Defines courage in educational settings and explores the development of conditions that allow courageous actions. (MD)

Beginning on the front cover, this article advises superintendents how to identify and gain access to the community power structure in order to achieve the community's educational goals. Five basic ways that schools may react to power are identified. (MLF)

Clinical supervision should not be construed as "delivery of services" to targeted audiences of teachers deemed inexperienced, inefficient, or incompetent. Supervision should instead empower and emancipate teachers by creating conditions under which they can examine classroom actions in terms of the historical, social, and cultural…

If administrators want to succeed as decision-makers and provide leadership based on consensus, they must include certain realizations in their political philosophies and strategies. Works on organizational power provide suggestions. (4 references) (CJH)

Team management became popular during the late 1960s and early 1970s as educators adopted the concept to help solve the increasingly complex problems facing schools. The mere existence of a management team of central office and building administrators does not mean that team management is being practiced. Chapter 1 enumerates the benefits of team…

Understanding that line relationships involve decision-making and that staff relationships do not, and knowing which relationships in the organizational framework belong to which set at which times are critical to the smooth operation of an organization. This article discusses these relationships and their impact on educational organizations. (PGD)

In this book, eight contributors examine issues related to the likely effects of the decentralization of school governance on educational practice. Two major themes emerge in the book. The first (chapters 1 through 4) is that governance reforms in education may have little to do with what actually happens in schools, but have much to do with…

This working paper focuses on the educational planner as a bureaucratic actor. To explain planner influence or lack of influence in the policymaking process, practitioners need to explore the micropolitics of organizations and understand individual, organizational, and situational forces demanding their engagement. Planners need an engaged…

Ways in which the fragile nature of the authority to teach can be damaged or disturbed are explored. Teachers need to reflect on specific classroom practices and consider how patterns of expectation may condition their effective authority. (CB)

Presents an impasse resolution model for resolving teacher union negotiation impasses. It motivates citizens to participate in the bargaining process and provides an incentive to unions and administrators that makes the risks of failing to reach an agreement too substantial to disregard. (MD)

A study of 188 superintendents and 379 school board members in districts with student enrollments above 25,000 sheds light on several factors affecting the working relationships between superintendents and their local boards. Board members tended to follow personal judgment rather than constituent preferences when making decisions, and received…

Offers superintendents several tips for establishing sound relationships with their school boards, including clarifying roles, understanding the political and professional nature of the superintendency, avoiding close identification with specific board members, educating board members, avoiding provincialism, cultivating good administrative staff…

To create a better organized staff and renew emphasis on student instruction, this school district with the help of a consultant, reorganized the administrative organization. Problems were identified including uneven workloads, misplaced priorities, inefficiency, and improper distribution of authority. Findings were used to restructure staff and…

The Local Government Act of 1972 redefined local government boundaries in England and reduced the number of local education authorities. Ancillary corporate management "reforms" ultimately reduced the chief education officer's power, enhanced ruling party and chief executive power, and heavily politicized the education service. (49…

Maintaining that urban teaching and learning is characterized by many contradictions, this book proposes that there is a wide range of social, cultural, psychological, and pedagogical knowledge urban educators must possess in order to engage in effective and transformative practice. It is necessary for those teaching in urban schools to be…