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• W284740993 abstract "Schools is general, and particularly those in metropolitan areas, have what social scientists refer to as tall organizational or institutional structures. This means at least two things. First, it means that schools have long chains of command. For example, the following hierarchical arrangement is fairly typical: from the teacher (to) the principal (to) the regional subject-area coordinator (to) the coordinator for elementary or secondary education (to) the assistant superintendent in charge of instruction (to) the superintendent of schools. Second, the fact that schools have tall institutional structures means that those people who occupy low-level formal positions in school systems have limited control. For example, principals might be directly responsible for only 20 or 30 teachers, whereas regional coordinators might be directly responsible for 5 or 6 principals, and, hence, 100 to 180 teachers. Two basic assumptions underlie tall institutional structures, with their long chains of command and their small spans of control. One assumption is that the most capable people in an institution are those who are at or near the top of the hierarchy. As a consequence, the institution expects them to provide most of the leadership and to make most of the important decisions. The other assumption is that those people at or near the bottom of the hierarchy are generally less capable and, in many cases, unreliable. Consequently, the institution expects little from them and, in fact, operates on the premise that they will function best when and only if they are closely supervised. It is little wonder, then, that teachers and principals in tall institutional structures, since they occupy positions at the bottom of the hierarchy, find themselves with little real authority, minor decision-making roles, and little opportunity to exercise leadership. An Alternative Structure There is a solution to this problem, a solution that involves more than merely attempting to restructure teachers' and principals' perceptions of what their roles and responsibilities out to be. Of course, this perceptual change is necessary, but in itself is insufficient. The solution also involves restructuring the organization itself so that, institutionally, different kinds of roles and responsibilities are not only expected but also demanded. Such a solution can take one of two possible directions. The first is to implement the dual structure. In such a structure, teachers and low-level administrators have one sphere of responsibility and high-level administrators another. High-level administrators could and should have the right to make purely administrative decisions, such as those related to financing; whereas teachers and principals could and should have the right to make decisions about professional matters, such as those related to curriculum and instruction. Although one may theorize that a dual chain of command in a school setting is possible, in this opinion it would be undesirable. It is believed here that, in order for the educational enterprise to be as effective and efficient as possible, close cooperation between all school personnel, teachers and administrators alike, is needed. If not a dual structure, what other direction can be taken to avoid the deleterious effects of a tall structure? The answer lies in making the structure flat. The two major characteristics of flat institutional structures are short chains of command and large spans of control. For example, instead of a principal being four steps removed from the superintendent of schools, as was the case earlier in our hypothetical tall structure, he/she would only be one or two steps away. And, instead of each person in an authority role being directly responsible for a relatively small number of subordinates, as in the tall structure, in the flat structure each person would be responsible for a relatively large number. …" @default.
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• W284740993 date "1994-03-22" @default.
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• W284740993 title "Needed: School Reorganization" @default.
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