement and recommend alterations if needed.
School improvement is considered to be significant for educational establishments because it has an advantageous influence on learners’ achievement. Huber and Conway (2015) emphasize that this process presupposes the necessity to develop specific recommendations the implementation of which allows overcoming those challenges that prevent students from enhancing their academic results. The authors encourage school authorities to pay more attention to those learners who gain less than their classmates. Prioritizing steps of improvement plans, professionals receive an opportunity to cope with the most critical issues and to determine future goals. The influence of demographic and socioeconomic factors on student performance should not be overlooked as well because they affect learners’ motivation to study hard. The way adults affect students and their desire to study is to be considered.
Reflection
Considering the information obtained from the analyzed articles, it is possible to identify those changes that my school system should implement to benefit its students. First of all, it is significant to identify those issues that are faced by learners and educators so that an improvement plan can be created on their basis. Further professionals should ensure that teachers are motivated to use new practices. Rewards can be provided to meet this purpose. School authorities, educators, students, their parents, and the whole community should interact to have access to the required resources. The use of communicational technology can be advantageous for this practice.
References
Thessin, R. A., Starr, J. P. (2011). Supporting the growth of effective professional learning communities. Phi Delta Kappan, 92(6), 48-54.
Williams, L. A., Atkinson, L. C., Gate, J. M., & O’Hair, M. J. (2008). Mutual support between learning community development and technology integration: Impact on school practices and student achievement. Theory into Practice, 47, 294-302.
Bryk, A. S. (2010). Organizing schools for improvement. Phi Delta Kappan, 91(7), 23-30.
Huber, D. J., & Conway, J. M. (2015). The effect of school improvement planning on student achievement. Planning and Changing, 46(/2), 56-70.
Razzak, N. A., & Lamb, S. (2016). Teachers’ experiences with school improvement projects: The case of Bahraini public schools. Cogent Education, 3(1), 1-18.
Abdullah, N., DeWitt, D., & Alias, N. (2013). School improvement efforts and challenges: A case study of a principal utilizing information communication technology. Procedia – Social and Behavioral Sciences, 103(26), 791-800.