The Necessity of Addressing Attitudinal Issues When Training for School-Based Shared Decision-Making
Document Type
Issue Area Three
Abstract
Many relevant issues arise when orchestrating the training for school-based shared decision-making. Granted, on occasions there is no training. In some instances, the training begins with in-services which teach staff members to conduct meetings or help them refine their goals and visions. Other approaches rely on critical thinking or public relations. Perhaps this training involves background in statistics, assessment, finance, educational law, or public policy. Apparently, school personnel often devote more time, thought, and energy to training than to the actual decision-making. Thousands of dollars and hundreds of hours are dedicated to determining and defining the roles, responsibilities, and skills necessary for effective decision-making; however, efforts continue to falter. Perhaps school-based shared decision-making cannot progress effectively until the stakeholders identify, address, and, in some instances, reconcile the attitudinal issues that pervade their institution and their site-based shared decision-making assignments.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
5
Issue
1
First Page
103
Last Page
105
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1994 Institute for Educational Leadership, College of Education, and the University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Schweitzer, David
(1994)
"The Necessity of Addressing Attitudinal Issues When Training for School-Based Shared Decision-Making,"
Institute for Educational Leadership Monograph Series: Vol. 5:
No.
1, Article 31.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol5/iss1/31
