The State Level of Policymaking

Vision in Legislature – an Oxymoron?

Individual legislators and the legislature as a whole have the greatest influence in education policymaking (page 263), yet how much knowledge do they have of the educational culture and needs that are to be found across their state?  Sometimes it feels as if they have no clue what’s happening in schools, and the laws and statutes they pass often reflect that.  As an educator, I would love to see legislators in the schools, or at least at board meetings occasionally to show that they are in the know about what’s happening in the schools, instead of blindly writing bills that will supposedly improve education. 

It’s interesting to note that public dissatisfaction leads to the most changes in policy, because it is often the key factor in placing issues on the government’s agenda.  “In order to do that, however, state legislators must first notice the problem; it is often surprising that they do not notice a problem until a crisis brings it to their (and everyone else’s) attention” (page 268).  These legislators are in their own ‘assumptive world of policymakers’, as the book puts it, and don’t see what they don’t want to see, until it comes to a crisis level.  This reminds me of the ‘putting out fires’ analogy a few chapters back – that managers are spending most of their time putting out the fires (the daily crises that constantly arise) instead of looking to the future and leading their respective schools or districts. 

I know that one of my responsibilities as a principal will be to implement the policies that are put in place by my state’s legislators, which means I will need to stay in touch with what’s happening at the state level of policymaking.  As I learn more about that realm, I will know better which legislators really do care about education, and will be willing to hear from educators and see what’s happening and what needs to happen.  I can then be an active supporter and join with others who feel the same and hopefully help shape the future.  

The Local System of Policymaking

Leading vs. Maintaining

Our schools, our districts, our states, our nation could use a few more leaders, and a few less maintainers.  Maintainers, those who simply “go with the flow” (page 258), are stuck flowing, just like water, downhill.  Water takes the easiest course, and is dependent on its surroundings to determine its course and speed.  Maintainers are the same, they don’t create, they don’t go above and beyond, they do just enough.  Sometimes they go faster, if the school and everyone else around is doing so.  Leaders seek change, the renewal process, to constantly improve and sometimes challenge the status quo to blaze the new trail that needs to be opened up, and bring his team along with him. 

When discussing his “Dissatisfaction Theory,” Lutz (page 248) states that, “School districts are in a state of satisfaction when the values of the community, school board, and superintendent are aligned.  In a satisfied community, school politics appears to be low key and uninteresting…”  That’s the current situation in my school district, thank goodness.  Our superintendent is starting his 13^th year in his position, the school board is smoothly operating and is in line with the superintendent, and the public plays a limited role.  He has done a wonderful job at leading the district along a likeable path, while creating a team atmosphere that has bonded the major players together quite nicely.  Every once in a while, a local political group will come along and press an issue that they don’t agree with and try to mix things up, stirring the public to create the dissatisfaction that Lutz talks about, which can lead to the change mentioned in the chapter.  My district really isn’t affected as much due to its teamwork nature, which is definitely a strength in the continual struggle to improve. 

As I look at how the major players are seemingly on the same team when they face most of the struggles, it is a great example to me as to how I’d like to run a school.  If I go in and try to make changes on my own, just for the sake of making changes, I’m going to constantly be fighting the teachers, staff, and community.  Change is a renewal process, a process of improving how/what we can do to continually progress and improve.  So if we can value the need for improvement, and if we become a team that can see and share the vision, mission and values, then the little roadblocks can be taken care of rather easily, and we will all be moving forward, hopefully in the right direction.  

Schools as Political Systems

To Politick, or... to Politick, That is the Question

"Today's teachers and administrators must simultaneously think and act as educators and politicians.  It is not always easy to combine these two roles" (page 235).   All my life, I've tried to stay away from politics, because I don't like the degrading manner in which they politick, the corruption that so easily comes, and the overall negative aspect I feel when I get involved in it.  And yet, as I learn more about administration, I see that I am going to get involved, whether I like it or not.  I like how the book (page 236) terms politics as being a "social conflict".  I deal with conflict almost daily, whether it be at home, at school, or at play.  Conflict is a continuing part of education - parents want what they think is best, teachers and their unions want what they think is best, same with administrators, the school board, everybody.  Everyone has a different point of view on things, and sometimes want different things.  So, if politics in education refers to the challenges and conflicts that arise amongst these groups throughout the decision-making process to better the school and community, then I will be a politician.  

"Deans of education colleges, university presidents, and others throughout the United States... used the argument that teaching the young was too important to be left to incompetent party leaders but instead should be entrusted to neutral, professional educators" (page 230).  I love this!  I wish there was less meddling from the higher-ups in government, but I also have to think that we, as teachers, maybe asked the government to step in.  The new political mandates that have us feeling so pressured have taken over our stance a bit.  I wish the government allowed for a little more of the 'defined autonomy' that was presented in the previous chapter.  Have the vision, set the goals, yes! but allow states and districts a little more leeway in the matter.  

As I get more involved in the school system as an administrator, I will need to know that politics is game I cannot afford to not play.  If I am to make changes for the common good of the students, school, and community, I need to be out there among the other groups and strive to solve the conflict in an orderly and kindly manner and let my voice be heard what needs to be done for those under my stewardship.  I also hope to make school politics more of a team game, working together for the greater good, instead of a 'free-for-all' between all the groups.  That way, people actually win - hopefully, those winners will be the students.

The Role of Superintendents

On paper vs. In Practice

I look at the job of superintendent much as I do a general manager of a professional sports team.  The general manager wants to win, and does all in his power to do so.  He tries to field a team that will produce results, and makes changes as necessary.  He has long-term as well as short-term goals, and works with team execs, the board, and managers to accomplish these.  When things are going well, he is lauded among peers, yet the public praises the team.  And the pressure is still on to further the success each year.  When things are going poorly, he is, along with the managers, are on the hot-seat.  He is very much in the public eye.  The politics of the position is nearly unbearable, for the board, the union, the public, the managers and even team players come to him (or more often, to the press) clamoring for what they think is best.  The future of the job is always in doubt, because what he produces and what actually happens are sometimes quite different.  He may field a team that looks to be fantastic, yet due to injuries, attitudes, or bad luck, the team may not live up to expectations. The performance of the team falls on his shoulders, even though he can't be there at practice or games and participate.  It seems to be a job that can be rewarding, but also can be filled with headache and troubles.  I hope I made this analogy fairly simple to understand (if I didn't, just ask), because that is how I see the job of superintendent.  

The superintendent is focused on student achievement, and the policies he decides can affect a good number of schools.  He doesn't, however, know every little thing that needs to be done at each site.  Walters and Marzano describe that, "Effective superintendents allow school sites 'defined autonomy' - that is, the freedom to make instructional decisions within the framework established by the goals and the mandated instructional program."  I feel my district's superintendent has really allowed for this in many areas.  He has set the parameters through the district's mission, vision, values, and goals, and schools then operate within that framework.

When I'm a principal, I'll know, that when I'm within the district's framework, my superintendent has my back.  I think our relationship will be quite similar to a professional teacher-principal relationship, with the exception of proximity.  I'll look up to him as a leader, work within his set guidelines, respect his broader vision, go to him with possible issues or for advice when necessary, etc.  And, at least, when times get tough, I'll know he's dealing with more than I am. :)

Principalship Today

Overburdened.  Constantly pressured.  Unending workload.  Do those words describe the job of your principal (and your future job)?  In reading this chapter, those descriptions seem to accentuate how a principal feels and what they have to face.  As the world has changed, so has the role of principal adapted in order to cover these changes - too bad the support hasn’t come along with it.  Administrators are pushed more than they ever have before, the public and the press are breathing down their necks, and the pressure to perform is at an all-time high.  

             “In summary, principals see themselves as overloaded with work and feel frustrated by bureaucratic red tape, political machinations, and the demands of NCLB… The resulting feelings of ineffectiveness often cause them a great deal of stress.  In spite of it all, principals feel resilient and hopeful.  They believe in themselves and in their capacity to be successful” (Sergiovanni, italics added).  There are many reasons to not go into administration, yet there are many reasons to go into administration.  This attitude of resiliency and hope is why principals and schools succeed.  As I reflect on my past and current principals, I can now place what I saw in their eyes as this overarching positive attitude.  Despite what they were meddling through, deep within was that belief in themselves that they were contributing positively, that they were making a difference.  

            So, instead of getting bogged down by the pressure and workload that will constantly be heaped upon me as a principal, I need to remember that I will be making a difference, I can be successful, my work counts - it is worth it.  As I do the things I know are right, I will be able to move forward with my school and community towards excellence.  Even as opposition comes, I will be resilient and hopeful, focusing on what’s best for our present and future.  I, as the principal, will be the key to that movement, and my attitude will be the key to my success. 

The Role of Teachers

Ethos of Teaching

How many times have you taught what you deemed to be a great lesson, only to hear your teammate talk about how they teach the same concept in a way that makes you jealous?  I reflected lots during and after my reading of this chapter, and really realized how isolated teachers are.  We (speaking of teachers in general) seem to be content with what goes on in our classroom, but we are really quite ignorant of what's going on around us.  Once we get into a groove, we get comfortable with what we're doing, and tend to stick with it for a while.  If it ain't broke, don't fix it, right?  Being isolated is easy, collaborating takes work.  I recently discussed our school's goals and vision with my principal, and when I brought up this isolation that we teachers face, she agreed completely and stated her wish that teachers would open their eyes to the great things happening around them.  We may think we're doing a 9 or 10 job, whereas our principal may see us as only performing at a 6 or 7 level, simply because they see a bigger picture.  

"The ethos of teaching," state McLaughlin and Talbert, "must change 'from individualism to collaboration, from conservatism to innovation.'"  My first year of teaching, my "mentor teachers" completely abandoned me, one before school even started, and the second after just a few weeks because my school was the farthest away for her to visit.  Needless to say, I struggled that first year.  But as I've become more dedicated to teamwork and collaboration, I have found my job much more rewarding, for many reasons: sharing makes burdens lighter, a help system is heaven-sent, successes shared lifts the whole, and discussion breeds innovation.  If "Research tells us that teacher quality is the most significant variable in student achievement", as shared by Sanders and Rivers (1996), then the reasons I shared above demonstrate that good collaboration is much more productive than isolation.

The one thing my principal said that helped me decide to start my Master's is, "It made me a better teacher."  I can already see myself being a better teacher because of the things I've read and discussed, and this chapter definitely helped.  I get to have a jump start on administration by expanding my vision as a teacher, helping lift those around me come out of their isolation, and assist them in seeing a bigger picture than just their classroom.  I have the opportunity to lead our team's summer work, and that is when I will start to try and change our team's ethos of teaching.  I have some challenging teammates, but by implementing my new knowledge into our work will hopefully lead us forward towards better teaching and increased student achievement.

Development of Thought in Educational Administration

The Human Side of Schools

So much of the talk of education these days, that I hear anyway, is centered on results, results, results.  As the higher-ups continue to focus on competition with other countries and test scores, let us down here dealing with the common folk not forget what education is all about: the students and their well-being/learning.  The school organization is (well, at least should be) centered on the individual.  As this chapter focused on the development of thought, I resonated better with everything that was related to the person more than the business.  

I also loved the culture building portion of this chapter, especially where it focused on communities.  On page 127, Sergiovanni (1994) said, "Communities are collections of people who are connected together because they share common commitments, ideas, and values."  He then went on regarding what schools should be understood as: Learning, collegial, caring, inclusive, and inquiring communities.  What struck me was the line under learning communities, "Learning is an attitude as well as an activity, a way of life as well as a process."  Reflecting on that, I totally agree.  I teach that "Attitude and Effort are everything", and I see that those who foster an attitude of learning truly let it become a way of life.  Some of my kids just get it, and it's wonderful to see, while for others, learning is stuck as being a process and an activity they have to do at school.  

As a future administrator, I want my school staff to be a tight-knit community, where we can learn with, connect to, care for, and include each other as we progress towards our goals.  I'd like for each of my teachers to reflect on why they began teaching and try to remember what it was like when more of the focus was on the kids, and then to work towards doing what's best for the kids again.  The human organizations of education stand unique, as well as critically important (Broudy, page 130), for to us is entrusted the "precarious hold of humanity itself."