The Collegial Model

Democratic & participatory approach

Decentralization

Empowerment
DEFINITION:
Collegial models assume that organizations determine policy and
make decisions through a process of discussion leading to
consensus. Power is shared among some or all members of the
organization who are thought to have a mutual understanding
about the objectives of the institution (Bush, 2003, p. 64)

1. Normative

Shared decision-making
Ideally based on
democratic principles
Ideas are discussed by
the group and a vote
decides the result
(Bush, p.65)

2. Authority of Expertise
Expertise = Knowledge, Skills, Experience
Leaders seek to influence the decisions of colleagues

status equals to be respected and consulted. (Bush

p.65, 76)

3. Common Set of Values

Arising from socialization
Shared educational objectives
Jointly held beliefs and values
(Campbell & Southworth, 1993, p. 66 in Bush, p.
66)

Strong harmony bias

(Richman & Farmer, 1974, p. 29 in Bush, p. 54)

4. Size of Decision-Making Groups

Small enough to make

everyone heard
Formal Representation

from different roles

within the organization
Not often meetings of the

entire staff

5. Decisions Reached by Consensus

Consensus = everyone agrees

Resolve problems by agreement

Force of argument: Stress is placed

upon discussion and persuasion.

(Moodie & Eustace, 1974, p. 221 in Bush, p. 67)

Appropriate to involve people in

decisions that affect their

professional lives

Elements of a collegial approach

for primary schools (Bush, p. 71)
Teachers talk about
teaching
Shared planning & prep.
Classroom observation is
common
Mutual training &

development
(Little, 1990, pp. 177-80 in Bush, p. 71)

Suitability of collegial model for

primary schools
Bush, p 71-72

Staff working groups

Curriculum coordinators
Acquire expertise / draw on

outside expertise
Work alongside teachers
Constructive scrutiny of
practice
(Campbell, 1985, pp. 152-3 in Bush, p. 7)

Organizational Structure
Lateral / horizontal structure
Participants have an equal right to determine policy

and influence decisions.

Committees made up of people from different areas
There are still leaders, but input and ideas are

accepted and used from all people

Limitations of Collegial Models

Too much discussion of what could be, and

not enough focus on reality

Slow and cumbersome because of all the

voices involved
Much time and patience is needed

Consensus or unanimous agreement is

very difficult to achieve

Limitations of Collegial Model

Tensions exist between bureaucratic components

of a school and the collegial decision-making.

Who is accountable?
Effectiveness depends on attitude and

commitment.

Questions?

Resources
Bush, T. (2003). Educaitonal leadership and management
(3rd ed.). Los Angeles, CA: Sage Publications.