A differentiated staff paradigm for a new senior high school

• Main Author: Franklin, Robert B.
• Other Authors: Strom, Merle T.
• Format: Others
• Published: 2011
• Subjects: Education > Experimental methods.; School management and organization > Decision making.; Teacher participation in curriculum planning.
• Online Access: http://cardinalscholar.bsu.edu/handle/handle/176241; http://liblink.bsu.edu/uhtbin/catkey/415333

The purpose of the study was to create a differentiated staff paradigm for a new senior high school with a prescribed learning program but without a designated faculty. The paradigm was designed by identifying elements of a viable differentiated staffing pattern from a review of related literature and research, and incorporating the elements into a predetermined learning program for the selected school. The school selected for the study was a new senior high school in Elkhart, Indiana, which was under construction at the time the study was being conducted. The school was scheduled to open in September of 1972.The review of related literature and research included an examination of existing theory related to differentiated staffing and a description of three models of existing differentiated staffing programs. A review of the planning history and basic foundations for the school being studied was presented. Concepts upon which were developed the educational specifications for the high school, and which related directly to staffing considerations for the school, were described.A rationale for the paradigm explained why the selected school appeared to be an appropriate one to consider a differentiated staffing arrangement. The rationale reviwed process considerations for development of a differentiated staff paradigm. From the review essential elements of a differentiated staffing plan were identified and these elements were used as a framework for presenting a paradigm for the selected school.General conclusions drawn from the study included:1. Sufficient research on differentiated staffing programs does not exist to draw absolute conclusions about the concept.2. The process of relating a review of research and literature to a defined learning program for an impending high school can be utilized to design a differentiated staffing paradigm for that school.3. A functional differentiated staff will be founded on specialization of job responsibilities while insuring flexible utilization of individual competencies.4. Teachers must be intimately involved in the planning and implementation of a differentiated staffing program.5. The existence of a differentiated staffing pattern in one school will affect administrative and decision-making functions on a system-wide basis.6. Individuals accepting differentiated staffing positions with broader job scope than traditional teaching assignments accept, concurrently, a greater degree of responsibility.7. The greater the responsibility in a differentiated staffing position the greater should be the remuneration and involvement in decision making in that position.8. Evaluation of performance within a differentiated staff should be based upon measured achievement of described tasks.9. The role of the principal cannot be an autonomous one in a school which employs a differentiated staffing pattern.10. Both pre-service and continuous in-service training activities are vital to success of a differentiated staffing plan.11. In order to relate specialized positions to defined goals and individual skills, periodic evaluation and resultant restructuring of a differentiated staff organization is called for.Recommendations for further study were as follows:1. If a differentiated staff plan should be implemented within the selected high school a study of the actual plan vis-a-vis the pattern posed in the paradigm should be made.2. Successes and limitations of differentiated staffing programs in achieving stated objectives should be measured.3. Contrasting methods of evaluation of performance in a differentiated staff should be compared and analyzed.4. The effect of a differentiation of assignment on staff performance and morale should be assessed.5. The effect of implementing a differentiated staffing pattern in one school on the system-wide educational program should be studied.6. The relationship between differentiated teaching assignments and a concept of accountability in achieving educational goals and objectives should be reviewed.7. The role of the principal in a differentiated staff should be analyzed and reported.