the ROSE team includes, but, is not limited to: school community council meeting minutes, staff meeting minutes, names of external organizations which support the school, school newsletters, school website, school mission and vision, and current school Learning Improvement Plan (LIP). The Review of School Effectiveness (ROSE) process has been introduced to review the effectiveness of schools within Horizon. The Appreciative Inquiry approach is the foundation of the ROSE process. Appreciative Inquiry is the search for the best in people, their organizations, and the relevant world around them. In its broadest focus, it involves systematic discovery of what gives “life” to a system when it is most effective. The ROSE process gathers school data related to the Seven Correlates of Effective Schools (Lezotte): Safe and Orderly Environment, Climate of High Expectations for Success, Instructional Leadership, Clear and Focused Mission, Opportunity to Learn and Student Time on Task, Frequent Monitoring of Student Progress, Home-School Relations. Embedded within these seven correlates are Assessment and Literacy. Schools have the ability to improve and make informed decisions, using data to identify trends, direct learning improvement planning, inform professional practice, and allocate resources. School staff own the data and is charged with its interpretation. Further, all stakeholders need to be part of the ROSE process, as they also influence and support the direction of the school. The purpose of the ROSE process is To gather data along school effectiveness correlates and organize it into a report that is ultimately presented to the Director and Board of Education and the school staff. It is shared with parents/caregivers/SCC members. The report is then used to guide the school’s Learning Improvement Plan (LIP). The ROSE process is designed to provide professional development opportunities for visiting principals, vice-principals, and central office personnel.
the ROSE team includes, but, is not limited to: school community council meeting minutes, staff meeting minutes, names of external organizations which support the school, school newsletters, school website, school mission and vision, and current school Learning Improvement Plan (LIP). The Review of School Effectiveness (ROSE) process has been introduced to review the effectiveness of schools within Horizon. The Appreciative Inquiry approach is the foundation of the ROSE process. Appreciative Inquiry is the search for the best in people, their organizations, and the relevant world around them. In its broadest focus, it involves systematic discovery of what gives “life” to a system when it is most effective. The ROSE process gathers school data related to the Seven Correlates of Effective Schools (Lezotte): Safe and Orderly Environment, Climate of High Expectations for Success, Instructional Leadership, Clear and Focused Mission, Opportunity to Learn and Student Time on Task, Frequent Monitoring of Student Progress, Home-School Relations. Embedded within these seven correlates are Assessment and Literacy. Schools have the ability to improve and make informed decisions, using data to identify trends, direct learning improvement planning, inform professional practice, and allocate resources. School staff own the data and is charged with its interpretation. Further, all stakeholders need to be part of the ROSE process, as they also influence and support the direction of the school. The purpose of the ROSE process is To gather data along school effectiveness correlates and organize it into a report that is ultimately presented to the Director and Board of Education and the school staff. It is shared with parents/caregivers/SCC members. The report is then used to guide the school’s Learning Improvement Plan (LIP). The ROSE process is designed to provide professional development opportunities for visiting principals, vice-principals, and central office personnel.
FINAL%20ROSE%20Report%20-%20Cudworth%20School.docx