Interview with James M. Coleman, Area Superintendent, Lakeside Administrative Center
The Cleveland Public Schools began decentralizing in 1980, and by 1992, all functions had been decentralized to the school level. For example, the position of director of local school budgeting was eliminated after principals gained sufficient budgeting experience.
In turn, schools created Local School Councils (LSCs) to oversee decentralized functions, such as building management, determining curriculum and instruction, monitoring the desegregation process, setting school regulations and rules, coordinating support services, and leveraging community resources. Parents must make up the majority of an LSC's membership, which also includes the school principal and teachers. The racial and ethnic composition of the LSCs is determined by the document School Attendance Report - by School, Cluster, and the District.
All LSCs elect a non-staff member to represent their group in one of six "cluster councils." These clusters consist of elementary, junior high, and high schools. Students typically remain within the same cluster throughout their school years. Six area superintendents, each of whom are responsible for one cluster, report directly to the deputy superintendent. Each cluster council elects one representative to the six-member "district community cluster council." This district council addresses local concerns through a clusterwide approach.
The rationale behind Cleveland's decentralization effort was to increase decision-making authority at the local school level in order to improve student outcomes. The effort was supported by a combination of community pressure, court-ordered decentralization, and widespread recognition that the current system could no longer be managed centrally. Nor were Cleveland educators adverse to change. After serving under eight superintendents in 12 years, it had become commonplace to them.
During the first years of decentralization, the Cleveland Public Schools hired consultants to assist with the effort. Since that time, many of the system's key stakeholders have received training. For example, many principals have received training in decision-making in a decentralized environment, sharing power, distinguishing leadership from authority, and delegating responsibility. LSC members have been trained to work effectively in their councils and to be sensitive to the dynamics of the governance structure.
Cooperation and funding "The major obstacle to decentralization has been a lack of willingness among principals to share in decision-making. Also, there has been a lack of information among staff and the community concerning the decentralization process, as well as a lack of funding for the training and consultative work required."
Training "Locally, teacher preparation schools need to train new teachers to work within a decentralized system, where they will share in decision-making. The district needs to ensure that administrators are given the proper training to work within its decentralized structure (e.g., understanding the dynamics of shared decision-making). Parents need training to become more involved with their schools and share in decision-making. The system needs to be open to change."
Posted on April 26, 1995
URL: http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/93-1clev.htm