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ERIC Number: ED360742
Record Type: RIE
Publication Date: 1993-Apr
Pages: 14
Abstractor: N/A
Tabula Rasa: Case Studies of Teacher Voice.
Roberts, Jo; Dungan, Sherry
Findings of a study that examined teachers' perceptions of and experiences in shared-governance schools are presented in this paper. Data were collected from interviews with over 21 teachers and students in 4 schools that are members of the Georgia-based League of Professional Schools, the impetus of which was the Program for School Improvement, or PSI. Findings indicate that participation in PSI resulted in: improved quality and greater frequency of communication; increased teacher participation and paperwork; no increase in parental and student participation; a clarified and unified school philosophy; an indirect impact on classroom instruction through clarification of instructional issues and promotion of teacher collaboration; improved professional-growth opportunities; and a belief in the shared decision-making process. The following recommendations for implementing shared governance are made: (1) attain some degree of cohesion prior to implementation; (2) build in sufficient preparation time; (3) plan ongoing group development; (4) clarify roles and responsibilities; (5) maintain fair representation and accurate reporting; (6) focus on collaboration across all parties; (7) combine easily resolved and long-range goals; (8) design conflict resolution channels; (9) have realistic expectations; (10) maintain a low profile in active decision making; (11) be willing to surrender power; and (12) realize that shared governance is a process for instructional improvement. (Contains 16 references.) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).