I am generally regarded as outspoken and realize I should choose my words carefully, taking a step back to examine my own emotional triggers. Meeting regularly to discuss aspects of leadership has been very beneficial for me. Our weekly grad school classroom conversations have revealed to me an increasing skepticism about the future of education, the role of teacher leaders and the potential for disruptive innovations from the business community. When people speak about the current educational system as a throwback to the industrial revolution, it makes me wonder about the underlying assumptions. It seems to assume that corporate leadership dictates to educational leadership, that education is devised as a mechanism to support capitalism, and that human capital is groomed for production alone. This strikes me as a gloomy portrayal of Ann Rand’s Soviet school years; simply replace totalitarian regime with capitalism.
I question the value of simplifying, reducing the complexities of society to reflect the top down architecture we in the US strive to avoid, by embracing the notion of Democracy. In contrast, however, our government and governmental systems such as education appear to have the earmarks of Socialism designed to provide the appearance of equity and uniformity valued by a people who desire fairness and equal opportunity. A paradox exists. Katzenmeyer & Moller (2009) too, seems to acknowledge the second class status of teachers, saying that although teachers, like miners rarely see the light of day, they would relish the opportunity to contribute their expertise to those who are in more elevated positions and are able to take credit for all underground success by virtue of a tireless and loyal staff. Even the title of her book, Awakening the Sleeping Giant evokes a sense that teachers, like Rumpelstiltskin, have been passive and ineffective in determining the future.
As for adopting a business model for education, I see opportunistic service providers attempting to generate a regular income by securing government funding as an avenue to prosperity. Just like textbook companies and other purveyors of materials, schools find themselves beholding to long term agreements that do not make sense over time. Schools cannot afford to be locked into contracts that are not mutually beneficial. Teachers need to be involved in the decision-making process. Think employee ownership models, instead of pay for performance.
I have developed more empathy for administrators and the expectations set for them by a top-down system. Knowing how committed my fellow teachers are to providing student-centered education, it is particularly incumbent upon me to act as a change agent, helping to remove barriers that may prevent teachers from reaching this important objective.
Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant. Helping teachers develop as leaders. (3rd ed.). Thousand Oaks, CA: Corwin Press.
Leithwood, K., Day, D., Sammons, P., Harris, A., & Hopkins, D. (2006). Successful school leadership. What it is and how it influences pupil learning. (Research Report 800). University of Nottingham.