Shared Decision Making (SDM)

The review begins with a brief discussion of SDM and its place in the educational reform process which is followed by an in-depth look at Public Act 25 and its relation to SDM in Michigan schools. This first section of the review is then followed by an examination of literature related to: a) the role of the building administrator in the SDM process; and b) the role of the teacher in the SDM process.

It is no secret that over the last several years, the American system of public education has been confronted with staggering problems and challenges including those of school violence, increasing numbers of under-nourished and poor students, and the steady decline of student scores on national achievement tests (Papalia & Olds, 1992). According to Ornstein and Hunkins (1993), a wealth of empirical findings have shown that not only must reform be undertaken to meet these challenges and deal with these problems, but also that:

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went on to note that the knowledge and skill areas identified by principals were those which came more with experience than with training or education and recommended that principals new to site-based shared decision making seek opportunities to be mentored by principals who have acquired and successfully demonstrated the knowledge and skills that this change demands. Mizelle (1995) examined the role of the assistant principalship in urban public high schools in Virginia that were restructuring to SDM. Specific research objectives included determining the role of the assistant principal, identifying how the role had changed as a result of restructuring, identifying concerns and issues to be considered for redefining the role, and identifying modifications to enhance the role. Mizelle (1995) found that, in the literature, the role of the assistant principal in general and in schools that were restructuring had been ignored, and stated that there needed to be a more indepth look at the following themes: role definition, ambiguity, and conflict; changing relationships; decision making; shared leadership; job satisfaction; and career goals. A qualitative research design was employed in the research. All four schools exam
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Approximate Word count = 9402
Approximate Pages = 38 (250 words per page)

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