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    Collaborating Through Shared Decision

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    Guyan Gordon
    This document discusses the importance and benefits of collaborative decision-making in schools. It provides examples of how teachers can be involved, such as professional learning committees and school improvement committees. Shared decision-making allows for higher-quality decisions by considering multiple perspectives and increases job satisfaction. However, it also presents challenges like requiring more time and potential groupthink. Planning is key to ensure representation and agreed-upon group norms and decision-making processes. Overall, collaborative decision-making leads to greater ownership of school goals and improved student achievement.

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    Collaborating Through Shared Decision

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    Guyan Gordon
    29 views7 pages
    This document discusses the importance and benefits of collaborative decision-making in schools. It provides examples of how teachers can be involved, such as professional learning committees and school improvement committees. Shared decision-making allows for higher-quality decisions by considering multiple perspectives and increases job satisfaction. However, it also presents challenges like requiring more time and potential groupthink. Planning is key to ensure representation and agreed-upon group norms and decision-making processes. Overall, collaborative decision-making leads to greater ownership of school goals and improved student achievement.

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    This document discusses the importance and benefits of collaborative decision-making in schools. It provides examples of how teachers can be involved, such as professional learning committees and school improvement committees. Shared decision-making allows for higher-quality decisions by considering multiple perspectives and increases job satisfaction. However, it also presents challenges like requiring more time and potential groupthink. Planning is key to ensure representation and agreed-upon group norms and decision-making processes. Overall, collaborative decision-making leads to greater ownership of school goals and improved student achievement.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    29 views7 pages

    Collaborating Through Shared Decision

    Uploaded by

    Guyan Gordon
    This document discusses the importance and benefits of collaborative decision-making in schools. It provides examples of how teachers can be involved, such as professional learning committees and school improvement committees. Shared decision-making allows for higher-quality decisions by considering multiple perspectives and increases job satisfaction. However, it also presents challenges like requiring more time and potential groupthink. Planning is key to ensure representation and agreed-upon group norms and decision-making processes. Overall, collaborative decision-making leads to greater ownership of school goals and improved student achievement.

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    Collaborating Through Shared

    Decision-Making
    BY MIDDLEWEB · PUBLISHED 11/12/2018

    By Ronald Williamson and Barbara Blackburn


    The days of the solitary school leader disappeared decades ago. But leaders
    still struggle with how to involve others in decision-making and how to build a
    viable and successful shared decision-making model.

    Professional collaboration is critical to the success of any school. The


    evidence indicates that decisions are better, have greater support, and are
    more likely to be implemented if they are the result of intentional collaboration
    with teachers, staff and parents.

    In every school you can find examples of involvement in decision-making.


    Sometimes it is systematic, intentional and deals with vital curricular and
    instructional issues. Other times it’s simply a way for the principal to ask about
    managerial concerns.

    There is no formula or perfect method for shared decision-making; however, it


    is most successful when the involvement is authentic, timely and a routine
    part of the school’s operations.

    Examples of Teacher Involvement in Decision-making


    Professional Learning Committee: Teachers on the committee review
    applications from teachers to attend conferences and make recommendations
    and decisions about approved conference travel. They provide substantive
    advice and feedback about school-based PD opportunities, as well.
    School Improvement Committee: Teachers and parents work with the principal
    to set school priorities, determine improvement projects, and allocate
    resources.
    Principal’s Advisory Committee: This group provides the principal with advice
    about important decisions. They serve as a sounding board for both day-to-
    day routines and important policy changes. 
    Scheduling Work Group: Many principals ask teachers, or department chairs
    in high schools, to work with them to determine the school’s schedule and
    teaching assignments.
    Budget Review Committee: Some principals share information about the
    school’s budget with teachers and work with a small group to make decisions
    about spending priorities.

    Benefits and Challenges


    There are many benefits of shared decision-making:

    ►Higher-quality decisions because more perspectives are considered

    ► Increased job satisfaction and morale

    ►Heightened sense of empowerment

    ► Greater ownership of school goals and priorities when participants have a


    stake in the decision

    ► Improved student achievement because of greater coordination of work


    among teachers

    Shared decision-making can also present challenges, including the following:

    ► Expanded participation may require more time to make decisions

    ► Group dynamics may stifle ideas, leading to “groupthink”

    ► Polarization can occur around specific points of view


    ► People feeling left out or that some have greater access and opportunity to
    influence decisions

    It’s possible to overcome each of these potential obstacles. When it comes to


    time, leaders have to weigh the slower decision process against the benefits
    that come from setting aside time for discussion and analysis of alternatives.
    Promising discussion and then failing to allow adequate time to address an
    issue is never a good idea.

    The dynamics of groups can be an issue but one that can also be addressed.
    The most successful collaborative groups develop their own norms for how
    the group will function and how they will make a decision. In addition to a
    decision-making model, norms often include things like how to involve
    everyone in the discussion, how to avoid distractions, and how to record and
    share decisions that were made.

    Garmston and Wellman’s Norms of Collaboration (2013) can serve as a model,


    but most groups tailor it to their own needs or develop their own. Be sure to
    adopt a decision-making model before you need to make a decision. Once a
    group in a Chicago area middle school established their meeting norms, they
    posted them in the room where they met, and reviewed them at the beginning
    of every meeting.
    A related issue is polarization that can occur around specific points of view.
    Successful groups welcome diverse perspectives but recognize the
    importance of establishing norms around discussion, use of data or expertise,
    and personal opinion. One middle school in suburban Phoenix established a
    norm that when speaking to an issue you could not cite your own
    “experience.” Individuals needed to cite research or guidance from a
    professional organization. That limited the use of phrases like “in my 30 years
    I’ve found. . .”

    Finally, people who feel left out or believe that others have greater access and
    opportunity to influence decisions can create tension. An inclusive group that
    represents all factions of a school community is critical, as is a design that
    allows for rotating representatives

    Overall, the long-term benefits of shared decision-making outweigh the short-


    term obstacles. When teachers, staff and families are active partners in
    decisions about their school, they have more ownership of the school’s
    direction and a greater commitment to its success. 
    Planning for Shared Decision-making
    The first step is to decide whom to involve. Ask yourself two questions.
    1. Who is most directly affected?
    2. How much can people contribute? What is their level of expertise?
    You might also consider other factors in order to facilitate your decision. Hoy
    and Tarter (2008) have suggested that if people have a stake in the outcome
    and have some level of expertise, they should be involved. If people are
    indifferent to the outcome and have no expertise, no involvement is needed.
    Finally, if people are concerned with the outcome but lack expertise or have
    expertise but are indifferent, then they should have limited participation. 
    Things to Consider
    ► What is the task?

    ► Who has a stake in the decision?

    ► Who should appropriately be involved because of their expertise or their


    role?

    ► How will the group be organized?

    ► What are the group norms?

    ► How will the decision be made?

    ► What is the timeline for completion of the task?

    Leadership Teams
    One of the most common structures for shared decision-making is a School
    Leadership Team, sometimes called a School Site Council or a School
    Improvement Team. It is generally composed of some combination of
    administrators, teachers, families, staff, and community members. Depending
    on your state or district, there may be laws or guidelines that determine the
    composition of your team. Some middle school teams also include a role for
    student representatives.
    As with any team, different points of view are important and add value to the
    decision-making process. However, in order to be most effective, principals
    should provide three structures to the group:

    Structures for Effective Leadership Teams


     Establish norms of operation (how the group will function) and
    norms for decision-making.
     Be absolutely clear about the link to the school’s mission and the
    importance of advancing institutional goals.
     Develop and model thoughtful decision-making processes.
    Depending on the specific needs of your school, you may have a variety of
    teams, such as instructional leadership teams or Principal’s Advisory Council.
    Decide which teams you need and how they will function within the overall
    decision-making structure. 
    Checklist for Formation of Shared Decision-making
    Teams
    _______          Is the purpose clear? Is the role well defined?

    _______          Is membership representative? Is membership appropriate to


    the task?

    _______          Are there agreed upon norms for operation? For decision-
    making?

    _______          Is there a mechanism to communicate with the larger school


    community? With other decision-making groups?

    _______          What is the process for concluding the team’s work?

    The bottom line is to be sure the purpose of each team is clear and the roles
    are plainly stated and well-defined.

    Conclusion
    Expectations for involvement in decision-making are the norm in almost every
    school and community. It’s evident that involving teachers, families and others
    can result in better decisions, decisions that are much more likely to be
    successfully implemented. But it’s critical to thoughtfully plan groups and
    provide time for them to get organized and establish norms that will guide their
    work.

    References
    Garmston, R. & Wellman, B. (2013). The adaptive school: A sourcebook for
    developing collaborative groups. Norwood, MA: Christopher-Gordon.
    Hoy, W. & Tarter, C. (2008). Administrators solving the problems of practice:
    Decision-making concepts, cases and consequences (3rd ed.). Boston, MA:
    Pearson Education.

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