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Iulia ISTRATE1
iiria@yahoo.com
ABSTRACT: School leaders across the nation are exploring ways to bet
ter educate students and improve school performance. Schoolbased
management (SBM) offers a way to promote improvement by decen
tralizing control to individual school sites. It attempts to give school
constituentsadministrators, teachers, parents and other community
membersmore control over what happens in schools. Understanding
the need for change is the first step in a transition. Having a vision of
what the change entails and what it is trying to accomplish is the next.
This includes defining high performance in a manner that can be agreed
to by the various stakeholders who become partners in the effort. An
explicit focus on educational outcomes frames the change to SBM in a
way that replaces issues of who gains and who loses power. Developing a
shared vision of the organization links people together and provides goals
and criteria for change activities and ongoing decisions. School districts
and the schools within them should involve stakeholders at all levels in
forming the vision, and then in giving it substance at the local level.
KEYWORDS: succes, performance, failure, difficulties.
Managementul este cea mai veche art i cea mai noua tiin care rs
punde tot mai prezent, n tot mai multe domenii necesitilor crescnde
de organizare, coordonare, conducere, dar i de reuita colar.
Succesul, ca reacie social la performana uman este o problem
intens cercetat n diferite contexte sociale, inclusiv n cel al colii, n
care se opereaz cu noiunile de succes i insucces colar, de reuit sau
eec colar. Dei este acceptat faptul ca succesul sau eecul colar nu pot
fi identificate cu reuita sau eecul n nvare (chiar n nvarea colar,
aa cum a fost denumit conceptul) nu exist prea multe studii cu privire
la condiiile de natur strict psihologic n baza crora s se diferenieze
cele dou situaii. De ce o nvare reuit nu devine automat i reuita
n activitatea colar, de ce dificultile n nvare nu reprezint un eec
colar sunt ntrebri la care psihologia educaiei nc prefer s rspund
cu instrumentarul teoretico metodologic al pedagogiei.
1 Profesor, Scoala cu clasele IVIII Alexandru Ioan Cuza, Bacu.
COLUMNA , nr. 2, 2013
351