This thesis aimed to investigate the implementation of school monitoring progress practices and expectations in learning, which are two crucial factors for effective schools, on 26 schools in West Kalimantan. This study proved to be highly valuable for schools and teachers, as gained a comprehensive understanding and reference to enhance teacher professionalism and establish effective, accredited schools. A survey with quantitative research approach was employed for this study. With Questionnaire Close-ended as tool of data collection, descriptive statistic and inferential statistic for analysis data. The researcher focused on 26 schools, encompassing 435 participants including teachers, principals, and staff members. The data analysis revealed that the 26 schools, spanning across the 8 regencies, implemented school monitoring progress with an average score of 3,023 and had expectations on learning with an average score of 3,354. In terms of practice, two levels of intensity were observed in relation to the school's geographical location and academic level: Frequently and Less Frequently.

Keywords: Schools Monitoring Progress, Expectation on Learning, Effective Schools