School-Based management: Will It Blossom?

SchoolRestructuring Parents Educators Business Sector Government Tertiary Institutes

School Restructuring Empowerment (Autonomy) Quality Education Accountability Tension

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 School Restructuring

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 School Restructuring

SBM is a proposal: decentralizede-bureaucratize  to decentralize and de-bureaucratize school control (Guthrie, 1986) democratic collegial  to drive school organization from a bureaucracy towards a more democratic and collegial organizational structure  for shared decision making within schools  to increase parental and communal influence in school decision making (Raywid, 1990) What is SBM?

SBM Bureaucratic Model Democratic/ Collegial/ Participative models School as an organization

SBM in Hong Kong 1991: School Management Initiatives (SMI) 1997:ECR No : School Based Management

SBM in Hong Kong Enhancing the flexibility over the deployment of funds Restructuring the SMC with enhanced accountability and transparency of SMC

Current Situation SMC (central) EDSSB School Advisory Council & School Executive Committee School Advisory Council & School Executive Committee School Advisory Council & School Executive Committee School ASchool CSchool B

New Situation ED SSB SMC (central) School Advisory Council & School Executive Committee Parents and alumni Community Teachers

SBM in Hong Kong  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 SCHOOL FAMILY Parenting Homework support Parent-teacher association Participation in school governance Voluntary services COMMUNITY School sponsoring body Media and social culture Business and non- government organisat- ions’ support for schools  Community resources to support informal education GOVERNMENT Policy formation System design and setting of standards Regulation Quality assurance Partnership and professional support to schools SCHOOL FACILITIES Buildings Technology infrastructure Library/resourc es LEADERSHIP forSchool management committee Principal Senior staff Instructional leadership Personal/interperso nal leadership Ethical/values/cultu ral leadership Strategic/managem ent leadership PRINCIPAL Educational commitment Leadership knowledge TEACHERS Subject knowledge Teaching style Attitude and commitment Self-concept Workload Professional development STUDENT Self-concept Ability Motivation Peer influence Family support CURRICULUM Formal, Informal, Non-formal curriculum ASSESSMENT for students for the school Policy Practice Publication Factors Affecting Teaching and Learning

SCHOOL SPONSORING BODY: VISION MISSION AND GOALS INSTRUCTIONAL POLICIES Curriculum Assessment Non-formal education Time allocation Homework policy Student support STUDENT LEARNING OUTCOMES EXTERNAL ASSESSMENT Student outcomes Organisational 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-EVALUATION Student achievement Organisational growth How School-based Management Influences Learning Outcomes

SBM in Hong Kong Activity 1: SBM Consultation Document SBM Consultation Document  Read the SBM Consultation Document published in 2000 (focussing on sections: 1.4, 1.7, , 3.6, )SBM Consultation Document  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?

SBM in Hong Kong 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)

SBM in Hong Kong Evidence from overseas: changecultural normsvaluesassumptions beliefs  SBM will realize its potential only when there is change in school’s cultural norms, values, assumptions and beliefs. (Brown 1990)

The evolution of Organization Theory Classical Theory Division of labour Span of control Hierarchy Goal definition Extrinsic rewards Social System Theory Human relations Informal groups Intrinsic rewards Psychological needs Open System Theory Input-output Event cycles Environmental exchanges Information theory Contemporary Theory Contingency theory TQM Self-organization Dynamical systems Chaos theory Industrial revolution 1930’s1960’s1990’s