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"ORGANIZING FOR SUCCESSFUL SCHOOL-BASED MANAGEMENT" (P. WOHLSTETTER, ET AL.).
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Summary of work on theory, methods & effectiveness of site-based decision making, restructuring, instruction & innovation.... More...
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Paper Abstract:
Summary of work on theory, methods & effectiveness of site-based decision making, restructuring, instruction & innovation.
Paper Introduction:
Organizing For Successful School-Based Management
Introduction
Organizing For Successful School-Based Management by Wohlstetter, Van Kirk, Robertson, and Mohrman (1997), offers a summary of findings from interviews and data collected from over 400 people and 40 schools that had been operating under school-based management (SBM) for at least three years (vii). The authors identify schools as actively restructuring or struggling. Actively restructuring schools were found to employ two or more teaching and learning innovations (use of technology, educating all students, and integrated services) and were using SBM to improve school performance; struggling schools had one or none of the innovations. Actively restructuring schools had more conditions that support organizational learning and integrating
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Information is needed for effective communication which is viewed asa fundamental need for successful schools. Dialogue aboutpurpose, vision, and the model of education, is ongoing in the successfulschool. Learning from experience was found in successful schools, withassessment, piloting new approaches, and seeking causes of trends.Struggling schools did not focus on a common understanding. Successful schools received money that teachersdetermined what to do with and this served as a reward that motivatedbehavior to attain standards for receiving the money. They learnedtechnical innovations and community references and changes. Surveys and reports to staff, students, and parentsprovide informational data for decisions. Effects of each part of the system on other partswere discussed. Knowledge and skills at successful schools was a priority. Chapters 1-9 Actively restructuring schools differed from struggling schoolsregarding organizational conditions and learning processes. Other principals may intend to allowparticipation but fail to provide direction. SMB needsmore than average levels of commitment and energy, it is time-consuming andcomplicated and places high demands on all involved. Successfulschools had a rich connection to the external environment. Informal communication includesthe principal's effort to talk with constituents regularly. Communication is lesseffective and a defensive position results in unwillingness to consideroutsiders or new information. J., & Mohrman, S. Strugglingschools have district and state direction for curriculum and instruction,but lack vision at a local level. Resources that are received were applied toward traditionalapproaches rather than the new. Virginia:Association for Supervision and Curriculum Development.----------------------- 6 Measurement is also important fororganizational improvement and is difficult to perform. Organizing for successful school-based management. Acquiring and applying resources are key elements of successfulschools. Several teams and committeesparticipate in decision-making, everyone is encouraged to participate(teachers, parents). Leadership is also an element of successful schools; the principal isa hard-working and enthusiastic leader who facilitates change and allowsmany staff and parents to play key leadership roles. Strugglingschools do not put out energy to obtain extra resources that are needed toprovide relief and support to teachers, they wait for the district toprovide. Successful schools have rich connectedness among participants withpractice-based learning which allows people to learn from each other. Forexample, principals served on boards of local business groups, fosteredpress relations, and approached universities for professional development,advice on technology, and networks for financial support. Actively restructuring schools have an active, alivevision and struggling schools do not have a consensus on focus or direction(3 -33). SBM implementation is described as a learning process since itrequired changes and new understandings of the organization with newbehaviors, roles, structures, systems, and organizational processes.Participants need to collectively learn how to operate and ongoing learningmust occur for continued improvement. Transitions arepervasive and deep with changes in most organizational aspects (53-55). N., Robertson, P. Involvement of allparticipants in the learning process is important for success. A.(1997). Struggling schools lackedthis connectedness. Struggling schools tended to make political trade-offsamong parts of the school (48-49). Thecouncil set up a professional development subcommittee; all teachersparticipated in staff development training to have a common knowledge baseand skills. Learning aboutnew innovative practices is also important for making effective decisions.Struggling schools rely on more limited information for making decisions,and many people are not included in the process. Follow-up wasimportant, workshops were replaced with ongoing training and support.Struggling schools viewed professional development as an add-on activity todo when time or interest allowed. Holistic thinking was also found in successfulschools; participants thought about the whole school organization and notjust the components. Organizing For Successful School-Based Management Introduction Organizing For Successful School-Based Management by Wohlstetter, VanKirk, Robertson, and Mohrman (1997), offers a summary of findings frominterviews and data collected from over 4 people and 4 schools that hadbeen operating under school-based management (SBM) for at least three years(vii). The authors identify schools as actively restructuring orstruggling. For example, a Site-Based Decision-Making council wascreated at one high school, with equal representation, and with seven taskforces to study issues. However two other factorsare important: a range of organizational conditions must facilitateinteractions among stakeholders; and curriculum and instructional reformsmust provide direction for interactions. Struggling schools tend to lack clearpriorities and do not gather information comprehensively or effectively (17-22). Richnetworks of organizational decision-making forums, common learning, andcollaborative teaching added to connectedness. Narrow focus on curriculumand instruction without organization was found to hinder reform (35-4 ). Personal mastery ofnew skills, knowledge, and changed roles is an important part of SBM. A common understanding is achieved and collective workaccomplishes goals. Thisarena least differentiated successful schools from struggling schools,however it is a key factor of organizational learning. This task force was responsible for selecting theprincipal and filling teacher vacancies, and setting up task forces forbudget, curriculum, discipline, motivation, professional development,public relations, and technology, as well as expertise to the council.Power for struggling schools was primarily vested in a single decision-making council, with members elected from a group that was selected anddisregarded everyone else; issues tended to be stuck on power andhousekeeping issues and the SBM manual rather than curriculum andinstruction (1-7). The authorsfurther hypothesized that an instructional guidance mechanism with visionand guidelines focused on instructional improvement, leadership to providecohesion and focus, and resources, are also conditions that explain theschool's success (xii-xiii). Nonmonetary rewardsincluded regular recognition of individual work. Actively restructuring schools were found to employ two ormore teaching and learning innovations (use of technology, educating allstudents, and integrated services) and were using SBM to improve schoolperformance; struggling schools had one or none of the innovations.Actively restructuring schools had more conditions that supportorganizational learning and integrating processes which enabled moreinnovative teaching practices directly and indirectly. Struggling schoolsreceived very few extrinsic or formal rewards; merit-based pay andcompensation for extra work was rare. This book discussedfindings related to organizational conditions and related learningprocesses and teaching practices (vii-xiii). Struggling schools demonstrateddistrust and cynicism (24-28). The successful school needs to become an effective learningcommunity. Findingsshowed that decentralized management worked best when schools had power tomake or influence decisions, knowledge and skills to perform effectively,information for good decisions, and rewards for performance. Struggling schools lack this dialogue (46-48). Power was demonstrated in successful schoolsas dispersed. A staff development plan was lacking.Power needs to be accompanied by knowledge and skills; SBM demandsincreased professional development (1 -13). They sharedlearnings and communicated findings with all involved. The authors concluded that the creation of school-site councils istypically the first step in SBM implementation. References Wohlstetter, P., Van Kirk, A. School improvementis a long-term process requiring a redesign of the whole schoolorganization; successful schools work on the process for years. Successful schools demonstrated an instructional guidance mechanism.Whole school vision, goals and curriculum framework and materials, andaccountability assessment were factors in this guidance. These schools lacked outside support anddid not seek it (41-44). This results in a lack of leadership, power struggles,and a lack of motivation. Rewards, monetary and nonmonetary, were a key element of successfulschools. Principals atstruggling schools were usually unwilling to share power out of fear ofloosing control. Time was spent in developing a school vision, principles, andinstructional objectives. Principals watch for resources from the district, professionalnetworks, and entrepreneurial activity, to use within the school. Seven dynamics are discussed thatenable organizational members to function in the system. Strugglingschools demonstrated involvement in small pockets; successful schoolsdemonstrated involvement throughout (49-51). Training needs were ascertained and training opportunitieswere arranged; teachers and administrators participated in training offeredand shared their knowledge and skills with colleagues. The principal may create a vision andtry to impose it on the school community; this rarely results in wholeschool commitment.
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