Shared decision–making (SDM) was one of the major reforms of the '90s in the American schools. SDM involves fundamental changes in the way schools are managed, and alterations in the roles and relationships of everyone in the school community. It is a process of making educational decisions in a collaborative manner at the school level. The process is an ongoing one. While SDM takes many forms, it emphasizes several common beliefs or premises.

First, those closest to the children and staying "where the action is" will make the best decisions about the children's education. Second, teachers, parents, and school staff should have more say about policies and programs affecting their schools and children. Third, those responsible for carrying out decisions should have a voice in determining those decisions. Finally, change is most likely to be effective and lasting when those who implement it feel a sense of ownership and responsibility for the process.

The purpose of SDM is to improve school effectiveness and student learning by increasing staff commitment and ensuring that schools are more responsive to the needs of their students and community. SDM has the potential to improve the quality of decisions; increase a decision's acceptance and implementation; strengthen staff morale, commitment, and teamwork; build trust; help staff and administrators acquire new skills; and increase school effectiveness.

A larger number of alternatives can be generated and analyzed when more people are involved, often resulting in innovative approaches to issues. However, SDM brings challenges as well.

It places new demands on teachers and administrators. All participants must contend with a heavier workload and the frustrations that accompany a slower group process. Increased demands on participants' time may pose the greatest barrier to implementing and maintaining SDM.

The principal becomes "part of a team of decision makers" and plays a critical role in establishing and maintaining SDM by being an organizer, adviser, and consensus builder, who takes advantage of the group's thinking. Principals 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 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. For successful implementation of SDM it may be better to start small and go slowly, agree on specifics at the outset, be clear about procedures, roles, and expectations, give everyone a chance to get involved and build trust and support.

Our attempts to explore and experiment with SDM in different schools yielded amazing results repeatedly in the different social milieu that one worked in. It should be deliberately tried in many more schools of our country without qualifying it to the outer world and its characteristics. The approach is closely linked to the kind of person we are and hence the change needs to begin with us. Our outlook needs to be wide–angled with a certain concern and deeper understanding of people. Most of all we need to be caring towards people and deeply honest about this.