Decision Making Process Of The School Board

There are five stages to help implement a school-wide change. The first is “becoming informed” and this is the stage that centers on research and information gathering. The goal of the principal is to educate him/herself as much as possible so that he/she can better understand the benefits, concerns, and effectiveness of trying a new program in the building. This is also when any testing or screening would need to happen so that the principal can get a clearer picture of the needs within the school based on the current student population. The second stage is “building support” which is just as the name suggests. The goal of the administrator is to build support for the new changes and to have faculty buy-in so that teachers and staff members are motivated to make the change. Furthermore, this is a key time for the administrator to act as a leader and model so that he/she may inspire others to act and make positive choices in regards to the program. The next phase is “creating an action plan” which is usually with a small group of people hand selected by the administration. This group figures out the nuts and bolts of bringing the change into the school by looking at the schools readiness for such a program, funding, and gaining commitment from the staff. Also during this time, the administrator is setting goals, problem-solving, and finding ways to delegate and support those working on the plan. The fourth phase is “implementing the plan” and may seem like a time

| The school governors must appoint a chair and a vice-chair and may wish to make a number of other specific appointments to lead on to certain aspects of the school. There are many different types of governors such as parent governors, staff governors, community governors, authority governors, foundation governors, partnership governors and sponsor governors which all play a part in making schools successful.

Who school leaders are – what they do, attend to, or seem to appreciate is constantly watched by students, teachers, parents, and members of the community. Their interests and actions send powerful messages. They signal the values they hold. Above all else, leaders are cultural “teachers” in the best sense of the word. (Deal & Peterson, 1990, p. 201)

Along the same lines, it is important that when individual board members request information it is sent to every single member. Otherwise, the Superintendent gives up the opportunity to understand from where each board member is coming (Effective Superintendent-School Board Relations). This to some extent could be used as informational leverage, which could help down the line when trying to sway support. Keeping records on request is also considered very helpful when working with Boards. It is important that they stay informed, but it is also just as valuable that they get some feedback as to how much information they are requesting. They may tend to back off from requesting so much information. Regardless as to how and how often, the Superintendent must establish a communication system. Boards do not like surprises. It undermines board members ' trust, and makes them look bad, when they hear information about the district from another source (Effective Superintendent-School Board Relations). Getting the Boards trust can assist in creating a team concept.

School governors are a group of people (usually between 10 – 20) who run the school. They are made up of various people who have links with the school and the community. There should be at least one parent and one staff member as well as the Head Teacher. Usually there is a support staff member, a local authority member and a local community governor who work or live in the area. Governors work alongside the Head and are based on different committees and are responsible for different areas of school management – school site, personnel issues or community cohesion. They will usually meet in these committees and report to the full governing body. Their main duties are to set aims and objectives, adopt policies

The second quality of an effective leader is to have a vision. The vision should also include the schools missions, purpose and goals. The principal should be progressive and constantly looking for ways to keep the staff and students motivated to work towards a common goal. As an effective leader you must continuously promote the vision. This could be done with a school created slogan that fits the community. Most people want to belong and feel a part of something successful or on the path to greatness. It is a wonderful feeling to be a member of a successful school community where people really

The superintendent must help board members, district staff, principals and teachers understand their important roles in the evaluation of curriculum. The superintendent’s role is to empower central office and school staff to use data as effectively as possible to meet the board’s mandates.

The meeting began when the school board members entered the large group instruction room and took their seats at a panel table angled to the side of the audience. The school board consists of nine elected members from the community. The members are as follows: Paul Ridley (President), Pat Vigliotta (Vice President), Helen Cumminskey

In general, as stated in the Standards for Advanced Programs in Educational Leadership by The NPBEA, educational leaders need to place teaching and learning as the focus for schools and districts. To this effect, all educational leaders from district to school level are responsible to ensure that decisions about curriculum, instructional strategies

Administrators and teachers must work together to develop the PLC plan addressing the needs of their students. This means administrators need to trust teachers and allow them to work in a way that is autonomous from leadership. Delegating more responsibilities to staff was a way of creating a more knowledgeable community that could cope with the diversity of demands created by schools moving from being relatively simple organizations to highly complex ones. It was also recognized as in accord with the rhetoric of distributed leadership recommended as a strategy for school improvement and raising pupil attainment (Bolam et al. 2005, Webb, et al.

The rational decision-making model describes a series of steps that decision makers should consider if their goal is to maximize the quality of their outcome. In other words, if you want to make sure that you make the best choice, going through the formal steps of the rational decision-making model may make sense. The following are the steps taken to come to a rational decision: 1. Identify the problem, 2. Establish decision criteria, 3. Weigh decision criteria, 4. Generate alternatives, 5. Evaluate the alternative, 6. Choose the best alternative, 7. Implement the decision, 8. Evaluate the decision.

a) What action, if any, should have been taken by the school administration when the local teachers’ association publicly criticized the administration and the school board?

The principal’s role in developing positive community relations sets the tone for communication patterns, partnership formation and/or alienation (Fiore, 2013). There are many tasks that the principal has that is important to school and community relations. Some of those are being a good listener, diplomatic and tactful and all situations. They also have to promote the open door policy to be free to communicate with students, parents, and their staff. They also have to inform the superintendent and community about good and bad things that are

The focus of my term paper is the decision making process used by today's top-level managers. Top-level managers, such as Chief Executive Officers (CEOs), Chief Operations Officers (COOs), and Chief Financial Officers (CFOs), must make critical decisions on a daily basis. Their choices and the resulting outcomes affect the company, the employees, and the stakeholders. Due to the high importance of their decisions, the process they use to reach them merits a close examination.

An advisory committee will be formed consisting of no more than an 8 member sample of the major stakeholders group, parents of currently enrolled high school students, contributors from the local community, and administration from the school district. The following is a breakdown of the members and the roles they will play in the committee: