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Victor A. Montemurro
Comprehensive Digital Portfolio
St. John's University School of Education

EDU 5419: Advanced Study in Organizational Theory
Professor Frank L. Smith, Jr., Ed.D.
November/December 2002

SJU Graduate Bulletin 2000-2002

This course provides for in-depth study of selected administrative and organizational perspectives and focuses on the review and the evaluation of the literature and current research in areas such as administrative processes, bureaucratic processes and dysfunctions, authority-power structures, organizational development, contingency theory, leadership theory, attribution theory, non-traditional perspectives and trends in managerial and administrative functions and roles.



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course artifacts.




Bryk, A. S. & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation.
The authors present the grounded theory of relational trust that developed as a result of research on the Chicago School Reform Act. The author's sought to explore the following central question:

What does it mean at the school site to implement a reform policy of decentralization with parent empowerment?

The Chicago School Reform Act called for the establishment of Local School Council six parents, two community members and two teachers. Also included was the principal and a high school student for secondary schools. The Local School Council, an elected body, was given wide-ranging authority for the governance of the school including the hiring and firing of school principals and allocation of funds.

Trust in Schools is based on the above study served as the major study effort of the course. The grounded theory of relational trust was aligned with other frameworks for studying organizational culture previously considered. Relational trust is essentially a sociological framework that may be applied to organizations and aligned with the structural, human relations, political, and cultural lenses for the study of organizations. The following criteria for discernment may be examined to assess the degree of relational trust in an organization: respect, competence, personal regard for others, integrity. A healthy organization, such as functional professional community (Newmann & Wehlage, 1995) will most likely exhibit a high degree of relational trust. The frame of relational trust may be added to Bolman & Deal's (1997) four frame view that includes the political, the human resource, the structural, and the symbolic frames.

The trust frame was personally engaging to me as a theory of human relationship in the organization as building trust was always an element of classroom interaction that I found essential to the development of readers and, in particular, beginning writers. Trust as a concept, and in the form of specific exercises and games, also played a role in my work with theater ensembles. Intelligent and creative working together and artistic expression depend upon trust as an inherent value in the creative process.


Course Products:

Chronology of the study based on Professor Smith's notes

Ridgeway Elementary School Case Multiple Frame Analysis

Trust In Schools Outline

Cohort members also completed the following multiple frame analyses of two other schools featured in Chapters 4 and 5 of the text:

Thomas Elementary School: Cultural Diversity as an Obstacle to Trust
Holiday Elementary School: Dedicated to the Welfare of Children

Additional Resources:

Both documents below are available from the Northwest Regional Educational Laboratory:
Building Trusting Relationships for School Improvement: Implications for Principals and Teachers, (September, 2003)

Building Trust With Schools and Diverse Families: A Foundation for Lasting Partnerships, (December, 2003)

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