ERIC Number: ED421800
Record Type: Non-Journal
Publication Date: 1995-Feb-14
Reference Count: N/A
University-District-School Collaboration for School Restructuring.
Kirby, Peggy C.; Meza, James, Jr.
Under conditions of restructuring, the most noticeable changes in roles and relationships occur at the school site. The purpose of this paper is to examine the changing roles and relationships of schools, central offices, and university facilitators as 11 schools in Louisiana implement the nationally recognized Accelerated Schools process. The process involved a coaching model that allowed training by those most familiar with a school's history and would eventually permit districts to launch additional accelerated schools. The paper begins by reviewing the Accelerated Schools philosophy and process, then details the history of the Louisiana Satellite Center (including the original direct-service-training model) and describes roles and responsibilities under the coaching model. Written evaluations and questionnaire data from 19 participating coaches were supportive, but suggested several areas for improvement: selection of coaches, negotiation of time commitments, and use of expertise and authority to secure commitment. Coaching needs to be viewed more as a privilege than an extra chore. Coaches reported conflicts in trying to balance competing roles and problems in scheduling training sessions. Commitment to the change process appears to be directly influenced by level of support from those in authority and by perceptions concerning the coach's expertise. (Contains 20 references.) (MLH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana