By David Hopkins
This article represents the stories from six English talking nations within the box of college improvement making plans. There are chapters discussing employees improvement, caliber studies and college association and effectiveness.
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Extra info for Development Planning for School Improvement (School Development)
Stedman (1987) has provided an excellent summary with examples of this emphasis on practice-oriented staff development as follows: Effective schools gave demonstration lessons to inexperienced teachers . . provided extra preparation periods for novices . . [to allow them to observe] experienced teachers . . videotaped teachers' performances to help improve instruction and evaluations . . and helped teachers make selections of materials and teaching techniques . . The emphasis throughout the inservice training was on the exchange of practical teaching techniques and on making training an integral part of a collaborative educational environment.
In summing up this part of the chapter, we make the point that there are both explicit and subtle differences in the approaches to school development planning contained in the three documents we have examined. The explicit differences have already been identified and discussed. The subtle differences we note lie in the 'softness' of the Danish approach and the 'hardness' of the English and Queensland approaches, the bureaucratization of development planning in England and Queensland, the Danish respect for community democracy and finally, the centre-periphery press for conformity in Queensland and England and the respect for and protection of local school community controls in Denmark.
Strategies are needed that more directly address the culture of the organisation. (Fullan, 1990, pp. 248-9) This much is now known, though the degree to which it is accepted by practitioners is unknown. Important questions, however, remain unanswered. Everybody talks about the importance of school culture in sustaining innovation and change, yet there are real difficulties in defining school culture and even more in knowing how to change it. Certainly culture is not changed simply by talking about it: some action is needed.