Facilitative Power and Nonstandardized Solutions to School Site Restructuring

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Abstract
This article explores how administrators and teachers in 16 schools used facilitative power to develop nonstandardized site-specific restructuring programs as part of a statewide school improvement effort. Legislatively mandated teacher leadership of site activities generated changes in the authority and accountability structures of the schools. Both principals and teachers exercised facilitative power including resource acquiring, synergy creating, monitoring, networking, information distributing, lobbying, and modeling behavior. At most sites, school visions or missions were developed collaboratively and gradually and provided collective guidance. Each of the schools had shown evidence of readiness to change before beginning its school improvement project.

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