Memphis established school-based decision making (SBDM) during a systemwide reform. The paper discusses teacher empowerment to make school level decisions, presenting case vignettes from Memphis to highlight differential rates of teacher involvement. It describes beginning expectations of teachers and principals, noting factors associated with…

Compares the Chicago School Reform Act of 1988 with the English Education Reform Act of 1988. Explains the source of authority for school-based management in each setting and examines six common themes. Emphasizes the conflict between the concepts of the professionalism of teachers and client empowerment through enrollment choice or…

A small Texas school district initiated a shared governance plan that involves teachers in decisions and innovations at each school. Cites some successful accomplishments along with problems inherent in time limits and the committee structure itself. (MLF)

State endorsements of site-based management frequently overlook the development of skills necessary for collegial teamwork and strategies for demonstrating administrators' sincere commitment to the process. This article describes symbolic actions that some administrators have taken to develop new skills and build the necessary trust for assuming…

Explores the relationships among school climate, group openness, group trust, and the implementation of two Kentucky reform initiatives: school-based decision making and nongraded primary classes. Participants included 292 teachers in 13 schools. The Tennessee School Climate Inventory and the Group Openness and Trust Scale were used. Results…

Principals of smaller and rural secondary schools should think critically about the mix of their goals with staff members' goals. Although very little can be accomplished from the principal's momentum alone, a united group can accomplish great things. Suggestions are given for providing each staff member with meaningful leadership opportunities.…

Examines the historical impact of treating schools as efficiently managed businesses versus the implications of viewing schools as organic communities in the context of recent school reform measures in Chicago (Illinois). Explicit recognition of these two models may assist the development of communities of learning at some schools. (JB)

A district coordinator of gifted education in a site-based managed school system relates the learning experiences which helped define her role as an administrator and an advocate of gifted education. Her role has involved collaborating, serving as a resource, sharing program ownership, and encouraging program differentiation across the district.…

Discusses forces that are changing principals' roles and leading to the emergence of dynamic schools; explores implications of the new roles for principal evaluation. Suggests that evaluation should include individual and school-based components following the ways in which work and tasks are organized in dynamic schools. (SM)

Micropolitics is the use of formal and informal power by groups and individuals to achieve their goals in organizations. Article summarizes findings of study examining 1,200 teachers' perspectives on the everyday strategies that principals use to influence them. Data from 826 teachers describing open and effective principals suggest that such…

Schools and their communities in Dallas (Texas) develop and implement a comprehensive plan to improve student achievement, provide training for staff members, and evaluate and modify the program as it progresses. The goal is to bring the whole school and community together to create a climate that helps children achieve. (MLF)

The provision for schools to waive local education authority control and become self-governing was the most radical element of Britain's 1988 Education Reform Act. A survey of five opted-out primary schools shows that larger schools succeed better at self-governance because of economies of scale; clustering smaller schools into groups with single…

Britain's 1992 Education Bill closely follows the 1992 "Choice and Diversity" White Paper's advocacy of "grant-maintained" (self-governing) status for schools. These decentralization measures may prove simplistic and ineffective, because the White Paper identifies no school evaluation criteria other than popularity with parents…

Effective-schools research indicates that greater community involvement in school management usually enhances children's cognitive and affective development. Future school effectiveness will be influenced by how successfully school councils and governing bodies function. Without adequate, ongoing inservice training for participants, school…

Traces how a principal reversed the downward spiral of his urban middle school by strengthening family, community, and business ties and creating a positive, challenging, and supportive school experience. The school is bolstered by business partnerships, a school-based management team, a parent liaison, and a high-risk student coordinator. (CJS)