ERIC Number: ED364363
Record Type: Non-Journal
Publication Date: 1993-May
Reference Count: N/A
Managing Multiple Changes in Rural School Divisions: The Director's Role.
Naturalistic case studies of three rural Saskatchewan school districts examined how directors of education managed multiple educational innovations arising from provincially mandated curriculum change and a voluntary school improvement program. School divisions were viewed as comprising three dimensions (political, technical, and cultural) that are associated with corresponding strategies for change implementation. On-site observations, local records and documents, and interviews with administrators, teachers, and board of education members suggested that five patterns of activities described directors' involvement with change implementation. Two patterns in the political sphere were director-board of education partnership and collaboration and teams of key people providing leadership for change. The technical dimension of educational change involved effective use of time, information, and local expertise. Patterns related to organizational culture were conceptual clarification activities for professional staff and creating an articulated vision of the "big picture." In the early stages of implementation, the director's political (pressure) and technical (support) activities are critical. At the same time, individual school realities must be balanced with system priorities and vision. Contains 54 references. (SV)
Descriptors: Administrator Role, Change Agents, Change Strategies, Educational Administration, Educational Change, Elementary Secondary Education, Foreign Countries, Leadership, Models, Rural Schools, School Districts, Superintendents
SSTA Research Centre, Saskatchewan School Trustees Association, #400-2222-13th Avenue, Regina, Saskatchewan, S4P 3M7.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Saskatchewan School Trustees Association, Regina.
Identifiers - Location: Canada