A recent survey of educational administration department chairs at 66 colleges and universities disclosed that only 27 percent of all regular administrator endorsements offered (excluding special education) require a knowledge of special education law. Universities are apparently confused about state endorsement requirements for school…

To address the social challenges facing schools, administrators must revitalize the work culture. Borrowing from successful business practices, the School Management Institute has implemented a 25-day Managing Productive Schools leadership training program in Florida, Minnesota, and Virginia. The program is based on the cultural conditions,…

The Edmonds School District in Lynnwood, Washington, empowered its 31 schools to group and serve students according to their instructional needs not their labels and funding sources. This article describes how the district built consensus for change, overcame major obstacles (categorical program regulations), celebrated program outcomes, and…

Examines local management of British schools in term of organizational form theory. The 1988 Education Reform Act was designed to change the local education authority from a unitary to a multidivisional (M-form) structure, though the LEA's regulatory role was left undeveloped. Without a quality assurance function, decentralized management…

Although North Dakota boasts the highest graduation rate in the nation at 95.7%, the state is shifting its perspective from a system of inputs and methodologies to a system emphasizing student-centered learning and performance. This article describes North Dakota's progress in consensus building, developing performance standards, revamping…

After voters in Cincinnati, Ohio, defeated a tax increase, the school board hired a new superintendent, released a study that provided 38 hard-hitting recommendations, and convinced the citizens to pass a tax increase. Changes adopted included a voluntary administrator-reduction plan and a reversal of the top-down administrative structure. (MLF)

Describes school restructuring, discusses its basic premises, and identifies current restructuring components that can serve as a guide for public school educators and researchers. Schools undergoing massive change will enjoy several benefits, including renewed prevalence of both excellence and equity, a renewed interest in the teaching…

Interviewed principals, union stewards, and teachers in 17 Dade County (Florida) schools to ascertain the effects of reform and restructuring. Respondents were highly supportive of the county's shared management/shared decision-making program but unclear about its aims. Student achievement and curriculum improvement have not yet been evaluated.…

Restructuring invites teachers and principals to become independent initiators and risk takers. Educators must consider the logic behind school restructuring, examine their restructuring beliefs, acknowledge their contributions to school problems and the difficulties inherent in collaboration, and determine what needs to be restructured in their…

Explores school principal-central office relationships within a school restructuring context. Examines the nature of school-level educational program innovation, support provided by central office personnel, and principals' perceptions about this support. Administrative awareness and involvement were limited to area superintendents and educational…

Leader authenticity, which affects principals' willingness to share leadership roles, has been associated with more open school climates. This article summarizes a study examining the relationship between principal authenticity and faculty empowerment in 30 high schools. One aspect of teacher empowerment (expanding teacher knowledge) was…

The Restructuring through Interdisciplinary Team Effort project focuses on changing the culture and structure of vocational special needs education in the Pacific Basin. Its three dimensions are cognitive core (best practices, outcome-focused design, strategic planning); team network of stakeholders; and systemic renewal (school-to-work…

Despite the popularity of outcome-based education, research documenting its effects is rare. As an umbrella concept embracing various reform efforts, OBE defies easy definition. This article explains two OBE models (Mastery Learning and the Outcomes-Driven Developmental Model used in Johnson City, New York, Schools) and summarizes recent state OBE…

Principals in restructuring schools are working in an increasingly turbulent policy environment that adds expectations but deletes little from their traditional roles. Two tasks form the basis of newly defined power relationships--delegating responsibilities and developing collaborative decision-making processes. Leading from the center means…

Questionnaires sent to principals of 10,363 public and private high schools elicited 3,380 (33%) responses. Discusses responses to 36 indicators of change in 5 broad areas: (1) curriculum and teaching; (2) school organization; (3) community outreach; (4) technology; and (5) monetary incentives to improve performance. (MLF)