Teacher participation in administration--United States

The purpose of this study was to determine if changes could be detected in teachers' approaches to their professional practice and in the achievement of their students following the implementation of a teacher leadership capacity-building intervention framework. Specific aspects examined were (a) teachers' perceptions of changes in their classroom environments, instructional practices, planning, assessment, and confidence in instructing diverse learners; (b) observer ratings of teachers' classroom practices; (c) teachers' readiness for self-directed learning; and (d) student achievement. The study addressed four research questions and three hypotheses. Following the professional development intervention, teachers' perceived changes in their professional practices were documented on a self-report survey, with the greatest positive change reported in types and variety of instructional practices. Significant gains were found in teachers' observed effective behaviors (Florida Performance Measurement System scores), teachers' Self-directed Learning Readiness Scale scores and student achievement in reading. The outcomes, while they cannot, of course, be solely attributed to the intervention, support the concept that teacher leadership capacity is built from within when teachers are encouraged to take a greater responsibility for the design and implementation of their professional development and to share their strengths with their colleagues in a true learning community. The intervention was implemented in an at-risk school, but it provides a framework that can be replicated elsewhere. This project required a commitment of resources for observations, peer coaching, modeling instructional strategies, team meetings, reflective team planning, team data analysis, and a variety of professional development sessions chosen and designed by staff that took place both within and outside of the regularly scheduled workday. The school district, an outside private foundation, and additional grants provided funding for most expenses, including an on-site professional development facilitator. Further follow-up research is warranted given the brevity of this study and the time needed for systemic change.

Purpose: This study was designed to examine the perceptions of
selected school community members to determine to what extent
they perceived their involvement in the participatory management
process. Conclusions and Recommendations: It is concluded from the results of these analyses
that administrators tend to believe that members of the
school community are involved in the participatory management
process to a greater extent than do teachers, students, advisory
council members and counselors. Further, it was
concluded that perhaps administrators should review the management
practices in their schools if they intend to operate
according to the principles of participatory management and
if they really want to discourage the issuance of further
legislative mandates, collective bargaining demands, public
criticisms and psychological withdrawls. Organizations with
commitments to enlightened leadership have been proven to be
the most effective and efficient. The lack of involvement
in deciding matters that affect them decreases subordinates'
sense of commitments and, therefore, limits the full implementation
of decisions. If schools are to become more effective
and efficient, all members of the school community must
be provided ways to become integral parts of the decision-making
process. Administrators must be willing to share their
authority. The responsibility for correcting these perceptions
rest with administrators, for they are the educational
leaders of the schools.