The present confrontational labor/management negotiations model mitigates against the development of a higher form of teacher professionalism. Current union and school management models are highly centralized governance systems. Collaborative planning must be instituted in a collegial manner to be successful. (MLH)

Defines school-based management (SBM) as a program adopted by schools or school districts to improve education by increasing school staff autonomy in making building-level decisions. Analyzes SBM's key objectives, benefits, and limitations. Budget, curriculum, and staffing decisions are commonly decentralized under SBM. Staff communication is…

Summarizes findings from a 15-month study of 6 schools and principals changing to a decentralized school governance model. Highlights benefits such as administrator role redefinition, autonomy's effects on improving school culture and contributing to school reform success, increased commitment to decisions, increased staff cohesion and trust, and…

In Kentucky, where school-based decision making is legally mandated for all public schools, appreciable policy and decision-making powers are vested in SBDM school councils. Since 1990, educators have learned some valuable lessons: reform policies need early implementation guidelines; decentralization mandates create control problems for state…

The "ideal" principal is facing a world of decentralized school structures, increasing and changing environmental boundaries and roles, less homogeneous schools, closer contact with stakeholders, and a market-driven view of education. Principals should view themselves as environmental negotiators, not merely school-system managers.…