Improve school-based management through intelligent networking

Nearly two decades after research suggested the concepts, [1] a consensus is growing in favor of school management at the building level, outcome-based curriculum and objective-oriented learning, complete with realistic training and performance measurement standards. Moreover, we have finally developed a means to transform the rhetoric into reality. Through computer networks even small schools or districts can easily and effectively evaluate needs, plan and implement improvements, and monitor performance on a continual basis. Numerous national studies [2] indicate that school-based management, with full decision-making authority and accountability at the individual-school level, is central to educational reform. For that approach to be successful, we must provide adequate support mechanisms for policy decisions, teacher involvement and curriculum development, planning, implementation, monitoring, and outcome-based learning. In this environment, computer networks can help local school principals and their staffs initiate and implement the necessary changes. The National Network Scene Merrimack Education Center (MEC) recently surveyed every state in the U.S. and found that approximately 60 percent now operate a statewide computer or telecommunications network. Major functions of these networks include state reporting, student information systems, e-mail, financial management systems, electronic bulletin boards (BBSs), instructional resource databases, instructional management tools and teacher certification records. States also listed additional functions of their networks such as test scoring and analysis, video instruction, educational data files, legislative information and computer conferencing. According to the survey, states reported that primary network users, ranked in order of frequency, are: principals, state departments, business managers, superintendents, teachers, curriculum specialists, librarians, personnel at institutions of higher education, researchers and school board members. Further, 75 percent of the states said that their networks link externally to other institutions--either remote or local--or to other networks. From this survey data, we can conclude some vital facts: that access to computer telecommunications systems, and the willingness to use them, exists in many of the nation's 16,000 school districts today. We may need to improve, however, the hardware and software tools, their ease of use and their interconnectivity capabilities to achieve maximum benefit for schools. Statewide computing networks can play a key role in achieving these goals. Networks, Integration Are Key To initiate school-based management successfully, educators and administrators must take maximum advantage of computer networks. Intelligent use of that technology can help to: * Strengthen the management of information within the school by providing decision-making support, resources and accountability for principals, their staff and community team members; * Integrate islands of computing and information, which must be linked for educators to be able to communicate effectively with one another (for example, linking student records with a curriculum management system); * Use computing as an information utility (i.e., provide more cost-effective and immediate access to more sources and types of information); * Link incompatible systems, allowing peripheral sharing and enhanced outbound communications facilities; * Meet the needs of individual schools while still enabling districts to distribute and manage software and resources centrally where appropriate; and * Link computer labs and classrooms to libraries and other departments, and connect individual schools to other district, regional, statewide, national and international educational institutions. Sophisticated and seamless networking technology exists today, at an affordable cost, to help meet all of those needs and more. …