They may begin cutting corners and relying upon materials or lesson plans from previous years. As long as site-based management does not disrupt their existence, they may be eager supporters of the concept. They may even try to elect representatives to the school council who will block any school improvement efforts which might be taxing or require substantial change. Similarly, parents and community members may be reluctant to see substantial shifts in school practice which might vary too much from their own childhood experience. In some districts, word of new plans may leak out of the school council meetings in distorted form.
News comes to various constituencies with an emphasis on the most troubling elements.
Clear, frequent and effective communications with all constituencies are essential if the district wishes to avoid waves of anxiety. The importance of contacting all stakeholders in order to make sure their thoughts and feelings have received the attention and consideration due them imposes a special burden upon the school leadership. It is hardly a sprint toward excellence. Many districts reported that participants were unclear about how they were expected to act within the site-based management experience. Principals who had acted authoritatively in the past found themselves required to move in a more collaborative manner.