A r c h i v e d  I n f o r m a t i o n

Audience Approved by PEP for teachers and administrators at all levels.

Description The Program for School Improvement (PSI) provides a framework of principles and premises for school improvement that has at its heart the condition that through collective choice and responsibility teachers share equally in decisions about school-wide teaching and utilize action research to evaluate the effects of these decisions upon students. The program aims to improve attitudes, achievements, and the quality of classroom and school life for all students; enhance the role of teachers as professionals in making instructional decisions; establish critical thinking and cooperation among school staff as they design, implement, and evaluate programs for school improvement; and establish better links between universities and public schools in evaluation, planning, and research.

PSI schools have been successful in reaching their individual goals, many of which have addressed the national goals. By implementing democratic procedures, League schools model the power of responsible citizenship (Goal 3).

Evidence of Effectiveness Participating schools demonstrate improved performance, as determined by each school's individual goals for: (1) students (e.g., reduced dropout and retention rates, increased number of dropouts returning to school or gaining employment, and improved student achievement, higher completion rates on required basic skill tests for graduation, improved student attitudes towards learning); (2) teachers (e.g., increased conceptual thought and internal locus of control); and (3) schools (e.g., improved organizational climate, more positive parent attitudes, and winning competitive state, regional, and national awards).

Requirements The organization of the work of PSI is through groups or clusters of schools. The make-up and size of these clusters and their school members may vary. Schools within these clusters provide assistance and support to each other. Adopting schools commit to the premises of PSI including voluntary participation, establishment of a democratic decision-making process over instructional and curricular initiatives, collection of data to assess the progress and effects of these initiatives, and participation with other League schools to share experiences with colleagues by receiving guests, participating in meetings, and making presentations.

Each adoption will be negotiated separately. Agencies that already have working relationships with clusters of schools best fit PSI's model.

Costs (PSI is a nonprofit organization.) Cost will be negotiated through a single fee that covers all costs. Fees will vary depending on the size (may range from three schools to 20 or more) and level of assistance (number of days and trainers involved, as well as amount of support services needed). Existing agreements range from an annual single fee of $3,000 to in excess of $20,000 (these fees cover all expenses including travel).

Services Awareness materials are available at no cost. Visitors are welcome at adopting school sites by appointment. Out-of-state awareness sessions may be arranged. Training is scheduled at a site convenient to the schools within a cluster. Training, implementation, follow-up, telephone and mail consultation, access to a national resource data base, and materials are provided to adopters.

Contact

Lew Allen or Carl D. Glickman, University of Georgia, 124 Aderhold Hall, Athens, GA 30602. (706) 542-2516. E-Mail: lps@uga.cc.uga.edu

Developmental Funding: University of Georgia, BellSouth Foundation, Georgia Leadership Academy, local.
PEP No. 90-2 (3/19/91)

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[Outcomes-Driven Developmental Model (ODDM)]

[Systemic Technology Planning to Support Education Reform (STPSER)]