school-based management: will it blossom?. schoolrestructuring parents educators business sector...

School-Based School-Based management: management:

Will It Will It Blossom?Blossom?

School School RestructuringRestructuring

Pare

nts

Educators

Business SectorGovernment

Tertiary Institutes

School RestructuringSchool Restructuring

Empowerment (Autonomy)

Quality Education

Accountability

TensionTension

Why Autonomy?Why Autonomy? It is the notion that the growth of school

bureaucracy has undermined the authority and

professionalism of teachers deflected attention from the central task of

teaching and learning


Why Accountability?Why Accountability?

Lowering standard of student performance which can be reflected in their language ability, critical thinking skills, problem solving and meta-cognitive skills, etc.

Changing economy knowledge society enhancing the competitiveness of the workforce


SBM is a proposal: to decentralizedecentralize and de-bureaucratizede-bureaucratize

school control (Guthrie, 1986) to drive school organization from a

bureaucracy towards a more democraticdemocratic and collegialcollegial organizational structure

for shared decision making within schools to increase parental and communal

influence in school decision making (Raywid, 1990)

What is SBM?What is SBM?

SBMSBM

Bureaucratic Model

Democratic/Collegial/

Participativemodels

School as an organization

SBM in Hong KongSBM in Hong Kong

1991: School Management Initiatives (SMI)

1997:ECR No.7

2000: School Based Management


Enhancing the Enhancing the flexibility over the flexibility over the deployment of deployment of fundsfunds

Restructuring the Restructuring the SMC with enhanced SMC with enhanced accountability and accountability and transparency of SMCtransparency of SMC

Current SituationCurrent Situation

SMC (central)

ED

SSB

School Advisory Council & School

Executive Committee


Executive Committee


Executive Committee

School A School CSchool B

New SituationNew SituationED

SSB

SMC (central)


Executive Committee

Parents and alumni

Community

Teachers


60% of the managers nominated by the School Sponsoring Body (SSB)

the principal – an ex-officio member teacher manager(s): one or more parent manager(s): one or more Alumni manager(s): one or more Independent manager(s): one or more

The composition of the SMC:The composition of the SMC:

TH

E S

CH

OO

L

FAMILYParentingHomework supportParent-teacher association

Participation in school governanceVoluntary services

COMMUNITYSchool sponsoring bodyMedia and social cultureBusiness and non-government organisat-ions’ support for schoolsCommunity resources to support informal education

GOVERNMENTPolicy formationSystem design and setting of standardsRegulationQuality assurancePartnership and professional support to schools

SCHOOL FACILITIES

BuildingsTechnology infrastructureLibrary/resources

LEADERSHIP

forSchool management committeePrincipalSenior staffInstructional leadershipPersonal/interpersonal leadershipEthical/values/cultural leadershipStrategic/management leadership

PRINCIPAL

Educational commitmentLeadership knowledgeTEACHERS

Subject knowledgeTeaching styleAttitude and commitmentSelf-conceptWorkloadProfessional development

STUDENT

Self-conceptAbilityMotivationPeer influenceFamily support

CURRICULUM

Formal, Informal, Non-formal curriculum

ASSESSMENT

for studentsfor the schoolPolicyPracticePublication

Factors Affecting Teaching and LearningFactors Affecting Teaching and Learning

SCHOOL SPONSORING

BODY:

VISIONMISSION AND

GOALS

INSTRUCTIONAL POLICIES

•Curriculum•Assessment•Non-formal education•Time allocation•Homework policy•Student support

STUDENT LEARNING OUTCOMES

EXTERNAL ASSESSMENT

Student outcomesOrganisational effectiveness

PERSONNEL POLICIES

•Recruitment•TPD•Performance management•Reward and compensation•Deployment•Exit policy

RESOURCE POLICIES

•block grant•IT strategy•Library resources•Building M&M•Community resources•Parental contribution•Revenue generation

SCHOOL MANAGEMENT COMMITTEE

•SSB nominees•Parent Reps.•Teacher Reps.•Principal•Community members•Alumni Reps.

SELF-EVALUATIONStudent achievementOrganisational growth

How School-based Management Influences Learning OutcomesHow School-based Management Influences Learning Outcomes

SBM in Hong KongSBM in Hong KongActivity 1:Activity 1:

Read the SBM Consultation Document published in 2000 (focussing on sections: 1.4, 1.7, 1.13-1.15, 3.6, 3.18-3.20)

Discuss (each group is required to present their finding):

Does SBM provide real autonomy to schools? Does SBM provide advantages in terms of increased

student learning and improved satisfaction of stakeholder groups?

How is education better in these restructured schools? Does SBM result in increased innovativeness?


Evidence from overseas:Evidence from overseas: The decentralization does not hamper

initiative taking, but neither does reward attempts at innovation. (Brown 1990)

Most schools involved in SBM do not look much different from schools that have not been involved. School personnel tend to continue to behave as they did under the previous structure. (Glickman 1990)


Evidence from overseas:Evidence from overseas:

SBM will realize its potential only when there is changechange in school’s cultural cultural normsnorms, valuesvalues, assumptionsassumptions and beliefsbeliefs. (Brown 1990)

The evolution of Organization TheoryThe evolution of Organization Theory

Classical Theory

Division of labourSpan of control

HierarchyGoal definition

Extrinsic rewards

Social System Theory

Human relationsInformal groupsIntrinsic rewardsPsychological

needs

Open System Theory

Input-outputEvent cycles

Environmental exchanges

Information theory

Contemporary Theory

Contingency theoryTQM

Self-organizationDynamical systems

Chaos theory

Industrial revolution 1930’s 1960’s 1990’s

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