Ongoing decisionmaking and practices of teachers to develop and maintain an inner-city school that works: A case study

This case study documents the ongoing development of a model junior high school in New York City's Community School District Four - East Harlem. The decisionmaking processes and practices of the teachers reflect their empowerment. The exceptional results produced in the school are due to the efforts of a well prepared and experienced teaching staff and the school's organizational structure. Decisions result from a rigorous and deliberate review of problems and ideas which lead the teaching staff to consensus. Prioritized options are offered to the administration for final approval. The principal encourages and supports teacher-initiated policymaking especially in managing instruction and students. Teachers share leadership responsibilities. Parents, students, teachers and administrators expect the school to be highly efficacious. Mechanisms for greater student and parent empowerment are being developed. The case study report contains significant recommendations for school change and improvement. Several models were uncovered: the programming model allows the sharing of junior high school teachers with the elementary school; the teachers' decisionmaking model allows teachers to make most of the school policy, and institutionalizes their involvement in all major decisions; special education models departmentalize classes and increase interaction with the general student population in many activities eliminating the tradition segregation of special education students; the leadership models allow teachers to take an active role in staff and curriculum development initiatives; and the student government model empowers students to make decisions about disciplinary actions and school policy.