Some feel that outcome-based education and school-based management have been adopted as the new conventional wisdom to guide accountability without compelling research evidence. OBE proponents argue that currently expressed outcomes for student learning are neither sufficiently rigorous nor appropriate for students' future lives. Likely trends and…

Educators have long recognized the negative pedagogical effects of the strong centralization, curricular uniformity, and fragmentation that characterizes Israel's equity-driven education system. A recent experiment with site-based management at nine elementary schools may increase teacher and parental involvement, improve school climate, and…

University of Southern California researchers found that schools using school-based management most effectively organized themselves to restructure curriculum and instruction. Stakeholders had genuine authority over budget, personnel, and curriculum and used this authority to introduce changes affecting teaching and learning. Effective SBM schools…

In 1992 and 1993, the Boston Public Schools and Boston Teachers' Union contracts established school-based management as a schoolwide policy. Now Boston's school-site councils are focusing on varied educational improvement issues, including educational missions, effective teaching strategies, genuine parent involvement, a student-centered…

Numerous school districts are experimenting with site-based management, gaining increased authority and responsibility while aiming to improve accountability and productivity. Some key elements include alternative resource allocation, expanded decision-making through teamwork, key advisory committee roles for parents and high schoolers, increased…

In one Colorado school district, site-based management creates ownership for those responsible for implementing decisions by involving them directly in the decision-making process. This article summarizes the district's mistakes and accomplishments in defining terms and roles, providing support and training, resolving conflict, and managing…

Summarizes a survey of 239 New Zealand elementary school educators. New Zealand's experience shows that national policymaking, which largely excludes school staff, still substantially influences everyday school operations. When site-based management occurs in a vacuum, devoid of interest, support, initiatives, and well-grounded information, school…

At a Suburban New Jersey elementary school, the principal learned to let go and provide the means for staff to solve their own problems. Some lessons include learning to listen, establishing patterns of communication, understanding individual styles, promoting open communication, working to build trust, thinking with new perspectives, promoting…

Site-based management tries to transform schools into communities where the appropriate people participate constructively in major decisions affecting them. Effective site councils have a well-designed community structure, enabling leadership, student and adult learning focus, and a schoolwide perspective. Districts should provide long-term…

Four years of hard work and training have gone into creating site-based management structures and processes at Greece (New York) Central School District. Each school has management team. All schools are dedicated to meeting district's mission and vision, but how schools accomplish these goals is up to them. Except for overall payroll, all…

Superintendents who introduce team management into school districts are compared to King Arthur and the Round Table and advised that team management will not endure, at least in its original form. (MLF)

In 1997, former Edmonton (Alberta) school superintendent Michael Strembitsky instituted school-based management in seven schools. Although the district retained policymaking responsibility, schools could decide matters such as class organization, number of teachers, and budgeting for learning resources and equipment. Giving schools control over…

The team management approach can work in educational administration if school personnel share a common philosophical commitment. (MLF)

Moving toward site-based management, Greece (New York) Central School District administrators and the teachers' organization established a representative steering committee to coordinate and facilitate the decentralization process and develop a master plan. Benefits include increased faculty understanding, improved school climate, and increased…

Bringing a shared onsite management structure to UCLA's laboratory elementary school was possible because the school enjoys relative autonomy. At this newly restructured school, teachers now share ownership of decisions at every operating level. Success depends on advocacy groups, a formal decision-making body, and annual retreats for staff unity.…