In general, the goal of school-based decision-making is to "empower school staff by providing authority, flexibility, and resources to solve the educational problems particular to their schools" David, p. These propositions recognize that those closest to the technical core in education systems, because of their access to information concerning students' diverse characteristics, needs, learning styles, and performance levels, are better positioned to make decisions about educational programs than those farther removed from the teaching and learning process.
Thus, decisions concerning curricula, instructional technologies, and other school initiatives will be most effective and enduring when carried out by those who feel a sense of ownership and responsibility for those decisions. For school-based decision-making to work, four key resources need to be present to develop the capacity to create high performance organizations:.
Managing Improving Primary Schools: Using Evidence-Based Management and Leadership by Colin Conner
In general, three areas of decision-making can be school based: budget, personnel, and curriculum. Regarding school finances, under school-based decision-making models, schools receive either a lumpsum budget or some portion of the district budget from which they may make decisions regarding personnel, equipment, materials, supplies, and professional development.
Although budget authority implies a new level of autonomy, because personnel expenditures account for approximately 85 percent of the district budget and other fixed costs cover an additional 5 to 10 percent, few discretionary dollars actually remain for school-level allocation. Therefore, staffing expenditures and decisions regarding staffing structures and assignments are key to schools making decisions that might substantively affect the school's operation and effectiveness.
Summary of key messages
In terms of personnel decisions, schools are afforded flexibility and the power to determine how best to staff their schools. Personnel decisions typically fall in two areas: determining staffing needs based on the school's mission and educational plan and selecting people to fill the positions. Schools are afforded the latitude to decide whether their personnel funds are best spent on teachers, instructional aides, specialists, or clerical support.
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Once determinations are made regarding staffing needs, schools are actively engaged in the selection of new school personnel. In the third decision area, decisions regarding the curriculum and instructional strategies are determined at the school level within a framework of district or state goals, while attending to the school's unique mission and needs.
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School-level personnel draw on their professional expertise and localized knowledge in making decisions that affect the school's educational program and instructional system. School personnel monitor the effectiveness of their programs and their students' academic performance. Decisions pertaining to budgeting, staffing, and the instructional program are often restricted and controlled, however, by district policies regarding matters such as class size, tenure, hiring, firing, assignment, curriculum initiatives, textbooks, and assessment procedures.
To operationalize school-based decision-making, structures at the school level need to be implemented to facilitate the involvement of key stakeholders in the decision-making process. Schools embracing shared decision-making typically develop councils consisting of representative stakeholders in the school, such as teachers, parents, support personnel, and administrators.
The school's governance structure is supported by guidelines that specify representation, terms of membership, council size, meeting format, and delineated lines of authority. Frequently, site councils further disperse involvement through the use of subcommittees. Subcommittees allow greater numbers of teachers to participate in the formal decision-making process and reduce the overall burden of extended involvement of others. With the increase in emphasis on teachers monitoring the quality of teaching and learning, the Teacher Training Agency's direction is towards teaching as a research-based profession, and there is greater need to assess learning gains and evaluate year-on-year progress in schools.
For headteachers, deputy heads, managers, Key Stage coordinators, this work should provide the guidance they need to conduct and act upon quality reviews and evidence-based analyses of pupils' learning and the quality of teaching. Richard B. Baldauf, Jr. Robert B. Visit Seller's Storefront. Please contact me if you are not satisfied with your order in any manner.
Managing Improving Primary Schools
I always list book by ISBN only and buyer is assured of correct edition, correct author and correct format of book. Name of your business and form of legal entity: Ami Ventures Inc. There is increased emphasis on teachers monitoring the quality of teaching and learning, the Teacher Training Agency's direction is towards teaching as a research-based profession, and there is greater need to assess learning gains and evaluate year-on-year progress in schools.
For headteachers, deputy heads, managers, Key Stage coordinators and subject coordinators this book will provide the guidance they need to conduct and act upon quality reviews and evidence- based analyses of pupils' learning and the quality of teaching.
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