By Brian J. Caldwell, Jim M. Spinks
This paintings is a sequel to The Self-Managing college and bargains with management tasks on degrees - as head of a college liable for loca administration and as a director in a neighborhood schooling Authority dependable
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Additional info for Leading The Self-Managing School (Education Policy Perspectives)
Example text
How can apparently contradictory requirements be reconciled? Within each level of the school system there is a bewildering array of expectations as far as statements of mission and vision are concerned. Are these any more than management jargon, initially having a religious or spiritual connotation, borrowed by business and now to be slavishly followed in the educational setting? How are these helpful in matters related to learning? What should be made of the recent interest in the culture of the school?
In anticipation of further change, the Education Department of Tasmania and the Centre for Education at the University of Tasmania sought the support of the Commonwealth Schools Commission in a project for the professional development of school administrators. Awareness of similar developments in other places suggested its value as a Project of National Significance. Support was received in the amount of $35,000, with the project commencing on 1 December 1982 and concluding on 31 December 1985, with reports of all stages published in 1986.
How are these helpful in matters related to learning? What should be made of the recent interest in the culture of the school? Will the call to nurture the culture of the school be yet another distraction for educational leaders? We believe that all of these developments have the potential to make a contribution to the quality of education in a self-managing school but agree that there is considerable confusion, caused in part by the jargon which has UPDATING THE MODEL 37 been borrowed so freely from other settings.
