ADMINISTRATIVE STRATEGIES FOR SCHOOL IMPROVEMENT

Administrative Strategies for School Improvement in Higher Education

Administrative Strategies for School Improvement in Higher Education

This paper outlines the range of school improvement interventions and programmes presently in action. It sum up the main features of those school improvement programmes that have been shown to work in practice. It also highlights the limitations of modern school improvement programmes and argues that school improvement requirements to be more thoroughly conceptualized and evaluated. The paper concludes by suggesting that future school improvement work needs to be more cautiously matched to the requirements of diverse types of schools. It also suggests that prospect development in the field must be premised upon what works in practice, somewhat than what fits in terms of political practicality. (Bakvis, Herman and David M. Cameron 2000)

Introduction

During the past decade there has been an increasing momentum in the UK, as in many other educational systems, towards educational reform directed at raising school performance. This increase in expectations has been accompanied by fundamental changes in the way schools are governed and managed. In most Western countries the pressure for change has manifested itself through government policies aimed at generating the impetus for school development. In reality, however, such policies have often proved counterproductive to innovation and change. The current dichotomy facing schools is one of greater central accountability and control, with an increased responsibility for self-management and development. Given this tension, it is not surprising that schools have not been able to generate school improvement strategies, or to implement successful innovations without external help and support. Consequently, a steady succession of school improvement projects, programmes and initiatives have presented an often bewildering set of choices to schools. (Bakvis, Herman and David M. Cameron 2000)

The body of international research focusing upon such programmes and projects is extensive and expansive. This literature has mainly focused on establishing, evaluating and refining strategies for improving schools. The purpose of this paper therefore is to review the major school improvement projects and to categorize the different approaches in evidence. In doing so, the paper will also address the issue of what works in school improvement and will point to some of the shared features of effective school improvement projects. It will also consider some of the limitations of current school improvement programmes, and suggest ways in which the field should move forward at a research, policy and practical level. In summary, the aims of the paper are:

* to review school improvement programmes that have proved to be effective and to summarize the main components of various approaches.

* to highlight the current limitations of school improvement programmes.

* to consider the future directions for school improvement if this is premised upon what works rather than what fits (Bakvis, Herman and David M. Cameron 2000)

The school improvement field

There are a wide range of school improvement projects and programmes currently in operation around the world. Clearly there is insufficient space in this paper to consider all the school improvement programmes within this particular ...