ERIC Number: ED239816
Record Type: Non-Journal
Publication Date: 1984-Feb
Reference Count: N/A
When You Don't Know What's Important: Revitalizing Decision-Making in the Native American School.
Boloz, Sigmund A.; Brutz, Ronald A.
In the Ganado Public School District (K-12, 1,650 students), in the northeast corner of the Navajo Reservation, an administrative retreat structure has been used for 4 years to promote the team management concept and maintain the District's formal direction. Building from a comprehensive needs assessment by and for the District's Navajo communities, the all-Navajo school board has adopted a District philosophy, and individual schools have constructed goal statements to implement it. Retreats provide a setting conducive to clarifying and reaffirming direction without office distractions. A team management approach and democratic leadership style are used. Essential aspects of retreats are preplanning, scheduling, and followthrough. Preplanning must establish clear expectations, with all participants contributing to the retreat agenda. Site selection and selection of the planning team are critical. Retreat products include goals and objectives developed by the board for the administrative team to implement through identification of activities and development of a work plan which indicates projected completion dates and persons responsible. Intangible results include improved collegial relationships, clearer understanding of District direction, and renewed commitment to implementing goals and objectives. Follow-through should include periodic review during the year. (MH)
Descriptors: Administrator Role, American Indian Education, Cooperative Planning, Decision Making, Educational Administration, Educational Assessment, Educational Objectives, Educational Philosophy, Elementary Secondary Education, Interprofessional Relationship, Leaders, Management Teams, Needs Assessment, Scheduling, School Districts, Site Selection, Success
Publication Type: Reports - Descriptive; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: N/A