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A 3 page research paper that discusses the changing nature of school administration. The writer discusses emerging forms of school administration, which focus on distributed leadership that includes teachers and parents. Bibliography lists 3 sources.
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3 pages (~225 words per page)
File: D0_khschad.rtf
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in the US are disturbed about the state of public education. Teachers complain; parents complain and administrators find their work unappreciated, while school boards are accused of micromanaging and parents
are overwhelmed with alternative school choices (Buchen 44). Meanwhile, the students themselves are being tested ad infinitum and generally found wanting. Consider this scenario, the question suggests itself: Who should
be running the nations schools? The traditional answer is the principal, who has historically been held responsible for school performance and improvement. While there are principals who are effective
leaders, no matter how overburdened they are by their responsibilities, the answer to the problem of school administration may be in a new paradigm that is already in place in
some schools--distributed leadership (Buchen 44). This is the model being used at Chicagos McCosh School, where the principal works in coordination with a team of teacher-managers to run the school
(Buchen 44). The principal still reports to the school superintendent and board, but the details of daily administration are handled in a distributive manner. This school ahs the best test
scores in the district and the morale of teachers, students, and parents is high (Buchen 44). This system of school administration rejects the "traditional vertical management structure" and, instead, relies
on "horizontal collective action" (Buchen 44). In some cases, the responsibility of running the school is completely in the hands of teacher-leaders and learning teams that are composed of
teacher, tutors, technical advisors, counselors parents and students, with no "principal" per se (Buchen 44). One teacher-leader assumes a primary leadership role on a rotating basis. As this model suggests,
parents are taking a more assertive role in school administration. The US Department of Education officially recognizes and aids the goal of parental leadership in schools through its Partnership
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