School Improvement Groups Network (Project SIGN) : a two-year study of a collaborative school restructuring effort at the Camp Lejeune dependents' schools

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Patricia Jones Gaines (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Charles M. Achilles

Abstract: The purpose of this study was to describe the implementation in a school system of a collaborative, shared decision-making process, School Improvement Groups Network (SIGN). Specifically, the study explored and described the "how" elements of implementing participatory site-based management (SBM) in one school system. A related purpose was to describe and define these processes and outcomes in a manner that may help others in their pursuit of restructuring efforts. Qualitative case study was used to describe the collegial, focused, professional inservice provided by the SIGN project. The School Improvement Groups Network (SIGN) team included a site-level administrator, several teachers, and higher education, central office and other resource persons cooperating in school improvement. Each SIGN team established a goal, "gameplans" or incremental steps, and operating procedures. Continuous feedback, evaluation, and revision of improvement plans in a collegial setting allowed ongoing and collaborative school improvement. Major, positive and lasting changes resulted. Project SIGN was extended to all Camp Lejeune Schools in the second year of the study and changed to meet emerging needs identified by the CLDS administration.

Additional Information

Language: English
Date: 1992
Schools $z North Carolina $z Camp Lejeune $x Decision making
Management $x Employee participation

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