Accountability and Productivity through Educational Planning.

Autor/inn/en	Readling, John; Kiley, Lawrence A.
Titel	Accountability and Productivity through Educational Planning.
Quelle	(1981), (16 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Accountability; Board Administrator Relationship; Board of Education Policy; Board of Education Role; Educational Administration; Educational Assessment; Educational Improvement; Educational Objectives; Educational Planning; Elementary Secondary Education; Interprofessional Relationship; Models; Organizational Effectiveness; Policy Formation; Problem Solving; Program Evaluation; School Districts; Superintendents; Systems Approach; Teacher Administrator Relationship + Suchen Sie Ihr Suchwort? Verantwortung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Education; assessment; Bewertungssystem; Teaching improvement; Unterrichtsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsplanung; Analogiemodell; Unternehmenserfolg; Politische Betätigung; Problemlösen; Programme evaluation; Programmevaluation; School district; Schulbezirk; Schulrat; Systemischer Ansatz
Abstract	Periods of executive change provide an ideal time for the development of planning efforts for public school systems and for self-examination of the system's strengths, weaknesses, and long-range needs. In the anonymous school system under study, the new superintendent's application of general systems theory to school district management entailed a model of five overlapping workgroups, including such relations as board of education/superintendent and superintendent/central administrative staff, as well as a five-step problem-solving cycle for realizing objectives: (1) analysis of existing conditions, (2) diagnosis, (3) prescription, (4) program implementation, and (5) evaluation. A three-step procedure was initiated to move the district toward outcome-based management. In phase 1, individual and small group interviews with community representatives validated preplanning issues raised by the board of education. Phase 2 involved all school administrators in the design of formal work plans dealing with such issues as organizational relations and comprehensive planning. Organizational planning has since become an integral part of the school system's management. Although the greater involvement of teachers and staff projected by phase 3 is still in the early stages, the model has already improved communication and focused the school system on assessment and improvement rather than maintaining the status quo. (JBM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01