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• W177675066 abstract "Long before reinventing became a White House catch phrase, a mood favoring some kind of change in the government and management of public education had already begun at the grassroots level. Administrators have begun to borrow from the industrial movement for Total Quality Management (TQM). Even before that band-wagon rolled along, school-site management and site-based decision making had grown popular, and state governors had sent out signals (and even some waivers) to local communities that collaboration was a desirable way of managing the schools. Let's be honest. Few of these efforts are working as well as expected. Despite the enthusiasm for TQM, most examples of its use in education that I know of would embarrass the movement's founder, W. Edwards Deming. The main reason is that most top administrators exempt themselves from the process, and other managers cannot let go of the control of the organization enough to allow the forces for fundamental change to take over. School-site decision making has fallen prey to a similar fate in many places; it has been trivialized because people do not have or do not want the power to make significant changes. Figuring out how to assign spaces in the parking lot or how to divide up field trip funds are decisions that need to be made, but real changes in the lives of students and colleagues do not hinge on such decisions. And while those pushing collaboration and the cooperative provision of services within communities may talk a good game, their ideas are almost impossible to bring about because too many institutions are required to undertake radical change at the same time. Why are these well-meaning efforts coming up short? I suggest at least two reasons. First, most educators underestimate the profound changes taking place throughout society - changes in demographics and economics, in the nature of work, in the global marketplace, and in the impact of technology on how we acquire and deal with knowledge. In the past, schools have been the gatekeepers of access to formal knowledge, determining how and in what sequence children and young people learned. Forget all of that. The growing mismatch between school environments and students today stems largely from patterns of learning in society that are neither neatly organized nor subject to institutional control. This gap between the schools and the rest of society will only widen as the technology available to students outside of school continues to increase their access to information. For example, many youngsters are now zipping electronic mail through the Internet, a prospect that was not even contemplated just a few months ago. This frequent underestimation of the pace and depth of the changes now taking place leads directly to the second reason that educators seem satisfied merely to tinker with the system. This is the lack of good leadership. And again, let's be honest. Preparation programs for administrators, for the most part, reflect what school systems used to be, not what they are becoming. Teacher education and staff development are primarily organized around disjointed ideas, not around the rich knowledge about how children learn that would encourage teachers to take the lead in changing outmoded systems. Few school boards provide the leadership that the times demand. Much has been written about local school governance in the past few years - most of it critical of the defensiveness and lack of vision among school board members. It is a sure bet that, almost annually, national organizations of school administrators and school board members will publish advice about how to conduct their individual business and how to get along with one another. But they never settle the issue. True, turnover is high for both boards and superintendents, but these national groups give the impression that this is the most important issue they face. Few school boards get beyond efforts to smooth out this relationship so that they can focus on broad policy making and the forging of strong links with their communities. …" @default.
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• W177675066 date "1994-01-01" @default.
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• W177675066 title "Reinventing Local School Governance" @default.
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