In a rural Georgia school district, the multi-tiered system of supports (MTSS) framework has been formally implemented and facilitated by system-level coordinators for a 4-year period. As the 2021-2022 school year started, the district began the process of transitioning the leadership of the MTSS process to individual school-level teams and…

This paper explores teachers' perspectives on the management of mandated educational change in order to understand how it may be managed more effectively. A case study of teachers' responses to the introduction of a quality teaching initiative in two New South Wales schools found that while some teachers described the strong negative impact of…

The School District of Philadelphia (SDP), like many other urban school districts, struggles to increase its hiring and retention of experienced and highly qualified teachers in its low-performing/high-need schools. Toward the goal of improving teacher quality and the experience balance, particularly in hard-to-staff schools, the Philadelphia…

This paper presents findings of an interim evaluation of a site-based management (SBM) project involving three elementary schools in Toledo City Schools (Ohio). A survey of all teachers in the three schools elicited 52 responses, a 98 percent response rate. Teachers reported that relative progress had been made in the areas of collaboration,…

Many communities have replaced top-down, highly centralized educational structures with a decentralized model in which decisions are made at the school level. This concept relies on broad participation and support from the school personnel and the community. However, the effort to decentralize schools often faces opposition. This problem can be…

This paper presents findings of a case study that examined Australian primary teachers' perceptions of school-based curriculum development (SBCD). The study was conducted at Blackpool Primary School, a Catholic school in Sydney, New South Wales, Australia. Data were derived from participant observation, a teacher questionnaire, interviews with all…

This paper presents findings of a study that described the existing nature of school-based management (SBM) structures and procedures associated with school-development planning in Western Australia. It also examined the impact of SBM on the curriculum and professional activities of teachers. Data were obtained through analysis of official policy…

This research summary says school-based management increases political activity in schools, but is time-consuming; many teachers evade SBM; less actively participating parents risk co-option by educators; and schools will not commit necessary resources. Academic achievement is not necessarily improved, and organizational implementation obstacles…

The thought of shared leadership offers teachers a vision of more control of central issues of concern, opportunities for significant decision making, and the development of a more democratic environment. This paper presents an account of the success and frustrations encountered by an elementary school throughout an 18-month period of school-based…

These three reports by national consultants assess first year progress in implementing state mandated educational reforms in Kentucky. First, "The Status of Primary School Reform in Kentucky and Its Implications," by James Rath, Lilian Katz, and John Fanning, reports on site visits to 14 public schools to assess progress in implementing…