*Collegiality

* 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)

* Expertise = Knowledge, Skills, Experience

* Leaders seek to influence the decisions of
colleagues

* status equals to be respected and

consulted. (Bush p.65, 76)

*2. Authority of

Expertise

*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

*Teachers talk about

teaching
*Shared planning & prep.
*Classroom observation is
common
*Mutual training &
development
(Little, 1990, pp. 177-80 in Bush, p.
71)

(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
* Too much discussion of what could be, and not

Models

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

* Tensions exist between bureaucratic components of a

school and the collegial decision-making.

* Who is accountable?
* Effectiveness depends on attitude and commitment.

*Limitations of
Collegial Model

Resources

*Questions?

Bush, T. (2003). Educational leadership and management

(3rd ed.). Los Angeles, CA: Sage Publications.