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Road map or maze? One school's experience of restructuring within the Massachusetts Carnegie Schools Grant Program
Abstract
Although by reputation and performance an effective school, the staff and principal of Adams School in Northtown, Massachusetts sought and won a state-funded grant for school restructuring. Seeking increased autonomy and "more say," the Massachusetts Carnegie Schools Grant Program was seen as a vehicle to facilitate and legitimize the reform-type activities already in progress at the school. The complexity of the restructuring process soon became apparent. Certain staff referred to as "the doubters" questioned the feasibility of restructuring. Lacking a real transfer of power to the school site confirmed the doubters' skepticism. Encountering numerous obstacles, the complex process of restructuring is seen as more analogous to moving though a maze than following a road map. Major elements of restructuring emerge within this school's model. Grade-level teams coordinated through a central school governance team facilitate shared decision-making and planning by principal, teachers, and parents. Students are also empowered through classroom forums and a student council. Despite the auspices of a state-sponsored grant awarded to a good school with strong leadership, motivated staff, strong parental support, and a proven record of instructional effectiveness, successful restructuring is not assured. Lacking the power to effect radical change, people in this setting were limited to small scale "tinkering" rather than restructuring. A summary of data suggests that: (1) Cultural readiness of the community, school district and school site are critical to successful restructuring. A real transfer of power may not be possible without such readiness. (2) Restructuring involves a redefinition of roles and relationships among people--particularly that between teacher and parent; teacher and principal. (3) The opportunity for developing inter-personal relationships among roles can be a valuable by-product of the training process. (4) Inclusion of all "stakeholders" especially central office personnel, school board members, and less-involved parents is essential for successful restructuring. (5) Models of school restructuring developed within The Massachusetts Carnegie Schools Grant Program may be of limited value. Restructuring as a strategy for improving the effectiveness of less successful schools is not demonstrated within this model.
Subject Area
Educational administration|Elementary education|Education finance
Recommended Citation
Patterson, Malcolm L, "Road map or maze? One school's experience of restructuring within the Massachusetts Carnegie Schools Grant Program" (1992). Doctoral Dissertations Available from Proquest. AAI9219478.
https://scholarworks.umass.edu/dissertations/AAI9219478