HOW IS THE PRINCIPAL'S ROLE CHANGED IN SDM?
校長角色在SDM中如何轉變？
SDM does not replace the principal as a decision-maker on all issues, Bauer emphasizes. Instead, the principal becomes "part of a team of decision makers" and will likely make decisions on issues outside the scope of the SDM group or committees. The principal plays a critical role in establishing and maintaining SDM.
SDM並不是取代了校長作決策的能力，相反地，校長變成決策團隊中的一部分，透過SDM團隊或委員會來進行決策，校長扮演的是建立及維持SDM的重要角色。
David Stine (1993) describes the principal's new role as an organizer, adviser, and consensus builder, who takes advantage of the group's thinking. Bauer calls principals who utilize SDM "internal consultants" who provide the staff with current research and advice. Others emphasize the facilitative aspects, such as finding space and time for staff to meet, helping groups work effectively together, and minimizing distractions and obstacles for SDM participants. The principal helps a school become ready for SDM by promoting a noncompetitive, trusting climate, creating opportunities for staff to express ideas, and placing a priority on professional development.
學者David則描述了校長的新角色，校長如同組織者、顧問及建立共識者，是一位採納團隊思考的人。Bauer則稱使用SDM的校長，是能夠提供工作團隊當前的研究和諮詢的內部顧問。其他強調能促進的方面像是為工作團隊會面而尋找地點和時間，幫助組織有效地共同工作，並為SDM的參與者盡量減少干擾和障礙。校長藉由非競爭性、任信氣氛、讓員工有發聲機會及優先協助專業發展，幫助學校準備就緒使用SDM。
WHAT FACTORS ARE IMPORTANT FOR SDM'S SUCCESSFUL IMPLEMENTATION?
那些是SDM的成功實施因素？
Several important guidelines have been suggested by SDM pioneers:
下列是由實施SDM的先驅所提供的幾個重要的指導方針：
* Start small, go slowly. Evidence on the adoption of innovations, say Gene Hall and Gary Galluzzo (1991), suggests that SDM will be most successful if carried out in small steps rather than "wholesale changes" foreign to your school and participants. Analyze your school's needs, then adapt selected processes that meet your local situation; additional components can be added when the staff is ready.
「由小部分做起，並且應當慢慢來」，透過小步驟的實施而非全面性的改變，SDM將是最成功的。應先分析學校的需求，然後當工作團隊已準備就緒後，選擇符合學校情況的實施流程。
* Agree on specifics at the outset. There is no single "right" way to do SDM; it depends on what you want from it. Many schools develop one decision-making team or council; others use several groups or committees. Unless mandated, decide who will be involved (Will you include students, parents, community members, and outside consultants?), the size of the group (Stine suggests nine to seventeen members), and how to ensure that the group will be representative. Determine how decisions will be made (majority vote or consensus) and who will make the final decisions on issues.
「一開始就要決定好實施的細節」，實施SDM沒有唯一正確的方式，它取決於你想如何實施，許多學校發展單一決策小組或委員會，而有些學校則有多數。要決定是誰參與其中(包括學生、家長、社區成員和外部諮詢者)？，小組的規模要多大(學者Stine建議九到十七名成員)？以及如何確保該團隊能具有代表性？決定要如要作出(多數表決或達成共識)？及誰做出最後的決定？
* Be clear about procedures, roles, and expectations. Lack of clarity leads to lack of progress with SDM. Staff members need to understand what steps and procedures are to be followed before decisions are made. Allen and Glickman learned that "unclear processes created confusion that fragmented people's actions," while clear processes empowered participants. Groups also need to understand whether they are a decision-making body or an advisory one; it is demoralizing for groups to think they are making decisions only to have their decisions vetoed. At both her schools, Meadows found it useful to spell out the SDM process in writing.
「要有明確的程序、角色和期望」。SDM若不明確則會導致缺乏進展，團隊成員應在制定決策之前，需要瞭解哪些步驟和程序要先遵循。不明確的流程會導致人們行動的混亂，團隊也需要瞭解它們是否是一個決策機構或諮詢機構之一，團隊若只有在投票時才會作決策的能力，這會使得團隊感到洩氣。
* Give everyone a chance to get involved. Decisions made by administrative appointees as opposed to elected or volunteer representatives may be perceived as top-down decisions. Volunteer positions or task forces give people the opportunity to participate as much or as little as they want. "The more accessible the process was to all teachers," say Allen and Glickman, "the more positive feeling they had for the process."
「讓每個人都有機會參與決策」。相對於經由民選或志願者代表的決策，行政授權的決策被視為一種由上而下的決定。然而志願者或工作團隊的力量給予人們彈性的參與機會，教師越是能夠參與決策就越是對決策流程有正向的感覺。
* Build trust and support. If mistrust and apprehension exist between administrators and teachers, SDM is not easily accepted. Don't push solutions on the group or override decisions delegated to SDM teams. Lack of hierarchical support can also lead to failure. "If the culture outside the school does not change," say Hall and Galluzzo, "those inside the school will find it difficult to take charge of decision making."
「建立信任和支持」。如果行政管理者和教師之間存在著不信任和恐懼，SDM就越是不容易被接受。不要在團隊中強行推動解決方案，或是重寫SDM團隊的決策。沒有科層的支持，也可能導致失敗。
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