What to Do with the Bounty? Organizational Patterns for the Implementation of Resources Allocated by the Courage to Change (Oz Letmura) Reform

A “cracking” school culture: leading resource exploitation during implementation of a national reform

“…Educational reform is a process in which schools negotiate with the establishment to bridge gaps and deal with tensions between the new policy with its external requirements and the school's own goals (Honig and Hatch, 2004). Reform implementation is challenging as school principals find it difficult to successfully exploit the additional resources they receive (Allen et al , 2012; Tamir and Shaked, 2016). Authorities enable school leaders to make decisions at the school level, and sometimes also assist them in resource allocation considerations (Honig and Hatch, 2004).…”

Under Pressure: Why School Managements Use Garbage Can Model of Decision?

“…In the administrative dimension, principals may also make decisions concerning various issues such as coordination of procedures and planning (Nir, 2000), staff management (Klein, 2012), the staff's professional development and marketing of the school (Oplatka, 2007). In the educational dimension, decisions may go beyond the integration of learning contents in the regular program, for example relating to the introduction of changes and assimilation of reforms in the education system (Tamir & Shaked, 2016). These decisions may be made in interactions with students, teachers, parents, local government entities, government ministry bodies and those who give different services to the school (Moos, Krejsler, Kasper & Brandt, 2005;Wang, Gurr & Drysdale, 2016).…”

“…The curriculum is relatively conservative and centralized (Inbar, 2009;Naveh, 2011) During the first decade of the 21 st century, two educational reforms, "New Horizon" and "Courage to Change", were gradually implemented in Israel's state schools -starting in 2008 and 2011 respectively. These reforms included auxiliary resources in the form of "individual" teaching hours to be exploited according to the management's discretion, so that the principals needed to make complex decisions effective immediately, determining how to use these teaching hours (Tamir & Shaked, 2016).…”

“…In the administrative dimension, principals may also make decisions concerning various issues such as coordination of procedures and planning (Nir, 2000), staff management (Klein, 2012), 4 the staff's professional development and marketing of the school (Oplatka, 2007). In the educational dimension, decisions may go beyond the integration of learning contents in the regular program, for example relating to the introduction of changes and assimilation of reforms in the education system (Tamir & Shaked, 2016).…”

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“…In the administrative dimension, principals may also make decisions concerning various issues such as coordination of procedures and planning (Nir, 2000), staff management (Klein, 2012), the staff's professional development and marketing of the school (Oplatka, 2007). In the educational dimension, decisions may go beyond the integration of learning contents in the regular program, for example relating to the introduction of changes and assimilation of reforms in the education system (Tamir & Shaked, 2016).…”