Oregon's educational reform package, House Bill 3565, puts the state on the frontlines of the implementation of school management including site-councils. The law requires that every school have a sitecouncil by September of 1995 to direct the application of the reforms outlined in HB 3565. The elements explained in this study serve to illustrate the process by which schools and community can effectively implement the state-mandated site-councils. The investigation was guided by the cooperative learning model, as the decentralization of school management mirrors the shift in the classroom to more interactive forms of instruction. A developing high school site-council in rural Oregon was studied to determine the steps taken to establish a site-council. Observations and interviews were made to discover the processes by which such a council creates the procedures necessary to garner credibility within the school and community. The findings from both the literature and observation include several necessary elements that help to insure success of a new sitecouncil. These elements are: administrative facilitation, diversity, training time and money, and structures that work to establish accountability for the decisions made by the council. Councils that have the support of the administration and have established attainable goals and efficient operating systems are more likely to achieve success than councils that are forming solely to fulfill the requirements of the law. Finally, teachers and . administrators need to be aware of their changing roles and recognize their new authority and responsibility.
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