Summarizes findings from a 15-month study of 6 schools and principals changing to a decentralized school governance model. Highlights benefits such as administrator role redefinition, autonomy's effects on improving school culture and contributing to school reform success, increased commitment to decisions, increased staff cohesion and trust, and…

Offers a high school principal's perspective on the effects on principal-teacher relations of implementing a North Central Association Outcomes Accreditation process. Highlights the importance of teacher ownership of the process and of the principal's involvement and interest as a colleague. (DMM)

The participative management plan selected, adapted, and implemented by Beth Israel Hospital (Boston, Massachusetts) in 1989 is described. Successes, lessons learned, and plans for the future are also discussed. The teaching hospital chose the Scanlon Plan from among others as a means to quality improvement. (Author/MSE)

The "Participative Process Model" of management is presented in which the team leader establishes what tasks need to be accomplished; then team members determine the resources required and develop a plan to complete the tasks. Suggestions are offered on how to implement the participative management process in existing organizations. (SLW)

New roles for teachers in curriculum development conflict with traditional expectations. Constructing curriculum involves teachers' individual flexibility and collective uniformity. This article presents a curriculum-inquiry model that integrates elements of educational practice often dealt with in isolation (instruction, curriculum, assessment,…

Simply involving teachers in decision making does not ensure a more effective school. As one San Diego high school's experience with strategic planning shows, teachers must have previous experiences that stress personal validation, build collegiality, and provide opportunities for inquiry and reflection. Principals must be able to gauge staff…

Based on a Phoenix (Arizona) school district's experience, this article shows central office administrators how to empower individual schools without abdicating control. Administrators should first identify all influential parties, seek successful pioneers in other districts, examine research findings, allow time for change, and delegate someone…

Bringing a shared onsite management structure to UCLA's laboratory elementary school was possible because the school enjoys relative autonomy. At this newly restructured school, teachers now share ownership of decisions at every operating level. Success depends on advocacy groups, a formal decision-making body, and annual retreats for staff unity.…

National standards for education are important elements in the excellence process, but standards imposed by a central authority simply do not work in the Information Era. It would be wise to increase teachers' decision-making role in establishing and implementing local level excellence standards and train teachers to employ the Japanese "kaizen"…

Children collaborated in planning imaginary errands with novice peers, trained peers, or untrained adults. Collaborative planning of dyads with trained peers and with adults was equally sophisticated. Children who worked with adults planned better in posttests than those who collaborated with trained peers. (BC)

Tazewell Express leaves after lunch and returns to campus at midnight, as three educational administration instructors from East Tennessee State University travel to teach a cohort of teachers aspiring to become school leaders. The cohort will complete six themes developed from skills and competencies inspired by the National Policy Board for…

Community leaders employ a blend of tangible tools, but the effectiveness of these tools depends on leadership skills. Describes five leadership qualities (purpose, values, talents, resources, and vision), and presents questions on each for leaders to reflect upon and answer. Sidebar describes a community leadership activity based on an adventure…

Two questions must accompany educational reform: Who will make decisions regarding curriculum? and What kind of curriculum is most desired for students? This paper suggests that teachers and students, guided by other interested parties, should make curriculum decisions, and a highly personalized curriculum is most desirable. These changes require…

The five papers in this special section explore basic middle-management issues at the secondary level in various countries, including subject leader/department heads' range of responsibilities and effects of school cultures. New training standards demand a blending of line management, accountability, leadership, followership, and collegial…

Explores departmental-policy implementation challenges faced by Australian principals of one-teacher schools during a time of unprecedented structural and organizational change, highlighting international contextual influences on the nation's public sector. Over a five-year period, senior management's relationship to principals implementing policy…