Teacher collaboration and engagement in policy offer hope for improving teacher recruitment, retention, and morale-and for reenergizing the profession. Unfortunately, teacher engagement in education policy is woefully lacking. Research has shown that 70 percent of teachers feel out of the loop in district decision making. "Everyone at the…

Uses an external-internal influence model to examine where principals fit within a complex network of forces that influence schools and school programs. (FL)

Discusses the effectiveness of corporate training programs and the role of management. Development of a training policy based on training needs is discussed, an evaluation model for corporate training is described, and discrepancies between expectations and actual experiences of trainees and managers are discussed. (10 references) (LRW)

Selects three main concepts developed by Downey (EJ 170 991) and Wright (EJ 170 992) on education policy-making and suggests a perspective administrators might take in preparing for a new role. (Editor/RK)

This paper examines the separation of planning activities from administration and analyzes the interrelationships between planning and policy-making within the educational enterprise. The paper investigates in some detail the relationships between organizational levels and the stages of planning and shows where consensus is required in the…

The old empirical-rational and power-coercive system of policy development and implementation is inappropriate in our pluralistic environment. The problem-solving strategy combines rationality, involvement, flexibility, and decentralization. It has new implications for administrators' roles. (Author/SJL)

Presents a matrix-continuum of systemic change defining six developmental stages (old system maintenance, awareness, exploration, transition, emerging new infrastructure, and predominating new system) and six key change elements (vision, public and political support, networking, teaching and learning changes, administrative roles and…

This paper is concerned with policy-making and policy processes in education and with the role of the administrator in these processes. More specifically it aims to explore ten conceptual tools or models that appear to have utility in developing our understanding of these areas. This examination includes policy-making and policy processes in…

The Policy Governance model's philosophical foundations lie in Rousseau's social contract, Greenleaf's servant-leadership, and modern management theory. Policy Governance stresses primacy of the owner-representative role; full-board authority; superintendents as chief executive officers; authoritative prescription of "ends," bounded…

This report of the Temple City, California, differentiated staffing project contains several articles describing progress made in the first three years of operation. The major article traces the history and development of the project, outlines the financial plan and schedule through 1972, and describes several characteristics of the model: (1)…

This article conceptually defines policy, operationally describes what usually passes for policy, and provides a model for moving policy and decision-making in student personnel toward a more effective organizational role. What ought to be is contrasted with what is. (Author)

A review of literature on state education governance, with a focus on strengthening the role of the state boards of education in policymaking, is presented in this report. Four themes include current recommendations of various groups, the context of governance, governance structures, and key actors in state education policymaking. Policy…

The potentials and problems of using computer programs for developing college planning models and policy are discussed, and the capabilities of a number of commonly-used programs are outlined. The need for understanding and participation by nontechnical administrators is emphasized. (MSE)

The creator of the Policy Governance model explains a system whereby the superintendent/CEO is not responsible for governance. Under Policy Governance, the board is solely responsible for describing and fulfilling its own job (determining what the public purchases for the next generation), and the administrators run the schools. (MLH)

This paper offers recommendations for establishing meaningful integration opportunities for preschool children with disabilities, derived from the work of the Research Institute on Preschool Mainstreaming, a 5-year federally funded project of St. Peter's Child Development Centers, Inc., in Pittsburgh, Pennsylvania. The knowledge base on preschool…