ERIC Number: ED319096
Record Type: RIE
Publication Date: 1989-Mar
Reference Count: 0
Increasing Teacher Autonomy through Shared Governance: Effects on Policy Making and Student Outcomes.
Short, Paula M.; Greer, John T.
Shared governance empowers teachers to increase their autonomy and contributes to their role in determining school policy and influencing student outcomes. This paper, exploratory in nature, describes the policy impact of shared governance in nine autonomous schools where the participants at each site have provided some insight into policy issues. It also focuses on the "Empowerment Project," a 3-year effort in nine school districts, nationwide, to empower professionals to empower students to become independent learners; to assist central office administrators and board of education members in establishing autonomous schools in which empowerment of staff members and students may take place; to help principals reconceptualize their roles from directors of their schools to developers of human potential; to aid teachers in decision-making and in taking decision-making responsibility; and to chronicle the empowerment process in each project school. If participative decision-making is to be successfully implemented, a wide range of policy changes will need to occur. These include a reframing of the traditional roles of administrators and teachers within a given building, the placement of decision-making authorities within the school building and district, and the involvement of school constituencies in all aspects of school life. (40 references) (JAM)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989).