This study investigated the practicality and feasibility of the public school administrator permitting those concerned, faculty, students, parents and interested citizens, to participate in the decision making process of the local school. An added purpose was to find applicable and effective ways the principal could support meaningful participatory decision making opportunities. Traditional administrative hierarchy and indifferent communities necessitated restructuring decision making techniques, particularly regarding information input. The process forced faculty and administration to critically examine preconceived notions about responsibility in the school; about who can and should make decisions. It also forced the administration, faculty and community to examine their own abilities and skills in working cooperatively with others in a collegial environment. The results indicated that today's education reform dictates a different approach to school organization and operation, one characterized by openness and participation by all segments of the school clientele. (53 references) (Author)