Development Planning for School Improvement (School by David Hopkins

By David Hopkins

This article represents the reviews from six English conversing nations within the box of faculty improvement making plans. There are chapters discussing employees improvement, caliber studies and college association and effectiveness.

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1991). 2). We set up these categories as tools to extend our analysis of school development planning in the three countries referred to earlier. 2. Directions of contemporary corporate managerialist change in schools. Public sector management style Corporate managerialist style From public control towards market and consumer control From judgements of quality based on educational criteria towards judgements of quality based on financial criteria From management by civil servants towards governance by directors From institutional monopoly towards open competition between institutions From centralization towards increased decentralization and individual decision-making based in the school From fixed salaries towards salaries based on qualifications, extent of responsibility and merit From predominantly top-down leadership and administrative management towards shared leadership and collaborative management From implicit quality control towards explicit quality specification and public accountability of the school From management by regulation towards goal and structure oriented management We have already stated in this chapter that school development planning is intrinsic to increased decentralization and individual decision-making based in schools.

And] time for teachers and administrators to reflect on desired practices and their impact on student performance. Programs that include classroom demonstrations, peer observation and feedback sessions, and other opportunities for personal reflection have more lasting impact than a flurry of initial activity with no follow-up. (Fleming and Buckles, 1987, p. 4) Suggestions for assisting schools engaged in staff development designed to enhance instructional effectiveness also have been provided by members of the School Improvement Assistance Team sponsored by the Maine State Department of Education.

And] time for teachers and administrators to reflect on desired practices and their impact on student performance. Programs that include classroom demonstrations, peer observation and feedback sessions, and other opportunities for personal reflection have more lasting impact than a flurry of initial activity with no follow-up. (Fleming and Buckles, 1987, p. 4) Suggestions for assisting schools engaged in staff development designed to enhance instructional effectiveness also have been provided by members of the School Improvement Assistance Team sponsored by the Maine State Department of Education.

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