ABSTRACT
Given the complicated nature of school effectiveness in a fast changing context, a dynamic perspective is needed to understand how a school can adapt to the internal and external constraints, achieve the multiple goals of its various constituencies, and become effective in a long run. For a short term, a school may be effective on some criteria but ineffective on others, and also it may be effective at a certain period but not at another period. Without a dynamic perspective, the conceptualization and assessment of school effectiveness may be restricted, and also it is difficult to provide useful information for long-term school development. This chapter aims to address the dynamic issues in the process of a school struggling for achieving multiple goals and multiple effectiveness within a boundary of limited resources. In particular, it discusses further how to maximize school effectiveness across the four levels, six types, or nine models in a dynamic way.
