In Chicago, where 150 small schools have been created since 1990, the district set up an office of small schools to help the leaders that run them negotiate the red tape. Prior to that office being created, only principals were permitted to deal with the central office, Wasley said, a problem for small schools, since many are run not by principals but by lead teachers as schools within schools. Yet these smaller units have their own unique set of needs, such as special areas for professional development, which the larger school might not share. Sherry P. King, superintendent of Mamaroneck Public Schools in Westchester County, N.Y., currently is grappling with how to create smaller learning communities to better serve the needs of all students. We were in some of the most needy parts of the Chicago school system, where there are a lot of lures for kids not to stay in school.
Small schools represent a particular opportunity and challenge for school leaders.
We certainly found that in the most successful schools, there was one principal who was supporting one or more small schools in one building. On the other hand, it increases the opportunity for being successful.