| Good communication skills are important to the | | | | the meetings. Newsletters are an easy way to keep |
| success of a school site-based management council. | | | | others informed. Many times meeting agendas and/or |
| Decision making is another key component. In order for | | | | minutes can be adapted into a simple newsletter |
| a school site council to move forward, decisions must | | | | format for those who did not attend the meeting to |
| be made. This can only be done through | | | | read.A more straightforward, second method of |
| communication.Site-based management team | | | | communication is posting minutes and reports. These |
| members need to understand their role. Team | | | | postings can be displayed on bulletin boards in various |
| members are representatives for their particular group. | | | | areas around the school. The documents keep others |
| As a representative, team members must keep their | | | | informed and at the same time validate the work being |
| constituents (stakeholders) informed throughout the | | | | done.A third method of communicating takes time to |
| meeting process. Communication is an essential | | | | implement, however it can give the committee |
| ingredient to success. There are five popular methods | | | | additional information. At the end of each site based |
| of communicating that can be used in site-based | | | | management meeting, several minutes are given to |
| management team meetings. These methods will be | | | | review what was accomplished. Members hold a short |
| discussed further.The first method is sending | | | | discussion and select topics that they want to present |
| newsletters to teachers and parents informing them | | | | back to their representative groups. At the same time, |
| about the site-based management activities. Those | | | | team members share feedback given by constituents |
| stakeholders, outside the site-based management | | | | from the previous meeting. |
| committee, need to know what is taking place during | | | | |