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School Planning Councils Functioning Effectively |
October 26, 2004
Members of British Columbia's School Planning Councils are feeling positive about their role, according to a recent provincial survey. The majority (83%) of respondents report that their SPC is acting according to its mandate to "develop, monitor and review school plans for student achievement in conjunction with the school community." Almost all respondents (95%) report their schoolâs priorities were reflected in their school plan. Legislation establishing SPCs in public schools was introduced by the government in 2002. Their membership includes the principal, 3 parents, one teacher, and, at the secondary school level, one student.
The survey of SPC members was conducted in June 2004 by Don Cameron Associates, providing benchmark data after the first full year of SPC operation. Responses from over 1,100 SPC members across the province shed light on SPC operations, and members' perceptions on training, resources, improvement plans, and successes and challenges.
The report finds a high level of satisfaction with relationships among SPC members (90%), and with the school Parent Advisory Council (87%) and staff (84%). Fewer SPC members (63%) were satisfied with the relationship with the school board to whom the SPC presents its annual school plan. While improved stakeholder communication and collaboration were notable SPC successes, the most significant obstacles reported were maintaining parent membership, collecting and interpreting achievement data, and ensuring SPC work "makes a difference" to student achievement.
"Although SPCs are still evolving, they already seem to be functioning well in most schools," said Cameron. "This baseline data provides insight into the early challenges they are experiencing and how best to support their future work." The report offers nine recommendations to strengthen the capacity of School Planning Councils.
The survey had an overall response rate of 24%, with a margin of error of plus or minus 2.5%. The research was commissioned by the Society for Advancement of Excellence in Education (SAEE), a non-profit education research agency, with the financial support of the BC Ministry of Education and Max Bell Foundation.
For further information: Don Cameron (604) 535-5282; Helen Raham, Exec. Director, SAEE (250) 717-1163 |
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