udget, curriculum, discipline, motivation, professional development, public relations, and technology, as well as expertise to the council. Power for struggling schools was primarily vested in a single decision-making council, with members elected from a group that was selected and disregarded everyone else; issues tended to be stuck on power and housekeeping issues and the SBM manual rather than curriculum and instruction (1-7).
Knowledge and skills at successful schools was a priority. The council set up a professional development subcommittee; all teachers participated in staff development training to have a common knowledge base and skills. Training needs were ascertained and training opportunities were arranged; teachers and administrators participated in training offered and shared their knowledge and skills with colleagues. Follow-up was important, workshops were replaced with ongoing training and su
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