Statement of problemEducation reform legislation has provided the opportunity for parents, community and school staff to engage in school improvement. Teams comprised of administrators, teachers, parents, and staff (and students when age appropriate) drive the site based management shared decision making approach to restructure education. In Massachusetts and Kentucky, School Governance Councils are hallmarks of the legislation. The teams are provided various names and varying degrees of decision making power to improve education depending on legislative act (Massachusetts Education Reform Act, 1993; Kentucky Education Reform Act, 1990).Working as a team is very complex and requires training for the participants in order for the team to work well together and to thrive. Factors and variables for team building can be considered in a well thought out introductory plan supported by superintendent, school committee (school board) and administration. Understanding the importance of these variables to team function must be the consideration of school district leadership.Teams are entrusted with responsibilities for special education and education reform. The teams require evaluation from superintendents of schools and other central office administrators. These administrators must be aware of their responsibilities to the team as support, supervisors and evaluators. They must be able to recognize activities of a functioning team and must understand how to help a team that is not functioning.
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