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Alternative Supervisory Administration Form for Developing
‘School Climate’ in an American Urban School District
Reciprocal Accountability System between School and School Board
Yasuko Fujioka
Abstract(
The purpose of this article is to examine the significance and possibility of urban district leadership under the No Child Left Behind Act of 2001, focusing on the reciprocal accountability system between a school and school board, the New Haven Public Schools in Connecticut. The New Haven Public Schools has developed their educational accountability system to create a district-wide learning environment (also referred to as the climate). Their current efforts show the alternative supervisory administration form through their Shared Leadership model. Three major conclusions are drawn: 1) The district-wide focus on human development and collaborative approaches has affected students’ motivation to learn. As a result, they have developed many co-leaders among all the stakeholders. 2) The district’s annual Learning Environment Survey gives a voice to all the stakeholders—teachers, staff, parents, and students— and provides them an opportunity to share their concerns about their needs and the quality of the learning environment at each school. 3) District leadership affects each school's implementation indirectly, through the mediated role of the District Facilitator who affects implementation directly with reciprocity.
Key Words: school climate, reciprocal accountability, shared leadership, collaboration, urban district
