How Can Principals Lead in the School Improvement Planning Process? Reducing Biases in Shared Decision Making

Autor/inn/en	DeMatthews, David E.; Wang, YinYing
Titel	How Can Principals Lead in the School Improvement Planning Process? Reducing Biases in Shared Decision Making
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 96 (2023) 2, S.43-51 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DeMatthews, David E.) ORCID (Wang, YinYing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2022.2163971
Schlagwörter	Principals; Leadership; Educational Improvement; Educational Planning; Bias; Participative Decision Making; Strategic Planning; Equal Education + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Führung; Führungsposition; Teaching improvement; Unterrichtsentwicklung; Bildungsplanung; Strategy; Planning; Strategie; Planung
Abstract	School improvement plans are strategic documents most schools complete on an annual basis. Research on school improvement planning highlights that high-quality plans contribute to student achievement gains, but many plans are of poor quality. Principals serve in a critical role within the school improvement process. In this article, we review research on decision-making and biases to provide a set of recommendations to improve the school improvement planning process. Specifically, we highlight how a set of biases can contribute to flawed planning that reduces the likelihood that the school improvement plan will be comprehensive, strategic, and useful. We also include a set of definitions and "planning guardrails" principals can use when developing a school improvement team and facilitating the school improvement planning process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01