In the 1970s, I had to take a class to renew my teaching certificate. This was a time of experimentation with school structure such as open space vs self contained vs having a class remain with a teacher for several years. A friend and I decided to do an independent research project to see if we could discover which organizational model was best. At that time, we thought the main purpose of a principal was to make sure we all had enough instructional supplies. As we visited many schools, we were struck by the fact that organization made very little difference. It was the principal who made the difference. I am now retired, but nothing in my years of teaching has changed that belief.
5
A principal can be a school's greatest asset, or its greatest liability. That is dependent upon how they support, or undermine their staff. Education doesn't occur in the principal's office. It occurs in classrooms under the direction of classroom educators. If principals feel left out of the education debate, teachers are largely ignored. Their role has been downgraded from that of a professional, to that of a technician implementing programs that come from on high. If we are serious about improving education, we need to stop looking past the individuals who are actually in the classroom doing the job. You want to know if the latest "fix" is working? Ask a teacher!
8
If, as a nation, we were actually serious about "fixing" schools, we wouldn't profile a rigged deal in Chicago while ignoring schools in desperate conditions a few blocks away. Instead, we would make sure every family in America has a guaranteed living income.
11
I agree - it's the person at the top who sets the tone and carries the guiding light. When I first joined the Army as a Flight Surgeon, a Vietnam veteran, a stern Command Sergeant Major came to my dispensary to coach me on leadership. He told me that everything that a unit accomplishes or fails to accomplish is the direct responsibility of the unit commander. Also he said that in order to be a good leader - you must lead from the front, experience the same hardships as your troops, and never show favoritism. These precepts have served me well over the years no matter what I am involved in.
7
High graduation rates. Improved math and reading scores at the elementary and middle school levels - but conspicuously, not the high school level. Tales of saving troubled students from non-graduation - but not from lack of subject proficiency.
This is a "success story" about lowered standards. A school boasting about its graduation rates is like a health inspector boasting about how no one ever fails the inspection.
As a high school math teacher who has worked for several schools, I've seen it before. I can envision what's behind the scenes at that school, because I've seen it before. "I know Kylie has a 6th grade understanding of math, does no classwork or homework and skips 30% of her classes - but she's in danger of not graduating, so you find a way to give her a passing grade in her geometry class or we'll find a way to fire you." "Curriculum is expensive, and making teachers make it themselves is free - and better still, self-written curriculum is easier to write at an easier, lowered standard than something that has to make it past critical eyes for state standards."
So I'm sure Maya graduated, and I'm sure the principal is on his way to greener pastures. Unfortunately, I'm also sure that most of these newly graduated students won't be majoring in engineering or medicine, with poorer and poorer math skills being acceptable for graduation.
This is a "success story" about lowered standards. A school boasting about its graduation rates is like a health inspector boasting about how no one ever fails the inspection.
As a high school math teacher who has worked for several schools, I've seen it before. I can envision what's behind the scenes at that school, because I've seen it before. "I know Kylie has a 6th grade understanding of math, does no classwork or homework and skips 30% of her classes - but she's in danger of not graduating, so you find a way to give her a passing grade in her geometry class or we'll find a way to fire you." "Curriculum is expensive, and making teachers make it themselves is free - and better still, self-written curriculum is easier to write at an easier, lowered standard than something that has to make it past critical eyes for state standards."
So I'm sure Maya graduated, and I'm sure the principal is on his way to greener pastures. Unfortunately, I'm also sure that most of these newly graduated students won't be majoring in engineering or medicine, with poorer and poorer math skills being acceptable for graduation.
3
I can assure you that this is not a case of lowering standards. My daughter is a sophomore at Kenwood. The curricula are self-written to coordinate learning across three 'tracks' with the goal of growth throughout the year as students gain mastery. Dr. Jones recognizes both the importance of college and finding the right fit for each student. College visits, which begin during the first week of orientation and continue throughout the four years, include a wide range of locations and types of schools (state, Ivy, small liberal-art, HBCU, etc). Report cards include not only grades, but percentage attendance (which is critical!), PSAT/SAT scores, and the average scores of admitted students to a range of colleges. What's going on behind the scenes at this school is teachers and administrators working to support the growth and potential of each student under the extraordinary leadership of Dr. Jones.
4
Very good stuff. Imagine calling a student into your office for a directional intervention. Amazing. And isn't this a little better than sending "the Feds" into Chicago?
3
I have seen first hand, the difference a good principal can make. The school I retired from was a disaster except for the one year we had the right principal, a former Social Studies teacher in the school.
He stood outside, rain or shine or snow to greet incoming teachers and students. He was visible , in the halls, respected staff and students, and they respected him. He had classical music playing during class changes. He stopped the inane " grade level assemblies" called during class-time, to berate students for behavior and encourage academics. They invariably devolved into chaos.
Unfortunately, he stayed for only one year, having accepted the position as a favor to the administration, who could find no one else. He got a standing ovation when he left. Then the school descended into disaster once more.
He stood outside, rain or shine or snow to greet incoming teachers and students. He was visible , in the halls, respected staff and students, and they respected him. He had classical music playing during class changes. He stopped the inane " grade level assemblies" called during class-time, to berate students for behavior and encourage academics. They invariably devolved into chaos.
Unfortunately, he stayed for only one year, having accepted the position as a favor to the administration, who could find no one else. He got a standing ovation when he left. Then the school descended into disaster once more.
9
As a school psychologist I was so glad to see this article! Every school I've ever worked in was managed through a hierarchy of control and authority that made it impossible to contribute professional expertise or innovation unless the principal was completely supportive. Unfortunately, there are a lot of principals out there who are just hiding out in a big bureaucracy, counting on their membership in the administrators' club to protect them from losing their jobs before retirement. All they want is the least amount of trouble possible to intrude into their daily grind.
A principal can harness a flood of dedication from teaching staff or destroy the morale of a school. And, teachers, look out when the state pays a corporation to step in to your "failing" school--your new principal's official mantra will be that the only contribution you can make is to do exactly what you're told, following scripted lessons designed to raise test scores. State-of-the-art leadership could profoundly improve the American schools. There are plenty of amazing, passionate teachers out there who are gagged and bound by utterly mediocre, authoritarian school administrators. What a waste! How about some real leadership to help these dedicated teachers change the lives of our kids? Great idea!
A principal can harness a flood of dedication from teaching staff or destroy the morale of a school. And, teachers, look out when the state pays a corporation to step in to your "failing" school--your new principal's official mantra will be that the only contribution you can make is to do exactly what you're told, following scripted lessons designed to raise test scores. State-of-the-art leadership could profoundly improve the American schools. There are plenty of amazing, passionate teachers out there who are gagged and bound by utterly mediocre, authoritarian school administrators. What a waste! How about some real leadership to help these dedicated teachers change the lives of our kids? Great idea!
9
I couldn't agree with you more! I have one child in public school and the principal of her school is amazing and our experience there has been far better than my other child who is at a private school. The private school principal did not listen to anyone, teachers, parents, etc. When he finally retired two years ago and a new principal was brought in it's been like night and day. The same teachers that from before seemed so upbeat with the change in administration. They smile more they interact with the parents more and it completely feels like a different school. Under the old principal I had a hard time recommending the school, under the new one I have no problem endorsing the school.
Within the first couple of months of the new principal being at the school my son said that the new principal had interacted with him more in two months than the prior one had in 6 years.
The principal at the public school has been amazing with the students, teachers and parents. Both schools have excellent teachers and a few not so good ones, but the difference in our experience has been the tone the principal sets. It's the difference between wanting to be a part of the community and just doing the bare minimum.
Within the first couple of months of the new principal being at the school my son said that the new principal had interacted with him more in two months than the prior one had in 6 years.
The principal at the public school has been amazing with the students, teachers and parents. Both schools have excellent teachers and a few not so good ones, but the difference in our experience has been the tone the principal sets. It's the difference between wanting to be a part of the community and just doing the bare minimum.
One sentence in this article caught my attention: "[Kenwood Academy] buys almost no outside curriculum guides, instead letting teachers write their own." I've read that similar policies are followed in other hard-pressed schools that are getting results, such as PS 172 in Brooklyn, which uses primary texts rather than expensive textbooks. I imagine that, in addition to saving schools a significant amount of money, this policy also galvanizes teachers by giving them autonomy, allowing them to exercise their own creativity and draw on their own experience. Which, incidentally, would make them truly accountable for their teaching.
7
I can assure the author of this article that he is quite wrong. Principals vary in ability, in morality, and in motivation. I have as a behaviorist worked with dozens of principals. Some are excellent, most are the middle of the bell curve, and a significant number are incompetent, unethical, and poorly educated. They are woefully ignorant as a group of best practices and research in education. Their knowledge of behavioral methods, which are central to teaching behaviors, skills and academics, is negligible. More often than not, they are incompetent at the two things that research shows makes principals good ones, helping create and sustain teams by providing space and time to meet. That alone is hardly ever done. We are still trapped in a leader centered school when collaboration and transdisciplinary teams accomplish so much more. If nothing else, principals, all too often caught in punitive actions, need to catch up on research. It is a crying need.
9
You have nailed it! The single most important resource needed to help teachers improve instruction is never provided: TIME. And the average principal just doesn't get this.
10
I've read nearly every comment and nobody has mentioned the degree to which building principals have been hamstrung by excessive and misdirected teacher evaluation policies under Arne Duncan's NCLB waiver plan. Want to make a good principal cringe? Just mention the names Marzano or Danielson. You could not imagine how many principal hours have been wasted nationally by forcing administrators to evaluate every teacher, every year with relentless stream of redundant and useless rubrics.
8
Principals and their administrative staff are very important in K-12 schools. During tumultuous times like integration, the Principal held the school together and monitored the teacher's reactions to minorities entering their classrooms. Students are learning all the time and go through phases of learning. During this time the role models change from parents and surrounding adults to teachers and administrative staff. This is why it is important to know the school your child is attending. Caring does make a difference. It should come from all the adults in the student's environment.
2
We know what we need: jobs, infrastructure, good schools, immigration reform and defense. We should be really good at all that.
instead, we have political fundraising battles and nobody benefits but government.
my education in 1950s and 1960s public and catholic schools was solid and not only because of Sputnik. We had a government with the resources and the will to teach the children of the WWII veterans. We taxed rich people.
instead, we have political fundraising battles and nobody benefits but government.
my education in 1950s and 1960s public and catholic schools was solid and not only because of Sputnik. We had a government with the resources and the will to teach the children of the WWII veterans. We taxed rich people.
7
Good Principals are valuable. But A good institutional system supported by teachers is better. A system we negotiated was professional learning communities. The point of this systemic change is to create a means to have teachers to discuss ways to make the system better, create common assessments to check for that, to use those assements to inform them as to how to teach it better, and to look at ways to remediate the students currently. The Principal in this case has to focus on helping and and making teachers accountable to doing this. This fosters an institutional change. When admin brought this to the negotiating table, two of us who understood economics, and had studied demming system of quality control, jump on this. To say the very least they were taken back by how quickly we jump on it. After all we are teachers and would like to make the classroom better. Better education equals happier parents, equals more money for schools. We negotiated time, but most important, that bad principals couldnt abscond with this time for their own professional development/often self serving issues. As it is our district has been shown considerable sustained improvement. Not by cheating on test, or by working to change to subset of students being tested. Real improvement. Yea good principals are important, but like a good constitution, a good contract holding all accountable is more so.
2
Setting the tone for the whole school the Prinicipal can greatly impact school quality. It is up to the community at large to vote for the funding needed for the school to offer the programs needed. But it is the responsibility of our business leaders and political leaders to create ways for parental involvement with the schools. Not parents chastising teachers for their kids failures, true involvement with those parents assisting in the classroom and volunteering on school renovation and beautification projects. Our business leaders and the investor class have seized so much increased productivity of workers as their personal profits the parents must both work and both often work two jobs. How can our children be cared for with parents having to time for them? How can our schools function as part of our kids educational experience when parents are unable to fulfill the family's job of teaching responsibility, manners, concern for others? Fix our schools? Besides the Principal, go to the elites and have them reward workers at the same rate they used to so parents can be parents and not just wage slaves.
2
Unfortunately, on Long Island, NY nepotism and favoritism is often the rule in selecting administrators. Many have had only a handful of years experience in the classroom; consequently they have a limited idea of how to help failing students. They become puppets in implementing "strategies" which their central administrators: curriculum directors and superintendents, who themselves are too far removed from the classroom, force them to implement. It becomes a "bottom down" approach, where teachers are often the last to be consulted as to what could work for unsuccessful students in terms of application of curriculum.
In addition, the money districts waste on the "newest" ideas comes at cost to parents and children, a shameful waste of valuable instructional time and financial resources that could be best used in replacing textbooks, fixing or replacing technology.
Teachers are parent's best resource, they see students in every venue, the classroom and in more casual places, hallways and cafeterias. Only if the relationship between the principal and the teachers is a wholesome and respectful one can real change exist.
In addition, the money districts waste on the "newest" ideas comes at cost to parents and children, a shameful waste of valuable instructional time and financial resources that could be best used in replacing textbooks, fixing or replacing technology.
Teachers are parent's best resource, they see students in every venue, the classroom and in more casual places, hallways and cafeterias. Only if the relationship between the principal and the teachers is a wholesome and respectful one can real change exist.
7
When I went to school and when I first started teaching, a principal would stay at the same school decades. Now if a principal does not perform he is moved after a year or two with little or no support. It takes a while to turn a school around and that comes with experience. It generally does not happen in a year or two.
When I first started teaching, superintendents came up from the community where they had lived all their lives. They also stayed decades and remained in the community as community pillars. Now schools go outside the disctrict to hire superintendents. These superintendents use small districts as stepping stones to large more affluent districts. They generally leave these districts in worse shape than when they started.
A rotating cast of principals and superintends is a rotating death spiral down for a district. School boards need to wise up and pull these people from the community they truly care about and give them the time they need to develop and make meaningful changes over time.
When I first started teaching, superintendents came up from the community where they had lived all their lives. They also stayed decades and remained in the community as community pillars. Now schools go outside the disctrict to hire superintendents. These superintendents use small districts as stepping stones to large more affluent districts. They generally leave these districts in worse shape than when they started.
A rotating cast of principals and superintends is a rotating death spiral down for a district. School boards need to wise up and pull these people from the community they truly care about and give them the time they need to develop and make meaningful changes over time.
8
Education is a partnership between the schools and parents. Many kids are stuck with loser parents who can't even speak English correctly and barely participate in the education process.
In the affected places, extend the school day so as to keep the kids in school as long as possible, away from their parents.
In the affected places, extend the school day so as to keep the kids in school as long as possible, away from their parents.
5
Mike, really? Keep the children from their parents because their parents are "losers?" As a teacher, I will never be able to take the place of a loving parent whose command of the English language may not be as fluid as mine. And I refuse to work longer hours. Where will you find teachers to add more time to their already exhaustive days? Adding more hours to the school day will not fix the problem. Ask an experienced teacher.
5
School performance closely track demographics. And demographics closely track culture. No amount of tinkering with principals, teachers or jazz programs is going to reverse the tidal wave of bad life lessons these kids are picking up at home and in their neighborhoods. We all know this, yet we keep sanctioning ever more educational reform programs in search of "equity," as if such a concept existed anywhere outside of the realm of philosophy. I guess it's a way of exculpating ourselves for preaching diversity, yet sending our own kids to good, majority-white public and private schools.
It's certainly a high price to pay for cognitive dissonance.
It's certainly a high price to pay for cognitive dissonance.
2
After reading this article, I have no idea what a principal's job description, responsibilities, or daily routine is. Only an assertion that in some magical way, based on commitment and caring and "setting a tone" for the school, he or she creates conditions leading to a happy and successful educational institution. I did not find this very helpful, or, in fact, convincing.
1
The job of the vast majority of principals in the vast majority of schools is very simple: just keep the lid on, and keep putting fires out. This may sound derogatory or jaded, but its true in most schools. The daily grind of transporting, feeding, caring for, and educating hundreds of young people for 7+ hours per day, day after day after day is beyond time consuming. Include the situational politics of teachers and support staff and the demands of state ed departments and its a wonder that anyone would want the job.
2
As a CPS high school teacher, I've seen how easy it is for U. of C. to devise metrics with which to give the appearance of progress. And graduating from high school is no particular achievement if all it prepares one to do is pursue more education - further education which is often undesired and increasingly baffling to finance. Nevertheless, the fact that Principal Jones took the time to meet with the struggling student and her mom himself shows us that he's an administrator who actually focuses on the people inside the building. Also, the importance of the student's mom's attendance at the meeting cannot be underestimated. I have over 150 students each year, and usually less than 20 parents show up for parent/teacher conference night.
4
I serve on the school board of a small rural K-12 district. My background is business with some time teaching in graduate college professional programs.
From my experience, I both agree and am not surprised by the solutions the article and many of the commenters put forth: strong leadership, effective and engaging teachers, supportive parents and communities, sensibile accountability/testing, and money spent in the classroom not on distant administrators.
The real challenge though revolves around what do you need to do all that.
First and foremost you need money -- lots of money to pay good teachers and principals a market-competitive salary. Secondly you need to make it much much easier to let go of poorly performing teachers -- yes, that means ending tenure as we know it, as in the vast majority of cases tenure does nothing for effective teachers and serves only to protect the failing or uninspired.
Thirdly, we need to allow local communities more control over their schools and stop wasting money and time and effort with mandates (way too many of them unfunded) handed down from local and national politicians (few of whom have spent little time in the classroom other than as students).
What works isn't that hard to figure out, really. Finding the political will to adequately fund our schools, staff them with the best and brightest, and then let them free perform their magic is at the heart of transforming our educational system.
From my experience, I both agree and am not surprised by the solutions the article and many of the commenters put forth: strong leadership, effective and engaging teachers, supportive parents and communities, sensibile accountability/testing, and money spent in the classroom not on distant administrators.
The real challenge though revolves around what do you need to do all that.
First and foremost you need money -- lots of money to pay good teachers and principals a market-competitive salary. Secondly you need to make it much much easier to let go of poorly performing teachers -- yes, that means ending tenure as we know it, as in the vast majority of cases tenure does nothing for effective teachers and serves only to protect the failing or uninspired.
Thirdly, we need to allow local communities more control over their schools and stop wasting money and time and effort with mandates (way too many of them unfunded) handed down from local and national politicians (few of whom have spent little time in the classroom other than as students).
What works isn't that hard to figure out, really. Finding the political will to adequately fund our schools, staff them with the best and brightest, and then let them free perform their magic is at the heart of transforming our educational system.
2
My mother worked for many years in high school administration. She liked to point out that the teachers are hired by the principal, the principal is hired by the superintendent, the superintendent by the school board and the school board is hired (voted for) by the people. It is important to understand the role of each part of the education system but it is clear who must ultimately take charge. This column is of value to the extent that it informs that process.
3
I recently became a teacher in a dual language environment in Houston, Texas. Coming from the outside it's fairly easy to see some of the problem. So many ideas coming from "on high" with no funds to implement them. Therefore everything gets put on the teacher who ends up working 12 hour days including weekends. One ends up focusing on a lot of training and paperwork that really serves no educational purpose other than ensuring "boxes are checked".
Secondly and most importantly, it is very easy to determine which children come prepared to learn at school which is nurtured in the home. All children have the ability to learn but if they haven't been prepared to do so at home they won't at school. Some exceptions I suppose but it really is apparent when you witness it first hand.
Secondly and most importantly, it is very easy to determine which children come prepared to learn at school which is nurtured in the home. All children have the ability to learn but if they haven't been prepared to do so at home they won't at school. Some exceptions I suppose but it really is apparent when you witness it first hand.
2
Per the article, teachers at this school are writing their own curriculum. My school district has dropped keeping up with curriculum and it is hard. We feel as though we are working twenty-four seven to write curriculum as well as teach. I'm wondering what other teachers who are experiencing a lack of curriculum thinks about this.
I'm not asking that our day be scripted - I like autonomy and the ability to let my creativity, gifts, style and love shine through. But writing my own curriculum has led me to some real hits and some real misses. So time consuming. I wish the article had focused on that part of the story. Of course, I'm talking elementary here which requires teachers to teach multiple subjects as opposed to one mastered subject.
I'm not asking that our day be scripted - I like autonomy and the ability to let my creativity, gifts, style and love shine through. But writing my own curriculum has led me to some real hits and some real misses. So time consuming. I wish the article had focused on that part of the story. Of course, I'm talking elementary here which requires teachers to teach multiple subjects as opposed to one mastered subject.
3
Mary, I too write my own curriculum, and I agree that the autonomy is great but the work never ends. I teach high school English - we've never had textbooks, student workbooks, or even access to online assessment materials. Plus our novels for student use are outdated and beat-up. So this means poring the Internet for useful readings, modifying texts for student use, writing all assessments ourselves, and keeping our fingers crossed that the copier remains operational. Meanwhile, our former CEO Barbara Byrd Bennet, is heading to federal prison for her financial corruption and kick-back schemes.
3
In addition to supportive and knowledgeable principals, schools need to be well-resourced with materials and support staff and specialists, such as art, music, PE teachers, Special Education teachers, ESL teachers, school psychologists, guidance counselors, tutors, and community volunteers, in addition to nurses, food workers, and custodians. A school is like a mini-city with an administrative and educational leader, and pretending that one part is more critical than the rest is false. Another unmentioned factor is the resegregation of schools exacerbated by gerrymandered districts, a lack of affordable housing, and low wages for the working and middle classes. Charter and voucher schools make the issue worse by duplicating costs at the taxpayers' expense. Parents should be able to choose any public school in their district, but will typically have to pay for or manage transportation. When we stop resourcing schools based on zip code, and creating private charter and voucher schools in poorer, black and brown neighborhoods (further impoverishing the public schools in those areas)as punishment for not performing well on standardized tests, expanding opportunities for working and middle class students will improve. As your story demonstrated, it wasn't the quality of academic instruction alone that turned Maya around, by on-going guidance and a team sport that woke her up.
1
We need to stop seeing the higher high school graduation rate as a victory - it reflects embarrassingly low standards.
2
This is a vestige of the punitive NCLB act. Schools could not change local cultures that did not value education (for understandable reasons) - all they could do was to alter graduation requirements. This was a movement that forced high schools to stretch the low end of the system to accommodate the struggling students, including low functioning Speds and ELLs who do not have enough time to properly acquire English.
1
I've said it before, and I will say it again: Show me a school with students who are failing, and I will show you a child centered school. They fail because parents care only about THEIR children, not all children, and they want the schools to accommodate that preference.
But when a school has a strong principal that sets the standards for both teachers and students, and won't be bullied or kowtowed by aggressive, narcissistic parents, schools thrive. Because they know, just like in the military, you have millions of privates but scant generals for a reason. Privates can't run the army because their sole focus will be what works for them. It's why you build them up by first tearing them down. If we really want to change our schools, we need to put more military-minded folks at the helm of our schools.
But when a school has a strong principal that sets the standards for both teachers and students, and won't be bullied or kowtowed by aggressive, narcissistic parents, schools thrive. Because they know, just like in the military, you have millions of privates but scant generals for a reason. Privates can't run the army because their sole focus will be what works for them. It's why you build them up by first tearing them down. If we really want to change our schools, we need to put more military-minded folks at the helm of our schools.
1
Very insightful and thorough story. Thank You.
I would suggest that people interested in this critical challenge also read
"I Got Schooled": The Unlikely Story of How a Moonlighting Movie Maker Learned the Five Keys to Closing America’s Education Gap Kindle Edition
by M. Night Shyamalan
Improving K-12 education is one of the most valuable things we can do for the person and society.
I would suggest that people interested in this critical challenge also read
"I Got Schooled": The Unlikely Story of How a Moonlighting Movie Maker Learned the Five Keys to Closing America’s Education Gap Kindle Edition
by M. Night Shyamalan
Improving K-12 education is one of the most valuable things we can do for the person and society.
1
It's IQ, friends, IQ. If we remove the children with IQ's less than 100, our test scores soar into the heavens. Our schools are fine, it's the students who do not measure up.
1
One more liberal myth: All children can learn (the same material at the same pace). Some can't learn the same material given an infinite amount of time, yet the politically correct powers that be insist on forcing them all through the same narrow keyhole of academic success. In NYS we have students with IQs in the 60s and 70s being forced through the same Regents testing program as the future valedictorians sitting next to them. Abusive and criminal on the part of NYSED.
1
Another 'happy ending' in Progressive land. As portrayed by one its dutiful caretakers, the NYT.
No mention the lack of 'air conditioning' had on the struggle. Nor why it is not necessary in Chicago, in May; and very seldom in late August. Truth is, most of the educator baby boomers in this country today, were not schooled in air conditioning. But then, students were schooled between Labor day and Memorial Day; not summer.
No mention the lack of 'air conditioning' had on the struggle. Nor why it is not necessary in Chicago, in May; and very seldom in late August. Truth is, most of the educator baby boomers in this country today, were not schooled in air conditioning. But then, students were schooled between Labor day and Memorial Day; not summer.
1
The way we do school improvement in this country is insane. Improvement is motivated by politics and the political system has a short attention span. In general politicians want to look like they are doing something, anything, so they can get re-elected.
One year, we are rolling out some giant reorganization of teaching, and the next year we roll out another one. We never wait long enough to see if something worked before we scrap it in favor the next acronym.
whatever was mandatory last year is now forbidden. First we had to have an "Aim:" then we had to have a "Topic" then we had to have an "Essential Question," then an "I Can" statement. No assessment of how the last one worked or why it needed to be changed, just yet another new rule, a new experiment that will not have its hypothesis test analyzed.
If you want to fix the school system stop paying outside "experts" to tell teachers how to teach.
Put the teachers in charge, let them work together democratically to run the school, and have the staff work for them. They can reach consensus on how they want to run the school and meet state and national standards.
Teachers know the students. Teachers can inspire one another and hold each other accountable.
They can hire accountants to make sure nothing is being stolen, and researchers to find new teaching techniques that they want to test (not that that are imposed on them by bureaucrats), and actually see if they work.
Teachers are professionals. Let teachers teach.
One year, we are rolling out some giant reorganization of teaching, and the next year we roll out another one. We never wait long enough to see if something worked before we scrap it in favor the next acronym.
whatever was mandatory last year is now forbidden. First we had to have an "Aim:" then we had to have a "Topic" then we had to have an "Essential Question," then an "I Can" statement. No assessment of how the last one worked or why it needed to be changed, just yet another new rule, a new experiment that will not have its hypothesis test analyzed.
If you want to fix the school system stop paying outside "experts" to tell teachers how to teach.
Put the teachers in charge, let them work together democratically to run the school, and have the staff work for them. They can reach consensus on how they want to run the school and meet state and national standards.
Teachers know the students. Teachers can inspire one another and hold each other accountable.
They can hire accountants to make sure nothing is being stolen, and researchers to find new teaching techniques that they want to test (not that that are imposed on them by bureaucrats), and actually see if they work.
Teachers are professionals. Let teachers teach.
2
Striking that so many of the people who lionize top corporate managers and applaud obscene pay for those managers ignore top managers in public schools. The do, however, blame workers in both environments. When things go badly in a company or a school, it's the workers or the teachers. When things go well in business, it's the executives. The conservatives (and Arne Duncan-style centrists) making this case pretend that public schools are overwhelmingly bad; hence the silence common with respect to principals
By contrast, when I've heard parents explain why their kid's school is great (or not), they often cite the principal and top school administration. Is that surprising? To Republicans and many Democrats, apparently yes. For decades now, we've heard blame heaped upon teachers. Principals are largely ignored. Parents are exempt from blame (even when they are to blame — there are more parents voting than principals). On several occasions. I've seen principals join the Chris Christies of the U.S. in blaming teachers.
Not surprisingly, many of the same people who rave about a need for higher pay to incentivize effort among corporate executives (or their snivelling servants in Congress) deny that there would be any benefit in higher pay for teachers or in larger budgets for more teachers and smaller classes. Not coincidentally, these conservatives (and many so-called centrists) send their kids to private schools, where many the prescriptions they advocate are rejected.
By contrast, when I've heard parents explain why their kid's school is great (or not), they often cite the principal and top school administration. Is that surprising? To Republicans and many Democrats, apparently yes. For decades now, we've heard blame heaped upon teachers. Principals are largely ignored. Parents are exempt from blame (even when they are to blame — there are more parents voting than principals). On several occasions. I've seen principals join the Chris Christies of the U.S. in blaming teachers.
Not surprisingly, many of the same people who rave about a need for higher pay to incentivize effort among corporate executives (or their snivelling servants in Congress) deny that there would be any benefit in higher pay for teachers or in larger budgets for more teachers and smaller classes. Not coincidentally, these conservatives (and many so-called centrists) send their kids to private schools, where many the prescriptions they advocate are rejected.
2
Will somebody please wake Donald Trump up long enough so he can read the chart in this article showing his two favorite "inner cities" to hate, Chicago and D.C. are on the top of the heap for gains in reading and mathematics from 2011 to 2015? And no he can't take credit it for it. He was the head of the "birther movement" at the time.
2
There are several things that this article is missing. One of the biggest factors in the improvement of CPS is the influx of well educated, upper income chicagoans who are now sending there children to public schools. With the opening of the selective enrollment high schools many parents are no longer sending their kids to private schools which has vastly improved the public school system. I agree that principals are the key but keep in mind that there are multiple factors that have raised the graduation and reading rates in Chicago. Emmanuels emphasis on high quality schools has brought many families back to the system which actually speaks to the need for public education in this country. In spite of Emmanuel progress it is important to note that the teachers are the backbone of a school and are now facing 5 days of furlough and well as a shortened year.
2
Good to see Louisville KY at a -1. This is what forced busing will get you. It also shows that this district doesn't care. Forced busing trumps education at all levels. I know. I live in this crazy city.
1
It's good to see a positive article about schools. But I don't like the reference to what upper middle class parents "give" their children. Parents pay taxes and if they make enough money, the taxes are higher and that goes into the schools. So there is no great mystery about that, either. And while money matters, schools with less can still do well with committed and skilled staff, and that means everyone. If you want results, it absolutely takes a village, not one teacher or one principal. As for bringing in Emmanuel, not impressed by that, either. Obama's administration had the chance to appoint Linda Darling Hammond and he/they chose Duncan instead, a loud slap heard around the world by those who try to improve teaching.
3
I have taught in the New York City public school system with all its storied challenges, and now I teach in a small-town public high school in Indiana, Shelbyville High School, which, a few years ago, had such high dropout rates it was featured on an episode of "Oprah" as a failing school. SHS has made an impressive turnaround and is now the cleanest, safest, happiest school in which I have ever had the privilege of working. The efforts of dedicated teachers, an involved community, and a strong administration combine to support the school's growing successes, but the true force behind its continued rise from the ashes is our spectacular principal, Kathleen Miltz. With a rare talent for both demanding and nurturing excellence, Mrs. Miltz doesn't just keep kids from falling through the cracks--she closes the cracks entirely. If all school principals were like Mr. Jones and Mrs Miltz, the American education system would finally take its place as a world-class institution.
3
The article points out that for this Principal to turn around a failing school it was important to make school fun - to make it a place the children looked forward to going. So where did this Principal start? The full orchestra, in addition to the Jazz Band, and then on to the sports programs. That's right, fun. And things other than academics.
The arts are being shunted because of budgets. That should be criminal.
The arts are being shunted because of budgets. That should be criminal.
2
When I served as a principal, I was often surprised by how little people seemed to understand the true nature of the job - all that people seemed to equate with the position was discipline. My very excellent training through the Massachusetts Elementary School Principals Association (MESPA) taught me it's really all about: creating a safe, orderly and positive culture, savvy hiring, and instructional leadership. Articles in the media rarely recognized the influence that principals have on academic achievement of students. Principals do this by the commitment they bring to hiring and firing. A good school may have a weak principal and excellent teachers - but an excellent school with have both.
2
This column seems more than a little obvious.
The principal, like the head of any organization/country, plays a significant role in the success of that particular enterprise.
Good principals evaluate teachers and support them and create environments in which they can be successful and children can thrive academically and emotionally.
Alas, petty politics often intrude on both the selection of and the functioning of competent principals.
Michael Bloomberg hired Joe Klein to turn the city school system around. He was at it for quite a long time. (I will avoid characterizing their success or failure but the "C-3" hiring process they put in place to effect the hiring of quality principals was a fiasco. This grossly flawed and inept system was abandoned after some five years.
I am a product of the public school system and City College. I received an education that provided for my future, and ache for a system that would provide for the children of today.
Meanwhile, I have over the last 40 years been witness to the hiring process at private schools. It seems to me that it is distinctly more intelligent, organized and likely to produce the kind of educational leadership that best serve our children.
The principal, like the head of any organization/country, plays a significant role in the success of that particular enterprise.
Good principals evaluate teachers and support them and create environments in which they can be successful and children can thrive academically and emotionally.
Alas, petty politics often intrude on both the selection of and the functioning of competent principals.
Michael Bloomberg hired Joe Klein to turn the city school system around. He was at it for quite a long time. (I will avoid characterizing their success or failure but the "C-3" hiring process they put in place to effect the hiring of quality principals was a fiasco. This grossly flawed and inept system was abandoned after some five years.
I am a product of the public school system and City College. I received an education that provided for my future, and ache for a system that would provide for the children of today.
Meanwhile, I have over the last 40 years been witness to the hiring process at private schools. It seems to me that it is distinctly more intelligent, organized and likely to produce the kind of educational leadership that best serve our children.
Most parents understand how important principals are. Unfortunately, principals in "program improvement" districts get shuffled around to different schools or into district office every couple of years. They never have a chance to build continuity at a school. One principal managed to pull off a miraculous improvement at a school near me. But she had to go after a couple of years, and the school is faltering again.
1
During my 26 year teaching career I had the experience of teaching under seven principals and six superintendents. The staff during this time largely remained intact and kept the ship afloat doing the day to day tasks regardless of who was at the rudder. Every principal had their own philosophy but most were bogged down trying to satisfy administrative policies and rarely were able to rise above the quagmire and inspire and reach the staff to excel.
Principals are former teachers who are used to working on their own, making decision in the classroom that affect largely their students but not the rest of the organization. Teachers have the final say in their classrooms without having to worry about anyone else's input. Principals must become managers of adults and work by generating consensus and support of their staff while adhering to educational policy. They must listening to angry and disgruntled parents, manage budgets, make painful decisions, deal with school boards and be a presence for students.
I think many principals are unprepared for the scope of the position, and are unprepared for the challenges of the position. Every once in a while you are lucky enough to get someone who can rise above it all steer the ship successfully to port. However, as in all professions, there are only a few of those individuals around.
Principals are former teachers who are used to working on their own, making decision in the classroom that affect largely their students but not the rest of the organization. Teachers have the final say in their classrooms without having to worry about anyone else's input. Principals must become managers of adults and work by generating consensus and support of their staff while adhering to educational policy. They must listening to angry and disgruntled parents, manage budgets, make painful decisions, deal with school boards and be a presence for students.
I think many principals are unprepared for the scope of the position, and are unprepared for the challenges of the position. Every once in a while you are lucky enough to get someone who can rise above it all steer the ship successfully to port. However, as in all professions, there are only a few of those individuals around.
2
In my thirty four years in elementary classrooms across three states, I can state unequivocally what makes a great principal and how a great school leader can have profound effects on teachers and students.
The best check their ego at the door, meaning they are open to real dialogue between staff and leadership. This also means that they can build a strong, innovative faculty and give them the freedom to try strategies and methodologies that aren't necessarily being forced down teachers' throats in a central office top down manner. "Whatever it takes" was our school motto set in motion by a great leader who allowed us to develop curriculum, loop with our classes if we desired, team teach, and set up targeted instruction for our struggling learners. Result-our school was the first Title I school in our district to receive an "A" by the state.
Leadership makes an enormous difference! The best principals set high expectations, know their staff, build strong relationships with families and communities, and still have a passion for education. The worst play favorites with staff, use evaluations as a punitive rather than instructional tool, and got into administration to pad their own paycheck as they wait for retirement.
The unfortunate part is too often at the district level, leadership is not looking for strong leaders and innovative thinking. They simply want a warm body to implement whatever micro managed agenda they choose.
The best check their ego at the door, meaning they are open to real dialogue between staff and leadership. This also means that they can build a strong, innovative faculty and give them the freedom to try strategies and methodologies that aren't necessarily being forced down teachers' throats in a central office top down manner. "Whatever it takes" was our school motto set in motion by a great leader who allowed us to develop curriculum, loop with our classes if we desired, team teach, and set up targeted instruction for our struggling learners. Result-our school was the first Title I school in our district to receive an "A" by the state.
Leadership makes an enormous difference! The best principals set high expectations, know their staff, build strong relationships with families and communities, and still have a passion for education. The worst play favorites with staff, use evaluations as a punitive rather than instructional tool, and got into administration to pad their own paycheck as they wait for retirement.
The unfortunate part is too often at the district level, leadership is not looking for strong leaders and innovative thinking. They simply want a warm body to implement whatever micro managed agenda they choose.
2
It is hard to give Chicago, a pathetic city when it comes to law enforcement, credit for much of anything - but of course, principals like leaders anywhere, are responsible for setting the "climate" at their school.
Even more responsible are parents, and that goes for parents of any color, including white.
The illegal drug abuse culture that now infects American society, is another significant factor.
At least Trump recognizes the drug problem.
Even more responsible are parents, and that goes for parents of any color, including white.
The illegal drug abuse culture that now infects American society, is another significant factor.
At least Trump recognizes the drug problem.
1
I get that this is written from the point of view of a business journalist.
Veteran teachers know there is an underside to the public school culture, and it's dark and culturally ingrained. Most of our school districts are shaped by a confederacy of incompetence. It's all local politics. The Board Office administrators have little interest in what's really going on inside the school buildings. The principals each have their own fiefdom, and as they bully and infantilize their predominantly female teaching staff, the Board Office looks the other way.
There is no easy formula to fix this, and no will in Washington, because the truth is that our "representatives" don't send their own kids to these schools. The nicer buildings represent window dressing for their own publicity. Our leaders would not be caught dead entering the crumbling cinderblock fortresses that most of our children trudge to daily, except for a photo op.
Veteran teachers know there is an underside to the public school culture, and it's dark and culturally ingrained. Most of our school districts are shaped by a confederacy of incompetence. It's all local politics. The Board Office administrators have little interest in what's really going on inside the school buildings. The principals each have their own fiefdom, and as they bully and infantilize their predominantly female teaching staff, the Board Office looks the other way.
There is no easy formula to fix this, and no will in Washington, because the truth is that our "representatives" don't send their own kids to these schools. The nicer buildings represent window dressing for their own publicity. Our leaders would not be caught dead entering the crumbling cinderblock fortresses that most of our children trudge to daily, except for a photo op.
1
Want to really fix the schools?
Go to the Board Meetings....and let them know your discontent. The principal and teachers have to follow Board policies, so there's little good to come from pressuring them. They are already pressured enough.
Get the Board to either change its policies or face the loss of your vote next election.
Go to the Board Meetings....and let them know your discontent. The principal and teachers have to follow Board policies, so there's little good to come from pressuring them. They are already pressured enough.
Get the Board to either change its policies or face the loss of your vote next election.
3
I'm so glad to hear that Maya is once again doing well. While I didn't have problems in school, because I loved it, I was a Navy kid, and moved often. My last move had me as a junior in high school. Sitting alone at lunch one day, the principal sat next to me. We had a long talk, when he encouraged me to be brave and meet others. I will never forget it. To this day (and it is some thirty five years later) I am grateful for his attention. Educators make a difference. God bless you, Les Metzger, wherever you are.
3
Michael Rutter demonstrated principals' importance in the early 1980s in Wales.
https://books.google.com/books?hl=en&lr=&id=j_7FcLrSrEQC&oi=... Rutter&ots=lKoxPRAI8K&sig=1j2RXDUTGXmlEEOXyGXTJcmlrho#v=onepage&q=Michael Rutter&f=false
https://books.google.com/books?hl=en&lr=&id=j_7FcLrSrEQC&oi=... Rutter&ots=lKoxPRAI8K&sig=1j2RXDUTGXmlEEOXyGXTJcmlrho#v=onepage&q=Michael Rutter&f=false
1
The importance of a good education cannot be denied. Let's give one example. One acre contains 43,560 square feet. If one acre on the American-Mexican border is subdivided into 43,560 square foot parcels that are sold to different individuals, how long would it take for the American government to re-purchase all of these parcels to build a wall across that one acre? What if those parcels of land were distributed to foreign nationals, say on their return to Mexico?
1
Yeah, well, you better check the data carefully with regard to those improved test scores and graduation rates before you start patting principals on the back. See, for comparison:
Columbus, Ohio - fired, licenses revoked, incentive comp recovered: http://www.dispatch.com/content/stories/local/2014/01/28/1-columbus-scho...
Atlanta, Georgia - convicted of racketeering: http://www.cnn.com/2015/04/14/us/georgia-atlanta-public-schools-cheating...
If it could happen in Columbus, Ohio and Atlanta, Georgia, it could happen anywhere.
Columbus, Ohio - fired, licenses revoked, incentive comp recovered: http://www.dispatch.com/content/stories/local/2014/01/28/1-columbus-scho...
Atlanta, Georgia - convicted of racketeering: http://www.cnn.com/2015/04/14/us/georgia-atlanta-public-schools-cheating...
If it could happen in Columbus, Ohio and Atlanta, Georgia, it could happen anywhere.
3
It is happening everywhere. Gaming the numbers is the root of most improvements. Changing cut scores is the easiest way to show improvement.
Relentless test-prep works too. But anyone who judges school success based on improved test scores is a fool.
Relentless test-prep works too. But anyone who judges school success based on improved test scores is a fool.
2
Why not run a story about Scott Pruitt's anecdotal evidence that carbon dioxide does not cause climate change? Sure principals make a difference but running one "success" story and then extrapolating to the rest of the country? C'mon NYT, if it were as simple as this story says it is, there would be no failing schools.
2
Political shenanigans funded by billionaires will soon end public education as we know it. Poor children of color are being humiliated and abused in "no excuses" charter schools. Betsy DeVos and the Trump administration are paving the way for vouchers to fund religious education with taxpayer money. Our schools and communities are becoming rapidly re-segregated.
Heartwarming anecdotes about a principal - or principals in general - are a distraction. Leonhardt and the NYT generally support so-called "data driven" educational reform measures that are making schools worse.
Want to fix schools? Address racism, poverty and mass incarceration. Fund public education properly. Pay attention to what developmental psychologists, neuroscientists and real educators know, rather than basing policy on the metrics-analysis musings of economists at think tanks. Reject the manipulation of propagandists at places like the Walton Family Foundation, the Fordham Institute or astroturf organizations like Families for Excellent Schools or National School Choice Week.
Heartwarming anecdotes about a principal - or principals in general - are a distraction. Leonhardt and the NYT generally support so-called "data driven" educational reform measures that are making schools worse.
Want to fix schools? Address racism, poverty and mass incarceration. Fund public education properly. Pay attention to what developmental psychologists, neuroscientists and real educators know, rather than basing policy on the metrics-analysis musings of economists at think tanks. Reject the manipulation of propagandists at places like the Walton Family Foundation, the Fordham Institute or astroturf organizations like Families for Excellent Schools or National School Choice Week.
2
America is an anti-intellectual culture. No other country denigrates their best students by calling them: nerds, geeks, dorks, brains and eggheads. There is very little schools, principals and teachers can do to overcome this negative attitude towards education.
It is noteworthy that immigrates and their children who come from cultures that value education are our best students. These children go to the same schools with the same principals and teachers as all other American children; however, there academic performance is excellent. They are over represented
in our best high schools and colleges and win many awards.
In addition, using anecdotes about some wonderful principals and teachers proves absolutely nothing. To improve the educational performance of all our students the entire country must make a concerted effort to show our children that we value knowledge. It would be a good idea to start with many of our politicians.
It is noteworthy that immigrates and their children who come from cultures that value education are our best students. These children go to the same schools with the same principals and teachers as all other American children; however, there academic performance is excellent. They are over represented
in our best high schools and colleges and win many awards.
In addition, using anecdotes about some wonderful principals and teachers proves absolutely nothing. To improve the educational performance of all our students the entire country must make a concerted effort to show our children that we value knowledge. It would be a good idea to start with many of our politicians.
3
"There is no great mystery to what students need. As Emanuel said, the goal is to create the kind of support and options that upper-middle-class parents all over the country give to their own children. When that happens, it’s the single best strategy for fighting economic inequality."
Ridiculous: the single best strategy to fight economic inequality is to create good paying jobs not only by using the money Wall St and other corporations have stolen from the American people, but by taking their power away and giving it to people who will build a real economy, not one based on fraud.
Ridiculous: the single best strategy to fight economic inequality is to create good paying jobs not only by using the money Wall St and other corporations have stolen from the American people, but by taking their power away and giving it to people who will build a real economy, not one based on fraud.
2
Yeah, it's sort of obvious that if anybody claims the best way to fight economic inequality is anything but instituting economic equality, that person's lying or mistaken.
But I'm not holding my breath. And so long as the inequities remain, it's going to be a good idea to try something to mitigate their effects. And it probably makes most sense to try that something in the schools where poor kids go. But I doubt Rahm Emanuel's approach of beating up on the teachers who are trying to help those kids is going to be too effective.
But I'm not holding my breath. And so long as the inequities remain, it's going to be a good idea to try something to mitigate their effects. And it probably makes most sense to try that something in the schools where poor kids go. But I doubt Rahm Emanuel's approach of beating up on the teachers who are trying to help those kids is going to be too effective.
2
Working in numerous different rural schools in Kenya and Guatemala in the 1980s and 1990s it quickly became clear to us on these two radio projects that the quality of the school was majorly influenced by the leadership quality and commitment to academic excellence of the headmaster, or the principal, as Americans call him or her.
This was confirmed not by a rigorous experiimental-control study but by hearsay – local parents tended to agree with these conclusions. Perhaps not Ordnung muss sein, but order over chaos.
This was confirmed not by a rigorous experiimental-control study but by hearsay – local parents tended to agree with these conclusions. Perhaps not Ordnung muss sein, but order over chaos.
1
This is just drivel...Teaching is one of the few professions that do not set their own standards of practice like lawyers and doctors. Quality Teacher Preparation at Universities is seriously lacking. The really smart women who used to teach because it was one of the only jobs available to women are now CEOs and such. Most importantly, public education has been wrecked by fake news and politics for decades and by communities who don't want to pay what it takes to attract smart talented women back to the profession. Yes, there are always exceptions, however;principals are more often than not managers trying to find money in the budget for the current flavor of pedagogy being pushed by higher ups at the district, state and even federal levels. Even though they often have only spent minimum time in the classroom; in decision making about student outcomes, they already have too much power in way too big school districts. I'd like to see all administrators recycled back into the classroom regularly; say, 3 years on and 3 years off. Then you might see some schools come back to life...
1
Teachers who've gone to college for education are better teachers than those without education degrees. There are certainly people who argue otherwise, due to ulterior motives or just plain ignorance, but they're wrong.
2
I came to teaching as a "third" career at the age of 50 after a successful life living many years overseas. While my first two years at the school I currently teach in were like a dream, these last two have been a nightmare. From an administration that only cares about their own careers and fellow faculty who mostly just don't seem to care, the drive for excellence has been beaten out of me. Although I still have a great connection with many students and am able to mentor, teach, and guide them, I am disillusioned and beaten down.
I believe that my school is probably similar to many others. Teaching and working in schools is too important an endeavor to be left to careerists and opportunists. I have never worked so hard for so little financial or moral reward. At my school, it seems like the teachers are the least respected and least important part of the school. If we want better people to become teachers, it is this type of culture that must change.
I believe that my school is probably similar to many others. Teaching and working in schools is too important an endeavor to be left to careerists and opportunists. I have never worked so hard for so little financial or moral reward. At my school, it seems like the teachers are the least respected and least important part of the school. If we want better people to become teachers, it is this type of culture that must change.
1
I am glad that someone in the media has noticed that there are administrators in public schools. For years it has appeared to me that the media, and the public, think that the teachers run the schools and are responsible for every single problem within them. They seem to think there is no school board and no administration. I worked in public schools for ten years and my spouse worked in one of the poorest public school systems in the country for 35 years, both of use as teachers. Sad to say, most of the administrators we have met have been incompetent idiots. There is a huge shortage of qualified administrators for the public school system, and actually many private schools as well. Until we address this issue there will be little improvement in the public schools. Teachers need the support of competent administrators. Too often they sabotage the efforts of the teachers and in most schools there is an antagonistic relationship between the administration and the teaching staff. This has nothing to do with unions. When you have people in charge who themselves don't understand the basic issues in curriculum and pedagogy and who don't want to support the teachers in disciplining the kids getting rid of the union will do nothing to help anyone with anything. In fact it will probably make the situation worse. Until the American education system does something to address the problem of poor quality administrators it will not be able to correct its many problems.
2
I taught at Paterson Eastside under Joe Clark in the 1980s (Lean On Me).
The transformation in building/classroom climate, student attitudes, and general safety was remarkable. Principal Clark was a relentless advocate for order and civility - and NO he did not carry a baseball bat (Time cover) - just a megaphone to praise or admonish from long distance. He provided a constant reminder to the over 3,000 minority students that they were 1)black (or hispanic) and that they were 2)poor - but they could not afford the third strike: 3)being undereducated. As effective as his approach was in improving the tone of a building that had been out of control, the one thing he could not provide was the economic hope that families needed - nor could he eliminate the institutional racism that still keeps many minority children from breaking the cycle of generational poverty. Any principal wishing to replicate his methods today would be stopped in their tracks because of the politically incorrect actions Mr. Clark had to use in order to rid the building of a small but dangerous group of young thugs who had no interest in their education to the detriment of the vast majority of good kids. By the way, the movie Lean On Me is a purely "Hollywood" take on reality. The intensity of Mr. Clark's management style was effective in the short term but a very difficult one to sustain - but his philosophy of "fixing" troubled inner city schools may be one worth revisiting and rethinking.
The transformation in building/classroom climate, student attitudes, and general safety was remarkable. Principal Clark was a relentless advocate for order and civility - and NO he did not carry a baseball bat (Time cover) - just a megaphone to praise or admonish from long distance. He provided a constant reminder to the over 3,000 minority students that they were 1)black (or hispanic) and that they were 2)poor - but they could not afford the third strike: 3)being undereducated. As effective as his approach was in improving the tone of a building that had been out of control, the one thing he could not provide was the economic hope that families needed - nor could he eliminate the institutional racism that still keeps many minority children from breaking the cycle of generational poverty. Any principal wishing to replicate his methods today would be stopped in their tracks because of the politically incorrect actions Mr. Clark had to use in order to rid the building of a small but dangerous group of young thugs who had no interest in their education to the detriment of the vast majority of good kids. By the way, the movie Lean On Me is a purely "Hollywood" take on reality. The intensity of Mr. Clark's management style was effective in the short term but a very difficult one to sustain - but his philosophy of "fixing" troubled inner city schools may be one worth revisiting and rethinking.
2
I'm a relatively new teacher with 8 years on the job in NYC and Chicago. It's nice to hear some positivity with regards to the data shared in this article. However, the principals I've have worked with (or heard about from colleagues) are mostly "retired" teachers looking for a bigger paycheck and less grading. It's rare to find the dedicated revolutionary at the helm and although I do think they are a key component of a good school, I think this article has a bit of a rose colored web filter.
2
The best principal I ever worked for came into my classroom every couple of weeks and sat quietly in the back, observing. When he left, he left a note telling me something specific that he liked about my lesson. Each morning he appeared on the televised announcements and described something wonderful that had gone on somewhere in the school the day before.
I watched the atmosphere of that school change drastically within a few months. More teachers like myself began to feel proud of ourselves and approach our students with a much more positive message. We focused on what the kids were doing right instead of what they were doing wrong - and the students responded by doing more things right.
American society can learn a lot from this example. When parents and school boards focus on the many things teachers get right instead of the many problems schools have, they will see a massive change in attitudes. In the same way a teacher affects the mood of the classroom, the principal affects the mood of the school - and of course society affects the mood of schools overall.
Bottom line: stop bashing teachers, principals and public education. It's gone on long enough, it isn't helping and never will, and our kids deserve a much more positive message.
I watched the atmosphere of that school change drastically within a few months. More teachers like myself began to feel proud of ourselves and approach our students with a much more positive message. We focused on what the kids were doing right instead of what they were doing wrong - and the students responded by doing more things right.
American society can learn a lot from this example. When parents and school boards focus on the many things teachers get right instead of the many problems schools have, they will see a massive change in attitudes. In the same way a teacher affects the mood of the classroom, the principal affects the mood of the school - and of course society affects the mood of schools overall.
Bottom line: stop bashing teachers, principals and public education. It's gone on long enough, it isn't helping and never will, and our kids deserve a much more positive message.
41
After 'A Nation At Risk' was published in the eighties a group of educational researchers at the U of Michigan did some serious research on what what was necessary for effective schools. One of the most important elements was the need for a strong effective principal. This may sound simple, but with emphasis placed on so many other variables in schools and the tugging that goes on between State officials, School Boards, Superintendents, and the teacher unions this important fact is often overlooked.
4
This is an anecdotal human interest story.
We need scientific studies about what helps schools, not anecdotes.
We need scientific studies about what helps schools, not anecdotes.
4
There is plenty of data and studies out there. Check out Diane Ravitch, Richard Rothstein, Martin Carnoy, Linda Darling Hammond and many more
1
Thank you for an article on what is working in education. Principals and teachers are smart people; we need to let them do their jobs.
2
The worldwide trend is a resurgence of Nationalism. ITT won't go away immediately, it may not turn for years or longer. The trend requires people to take care of themselves, no one is coming to bail you out, eithe you take care of yourself and your family or you end up destitute, homeless, hungry and without any healthcare. Many hopefuls may think the Nationalism tide will turn quickly, history tells us otherwise.
2
"So in August, before her senior year, Jones called her and her mother" - how about writing an article titled "wanna fix a whole host of problems? Stop having kids out of wedlock."
This is just another anecdote on how a father can be replaced. The op-ed writer makes a point to call out the mother's employment as an assembly line worker. Seeming how the mother isn't referenced for the remainder of the story, there must be an intended inference. Her mom's a hard worker, perhaps? Works long hours? So, in steps the principal to save the day! Mom's not noticing the bad behavior, bad grades, etc and dad, well... no mention of dad. We know the mom works at Ford. What about dad? Let's ignore that problem and write some feel-good story about how principals are game changers. With all of that said, and not getting into a deflective debate about birth control, abortion et al; this country really needs Op-eds about self-control, accountability, and discipline. Our collective sense of morality and ethics is so corroded that all we discuss is making birth control and abortion more accessible or the fear of either being less accessible. How about we start discussing marriage or responsible and accountable parenting from BOTH parents? The best I've seen the NYT do is write articles about dad's being in jail. Not husbands, dads. Are men simply sperm donors that may or may not pay child support? Seems nowadays this country runs, hides, or deflects from what it needs a healthy dose of: shame.
This is just another anecdote on how a father can be replaced. The op-ed writer makes a point to call out the mother's employment as an assembly line worker. Seeming how the mother isn't referenced for the remainder of the story, there must be an intended inference. Her mom's a hard worker, perhaps? Works long hours? So, in steps the principal to save the day! Mom's not noticing the bad behavior, bad grades, etc and dad, well... no mention of dad. We know the mom works at Ford. What about dad? Let's ignore that problem and write some feel-good story about how principals are game changers. With all of that said, and not getting into a deflective debate about birth control, abortion et al; this country really needs Op-eds about self-control, accountability, and discipline. Our collective sense of morality and ethics is so corroded that all we discuss is making birth control and abortion more accessible or the fear of either being less accessible. How about we start discussing marriage or responsible and accountable parenting from BOTH parents? The best I've seen the NYT do is write articles about dad's being in jail. Not husbands, dads. Are men simply sperm donors that may or may not pay child support? Seems nowadays this country runs, hides, or deflects from what it needs a healthy dose of: shame.
6
Let me know when you figure out how to shovel that shame onto anyone other than the young pregnant girl.
1
Wow, talk about completely missing the point of this article and the lessons that it provides on how to nurture troubled students and create a positive school culture. Your comments come right out of central casting, yet they offer nothing of value to those of us who actually care deeply about educating all of our children.
Thank you, Chicago Public Schools, for your "humanity" awareness and compassion. You amplify my still aspiring taste for what I experienced as a student whose early education "honorably happened" in a 1940s Haitian village. Amen!
1
I have been teaching Art in Public School for 24 years. I have taught in 21 schools. Over this time I've had two effective leaders, most are bureaucrats who view the teachers with disdain. Most are concerned with just one aspect: Legality. (What they can get away with not doing) this is not an exaggeration. Students and teachers are rightfully scrutinized and evaluated numerous times a year, every year.
However, ADMINISTRATORS have ABSOLUTE IMPUNITY. They do the hiring and nurture school culture. They make every major decision, and yet they are never evaluated by teachers, or parents. They are rarely evaluated by their own superiors. Our contract actually states that we all should be evaluating each other. However, this process has been routinely ignored. Over my two decades, I've had two effective leaders; loved by community. A good Principal is EVERYTHING.
My current Principal is excellent. I'm excited to arrive for work every morning.
However, ADMINISTRATORS have ABSOLUTE IMPUNITY. They do the hiring and nurture school culture. They make every major decision, and yet they are never evaluated by teachers, or parents. They are rarely evaluated by their own superiors. Our contract actually states that we all should be evaluating each other. However, this process has been routinely ignored. Over my two decades, I've had two effective leaders; loved by community. A good Principal is EVERYTHING.
My current Principal is excellent. I'm excited to arrive for work every morning.
9
I taught 15 years in 3 different schools (with students of varying socio-economic backgrounds); my experience has taught me that a student's success is largely a result of a combination of these elements (and largely in this order):
socio-economic background, parents supportive of education, community supportive of education, good principals/teachers/buildings.
socio-economic background, parents supportive of education, community supportive of education, good principals/teachers/buildings.
7
Principals set the tenor of a school and make all the difference whether students and teachers flourish. As a substitute teacher in New York City, I nominate the following principals for Honor Roll:
CARLAND WASHINGTON at West Prep Academy at the edge of Harlem for his kindness and devotion to students. Each morning announcement includes an inspirational message for students. He visits classroom not to harass teachers, but instead to contribute to their lessons or attend to students'
needs. He is equally involved in planning and helping with the annual Thanksgiving lunch.
HENRY ZYMECK, The Computer School, Upper West Side, is completely present in the lives of students and teachers. Genial and encouraging he even helps with planning outings and going along on them.
DR. ELANA ELSTER, Booker T. Washington Junior High School, at the edge of Harlem, greets students at the start of the day and send them off at day's end even in a rainstorm. The brainy, organized Elster is there to meet substitute teachers and hand them lesson plans and copies of material and go over them.
PATRICIA DREW, Assistant Principal, Independence High School, Hell's Kitchen, gives students, who had difficulties in prior schools, a 'second chance.' She is aware of each and every one of them. Remarkably, after a lesson plan went missing for this substitute teacher she offered to write one; she also took the time to look over one I crafted.
CARLAND WASHINGTON at West Prep Academy at the edge of Harlem for his kindness and devotion to students. Each morning announcement includes an inspirational message for students. He visits classroom not to harass teachers, but instead to contribute to their lessons or attend to students'
needs. He is equally involved in planning and helping with the annual Thanksgiving lunch.
HENRY ZYMECK, The Computer School, Upper West Side, is completely present in the lives of students and teachers. Genial and encouraging he even helps with planning outings and going along on them.
DR. ELANA ELSTER, Booker T. Washington Junior High School, at the edge of Harlem, greets students at the start of the day and send them off at day's end even in a rainstorm. The brainy, organized Elster is there to meet substitute teachers and hand them lesson plans and copies of material and go over them.
PATRICIA DREW, Assistant Principal, Independence High School, Hell's Kitchen, gives students, who had difficulties in prior schools, a 'second chance.' She is aware of each and every one of them. Remarkably, after a lesson plan went missing for this substitute teacher she offered to write one; she also took the time to look over one I crafted.
2
I was privileged to work with a principal who made a lasting contribution in our community for multiple generations. He was visible, approachable, and seldom spend time in his office. He read to kids during all 3 lunch periods, knew each student and their parents by name, didn't only come in classrooms to evaluate you, but he also, brought out the best in you as a teacher. Throughout the year, he gave teachers an extra plan time, and taught their class. Because of him, many children became upstanding students, and many average teachers became master teachers. I will always think of him fondly, as a mentor, as a friend, but mostly, as a person who brought the best in every teacher and student.
2
Thank you for this article. I couldn't do my job without my fabulous principle. Sure, he is my boss and I don't agree with everything he says or does. But strong leadership is invaluable. An educator who says administrators don't matter likely has never worked for a good boss.
1
YES! I have worked for 8 principals (at 4 different schools) and the tone the principal sets makes all the difference. My first principal and my current principal have both created a wonderful community of learning. I also do not agree with everything my principal does but she has earned my respect. And as a result, our school has been able to increase test scores and other achievement data. Finally, I am on of our school's Union representatives. What many people do not understand is that the Union is mainly concerned with due process. My current principal used this due process to dismiss a colleague who needed to leave the profession because of poor performance.
1
When I came to California from Chicago, both had good education systems, but California was the best and the Board of Education was a office within a office that supported the principals of the schools, which were responsible for the education of our children, but I watched the administration grow into this huge facility with it's own building and hundreds of employees and these administrators had to justify their existence and education in California and across our nation has gone down hill every since.. And then came Betsy DeVos, heaven help our children...
1
Won't work.
The school administrators own the system and they appoint the principal. School administrators protect their own at the expense of the students.
The school administrators own the system and they appoint the principal. School administrators protect their own at the expense of the students.
1
Principals are administrators. And if you were talking specifically about the central office administrators, they're hired by the school boards, who are in most cases elected. (You do have more of a point in some big cities where boards are appointed by a mayor, and therefore more insulated from democratic accountability.)
1
In these United States, every child is entitled to a free, public education. Why should some children receive better public educations than others? This has never made sense to me. Why aren't all teachers paid the salaries they should be paid, none making more than others because they teach in 'better' neighborhoods? I'm a public school teacher in a "high performing district" in the NYC area. Why aren't my colleagues in lower income districts, including the NYC Department of Education, earning the same salary as mine? The answer, of course is real estate value. Public education is based on the economics of Capitalism. If government equalized salaries, and paid ALL teachers what they SHOULD be paid, all kids would have a chance at great educators coming into schools. If teachers were paid MORE, not less for going to inner city and 'back country' rural settings, those kids would get t
This idea relies upon the federal government in paying teachers their worth. This relies on paying taxes commensurate with earnings/holdings and income.
Our children are the future of America.
Why doesn't Mr. Leonhardt include that the role of parents/caretakers, home-school connection, in not only "upper-middle-class" homes, but in EVERY home, is an essential component to what is "no great mystery to what students need". For low income families, it's their "great misery", due to inequality, prejudice, drugs and greed.
This idea relies upon the federal government in paying teachers their worth. This relies on paying taxes commensurate with earnings/holdings and income.
Our children are the future of America.
Why doesn't Mr. Leonhardt include that the role of parents/caretakers, home-school connection, in not only "upper-middle-class" homes, but in EVERY home, is an essential component to what is "no great mystery to what students need". For low income families, it's their "great misery", due to inequality, prejudice, drugs and greed.
5
*those kids would get the education that they're entitled to.
Michael Kennedy, a teacher, raises an important issue. In 37 years of teaching he worked for 13 principals. That's an average of only three years.
The principals set the tone for their schools, but on average serve only a few years. Why?
As Mr. Kennedy points out some of the principals he worked for were not up to the task and did not last long. So, it seems fair to think the better principals stayed for about 5 years.
Principals, and teachers, benefit from working in a school long enough to learn about the community, the families who make up the community and the students who come from those families. My wife is a retired teacher. She taught in a number of schools in Michigan, Connecticut, South Carolina, California and Minnesota. Her best teaching experience was in the school where she taught about twelve years and worked for three principals. The last of the three still serves as the principal in that school and improved both the school and its reputation.
The principals set the tone for their schools, but on average serve only a few years. Why?
As Mr. Kennedy points out some of the principals he worked for were not up to the task and did not last long. So, it seems fair to think the better principals stayed for about 5 years.
Principals, and teachers, benefit from working in a school long enough to learn about the community, the families who make up the community and the students who come from those families. My wife is a retired teacher. She taught in a number of schools in Michigan, Connecticut, South Carolina, California and Minnesota. Her best teaching experience was in the school where she taught about twelve years and worked for three principals. The last of the three still serves as the principal in that school and improved both the school and its reputation.
3
In addition to basic reading, writing, and math, students need a lot more training in life skills (how bank accounts work, how to apply for a job, how to get legal aid); practical job preparation (more "shop" classes); and basic statistics (how to read and interpret the news). My guess is that more people would stay in school if these things were offered and they would benefit from it more.
6
Wondering if David Leonhardt has seen 'Merli'. Teaching is a vocational career and rarely educational guidance in school is given on a volunteer basis. The Principal may also have to pay alimony, or keep a house.
When twins at age 12 visited recently around mid-afternoon, unexpected and a first sighting, I wondered if their parents knew where they were. No, and I decided not to ask if they had homework. The family history was placed on the table without any coaxing on my part, and I thought little hope, not much future for these bright eyes, growing up too fast and with too much experience.
'You don't want to get involved' from the elderly landscaper the next day. None of what he preceded to tell me came as a surprise but it explains that the 'Home', if there is one is often broken in some way.
Times have changed because people have changed times, and at boarding school in France, only my close friend and I, in a classroom of 44, came from some form of serious disruption, divorced or separated parents.
If grown-ups, with some child left in their make-up, could set an example, it might be a first step. But they are often trying to keep their nose above water these days. When asking an elderly sibling what was happening to the students, often despondent, a professor of Egyptology with a cat, he remained as mute as the Sphinx of Gismo.
Save Our Children. For those who have time to spare and care, offer volunteer services.
When twins at age 12 visited recently around mid-afternoon, unexpected and a first sighting, I wondered if their parents knew where they were. No, and I decided not to ask if they had homework. The family history was placed on the table without any coaxing on my part, and I thought little hope, not much future for these bright eyes, growing up too fast and with too much experience.
'You don't want to get involved' from the elderly landscaper the next day. None of what he preceded to tell me came as a surprise but it explains that the 'Home', if there is one is often broken in some way.
Times have changed because people have changed times, and at boarding school in France, only my close friend and I, in a classroom of 44, came from some form of serious disruption, divorced or separated parents.
If grown-ups, with some child left in their make-up, could set an example, it might be a first step. But they are often trying to keep their nose above water these days. When asking an elderly sibling what was happening to the students, often despondent, a professor of Egyptology with a cat, he remained as mute as the Sphinx of Gismo.
Save Our Children. For those who have time to spare and care, offer volunteer services.
1
The author claims that it is difficult to fire bad teachers. In support of this claim he cites a 2009 New Yorker article which describes how incompetent New York City teachers are not fired, but removed from the classroom and to while away the work day in a "rubber room" where they do nothing useful but draw a paycheck.
This may describe the situation in NY (at least in 2009), but it does not generalize well to the rest of the country. The school district in my area has fired teachers (for good cause). There is no "rubber room". Indeed, I suspect that the situation described in the New Yorker article is not relevant to many districts, even though it is regularly cited by critics and commentators as representative of the US educational system.
In areas without powerful teacher's unions (e.g., Indiana), a shortage of good teachers must be blamed on something else. Perhaps it would make sense to write an article on why more highly qualified individuals do not seek a career in teaching. And, if teachers are overpaid and under worked, why do good teachers quit to do something else?
The "rubber room" story is a distraction in the larger picture of US education.
This may describe the situation in NY (at least in 2009), but it does not generalize well to the rest of the country. The school district in my area has fired teachers (for good cause). There is no "rubber room". Indeed, I suspect that the situation described in the New Yorker article is not relevant to many districts, even though it is regularly cited by critics and commentators as representative of the US educational system.
In areas without powerful teacher's unions (e.g., Indiana), a shortage of good teachers must be blamed on something else. Perhaps it would make sense to write an article on why more highly qualified individuals do not seek a career in teaching. And, if teachers are overpaid and under worked, why do good teachers quit to do something else?
The "rubber room" story is a distraction in the larger picture of US education.
5
Thank you very much for this comment. I live in the Midwest and I am baffled and annoyed by so many comments I see about overpaid teachers, powerful unions and surly teachers. I have no idea whether the New York City schools are anything like this, but it certainly does not describe education where I live. Our teachers are definitely NOT overpaid, I never hear anything about the teachers' union, and our teachers seem relatively powerless in comparison to the administration. When we get a bad teacher (not very often) the principal doesn't seem to have any problem letting them go.
3
Actually, it does "generalize well" to the rest of the country if the comparison is to other large cities in the nation. Okay, so Brazil Indiana (pop. 7912) doesn't have a problem. We get that.
Most "education" courses in college are nonsense. What we need to improve our public education is to identify master teachers, and require apprenticeships under them for three or four years to become a full-rated faculty member. Then pay the teachers what we pay CEOs, and pay CEOs what we pay teachers. That will attract the best people into our education system.
7
...and yet the people who took the education courses before teaching are better teachers than those TFA'ers or emergency-certified people who skipped that step.
Just because lots of people say something doesn't make it true.
Just because lots of people say something doesn't make it true.
1
I was a principal for 22 years in the Syracuse CIty School DIstrict in a Kindergarten through 8 school. Three years ago I retired and I am now working in the Liberty Partnership Program which was established by Matilda Cuomo to ensure underrepresented high school students graduate and go on to college or careers. I am lucky enough to be working with the same students I had in my K8 school. I will have had some of these students from kindergarten to college. What a blessing! Most of these kids are refugees from the war torn nations of the world and will be the first in their family to go to college. I have learned so much from them, most of all their opinion of principals and school leaders. They look to us for guidance, support, consistency and the truth. Those not in the program, but also my former students, tell me, "You promised you wouldn't leave us and you didn't." I have learned that the greatest gift a retired principal can give to students is to return to their students once in high school and still be there for them. They want us. They need us and we need them.
6
Mr. Leonhardt has fallen into the same trap that many people who do not work in education, not to mention working in the inner city, have consistently fallen into for years – an overreliance on test scores to indicate success.
There are three ways to improve test scores: One is to teach reading and writing and then to critically analyze it using numerous methods including peer review, teacher evaluation, vocabulary enhancement, etc. Two, test taking strategies can be taught exclusively, much as they were/are in Detroit. Three, a mix of these two approaches is applied.
There is no doubt Principals can make big differences in schools, but to blindly cite scores, which in my view are not necessarily indicators of academic prowess, nor a teachers effectiveness, is a cursory look at a much greater dilemma facing education in the U.S.
There are three ways to improve test scores: One is to teach reading and writing and then to critically analyze it using numerous methods including peer review, teacher evaluation, vocabulary enhancement, etc. Two, test taking strategies can be taught exclusively, much as they were/are in Detroit. Three, a mix of these two approaches is applied.
There is no doubt Principals can make big differences in schools, but to blindly cite scores, which in my view are not necessarily indicators of academic prowess, nor a teachers effectiveness, is a cursory look at a much greater dilemma facing education in the U.S.
20
None of the three approaches you mention do much to improve test scores, which are mostly a result of out-of-school factors.
The only two real effective strategies to improve test scores are to change your student population (either by attracting more kids likely to do well on the test or kicking out kids likely to drag your scores down) or to cheat. Your approaches might have a small effect; these are the only ones that reliably have a significant one, the sort that all schools are pretty much required to have by wrongheaded education policy these days.
You're absolutely right that the scores don't really tell us anything useful about school quality, though.
The only two real effective strategies to improve test scores are to change your student population (either by attracting more kids likely to do well on the test or kicking out kids likely to drag your scores down) or to cheat. Your approaches might have a small effect; these are the only ones that reliably have a significant one, the sort that all schools are pretty much required to have by wrongheaded education policy these days.
You're absolutely right that the scores don't really tell us anything useful about school quality, though.
1
Testing was the solution of Arne Duncan for the benefit of private testing companies and privatization of public school education.
Since public school education relies on funding by local and state taxes geography and zip code determines school and community quality.
See "Brain Trust" by Kimberly G. Noble " Scientific American" March 2017 on how poverty hurts kids.
Since public school education relies on funding by local and state taxes geography and zip code determines school and community quality.
See "Brain Trust" by Kimberly G. Noble " Scientific American" March 2017 on how poverty hurts kids.
2
You overlooked the manipulation of 'cut' scores! Ha! Like magic.
When change is needed, we should look to the fulcrum, or point of leverage. I agree that the principal of a school is an important factor in achieving needed change. I suggest, however, that the real point of change is found in the office of the school system's superintendent.
I see in many school systems nepotism run rife. Sons, daughters, nieces, nephews, in-laws of second cousins of a step-parent's aunt are hired or promoted over real teachers. A successful coach can pretty well run the high school in a small system. Who makes these personnel decisions? The superintendent, especially if, as in many smaller systems, that position is appointed - by BFFs.
I was fortunate to come through a good system; my daughter also benefited from the schools she attended. But from my observations, and from the stories that teachers have told me, I fear our experiences were the minority report.
Yep - look to the principal's office, then look higher up the ladder.
I add this old saying: "what a way to run a railroad." I know of no other business - and education is perhaps the most vital business a country has - run in such a way as education. Think of just one example: there is no accepted standard of what makes a good teacher or administrator. How can a business replicate successful performance without a standard and a means of reproducing that performance at the job site?
I see in many school systems nepotism run rife. Sons, daughters, nieces, nephews, in-laws of second cousins of a step-parent's aunt are hired or promoted over real teachers. A successful coach can pretty well run the high school in a small system. Who makes these personnel decisions? The superintendent, especially if, as in many smaller systems, that position is appointed - by BFFs.
I was fortunate to come through a good system; my daughter also benefited from the schools she attended. But from my observations, and from the stories that teachers have told me, I fear our experiences were the minority report.
Yep - look to the principal's office, then look higher up the ladder.
I add this old saying: "what a way to run a railroad." I know of no other business - and education is perhaps the most vital business a country has - run in such a way as education. Think of just one example: there is no accepted standard of what makes a good teacher or administrator. How can a business replicate successful performance without a standard and a means of reproducing that performance at the job site?
2
I agree, I've seen the same schools with the same staff under different principals take completely different directions. A good principal is he/she who supports the staff in doing what's right and directs the staff, or steers, in favour of what's right for the student. Like good teachers they should be valued and honoured. Supported and thanked. Thank you all.
2
In my experience, the majority of principals are political appointees who view the job as a step to something else, and who are heavily concerned with surrounding themselves with sycophants and eliminating teachers that might disagree with them.
1
Really? Are you an educator?
My parents always wanted their children to be "somebody." Back in the "40's" I graduated from Edward Jenner Elementary Public School. In a very cosmopolitan environment that included, blacks, Jews, Italians, Pols, Germans, and one real American Indian where we all lived in harmony. It was known as Studs Terkel, "Division Street USA." The time period was right after the "Great Depression and the Great Migration" of blacks from the south. All parents in that environment had one thing common, they wanted their children to be more successful than they were...they knew that "education was upward mobility." A high school education, back in the day, was equivalent to a junior college education today. Starting in the Principal's Office is good, but starting with responsible parents is better.
2
Dear Mr. Leonhardt and Ms. DeVos -
Sorry. You are wrong. After 25 years in teaching and administrative positions, I can tell you without hesitation that if you want to fix our public schools, you need to get into the classrooms, not the principal's offices.
And the classrooms you need to visit are the ones in the poorer neighborhoods where the parents are both working two or three minimum wage jobs and do not have time to participate in open houses and bake sales.
These classrooms are filled with students with as much hope for their future as those in more economically advantaged areas, but in reality that hope often goes unfulfilled when that room full is of 32 ten year olds, at least a quarter of which have emotional or physical disabilities.
Visit these classrooms and begin to understand the task before you Ms. DeVos.
Sorry. You are wrong. After 25 years in teaching and administrative positions, I can tell you without hesitation that if you want to fix our public schools, you need to get into the classrooms, not the principal's offices.
And the classrooms you need to visit are the ones in the poorer neighborhoods where the parents are both working two or three minimum wage jobs and do not have time to participate in open houses and bake sales.
These classrooms are filled with students with as much hope for their future as those in more economically advantaged areas, but in reality that hope often goes unfulfilled when that room full is of 32 ten year olds, at least a quarter of which have emotional or physical disabilities.
Visit these classrooms and begin to understand the task before you Ms. DeVos.
2
Schools, unlike companies, have not flattened hierarchies. They persist in the industrial revolution model which says that teachers are as fungible as light bulbs. There is not career path for teachers; they are all "at the same level," whether they are a maestro with 30 years of successful experience, or a second year novice struggling to keep it together.
We need to recognize that there are new teachers, journeymen, and master teachers. We lump everyone into one category and pay them strictly based on time served.
There is more than a little bit wrong with this. A strong system of leadership within the ranks of teachers would give principles a better sense of what is happening in their schools.
Little mentoring occurs in schools. The teaching profession can be very isolating. Smart principals recognize this. Now they need the tools to change it.
We need to recognize that there are new teachers, journeymen, and master teachers. We lump everyone into one category and pay them strictly based on time served.
There is more than a little bit wrong with this. A strong system of leadership within the ranks of teachers would give principles a better sense of what is happening in their schools.
Little mentoring occurs in schools. The teaching profession can be very isolating. Smart principals recognize this. Now they need the tools to change it.
4
Principals don't get much attention from reformers because there aren't many of them. The whole reform movement is about extracting money from the public coffers. There are many more teachers than principals, so if you are trying to get $$$ out of the system, you will target the teachers and their salaries.
As a teacher of 22 years, i must say, i have never worked for an administrator who truly understood the teaching profession. It is true that many were in the classroom- and may have been mediocre at best. Some figured out a way to fast track their way out. The principal sets the tone in the building, creates the atmosphere in which we work. Too many are top down and have no idea how to bring teachers together in true shared leadership and as a community. What happens is unhealthy competition, maybe a superstar system where the same teachers are on the parent tours, etc. So demoralizing. If I were the queen of everything and had my administrator's license, I would work very hard to elevate the entire staff, find out their interests, teaching styles, build in creativity, allow for diversity of thought without fear of reprisals- bring some humanity and joy back to the profession. Erase the fear that teachers deal with daily. Kids are increasingly, wildly un-parented. Teachers have to be all things. What I tell students is that I can help you for 6-7 hours a day to help you gain the tools you'll need for life. You will have to drop your baggage at the door because I cannot fix that. You may have to be your own parent. I was. Teaching is a burn-out job. Parents: Talk to the administrators. They hold the cards. On second thought, instead of getting my administrative license, I've decided to run a ping-pong palace/eatery/community gathering space and hire all my teacher friends...
2
I know that liberals desperately want to believe that there is something external to culture - but there really is not - look to parents/parent.
If your culture does not value education - guess what happens when the children of your culture hits the schools.
If your culture does not value education - guess what happens when the children of your culture hits the schools.
4
Schools are a direct reflection of local community and family culture. The strongest principals and best teachers face an impossible task of changing the forces that shape dysfunctional communities and families in a lasting and meaningful way. Suggesting that it is the schools and teachers that are "failing" the students and parents is indeed a liberal misconception.
Please don't make assumptions! Why does it always have to be liberal vs conservative? We are human beings and parents. I agree with you, and yes, I am a liberal. What difference does that make?
1
Simply put, principals should be the CEOs of their schools with absolute hire & fire authority - to heck with the teachers union. And when the kids and schools fail to excel, the principal should be the first one let go.
A manufacturing facility succeeds because of exemplary leadership at the top teaming with and empowering exemplary team members on the line. It fails with subpar leadership, regardless of how skilled individual team members are. Ditto with schools.
A manufacturing facility succeeds because of exemplary leadership at the top teaming with and empowering exemplary team members on the line. It fails with subpar leadership, regardless of how skilled individual team members are. Ditto with schools.
I disagree with giving principals hire and fire authority on so many levels. With an inexperienced, power hungry principal, a school can be destroyed, with excellent teachers leaving in droves, and parents feeling left out and voiceless. I have been fortunate in 22 years to have only experienced the wrath of one principal. Her poor leadership skills turned a wonderful building into District 12 in the Hunger Games. Without union intervention, it would have continued. Sometimes, you have to be aware of who you are giving power to. Nepotism, abuse of power, and dissention could be the result.
1
The kids from Englewood should read 'Hillbilly Elegy' to learn one way to make it out of the rut that can consume some. Walking in someone else's shoes never hurts. Finally, some positive news from Chicago!
1
I am a K-12 educator who has experienced poor leadership and I am thankful for this article. However, the idea that good schools begin in the principal's office is not new and there is enough research on the topic to support what Chicago is doing.
Thank you David Leonhardt for speaking positively about my profession and public schools, which actually are the keystone to what has always made this nation great-critical thinking, informed citizens.
Thank you David Leonhardt for speaking positively about my profession and public schools, which actually are the keystone to what has always made this nation great-critical thinking, informed citizens.
1
As a 9-year veteran of New York City public schools, I have been waiting for someone to shed light on this most important and most ignored aspect of education reform. We rank and file educators know all too well how a principal can make or break a school. Sadly, for every talented and inspirational principal like those described in this article, there are far too many who lack the vision, temperament, and leadership skills to do incredibly difficult job effectively. Weak principals lead to schools where teachers feel unsupported and demoralized, discipline is lax, consistency and communication is lacking, and students suffer the consequences. Thankfully, I am lucky enough to work at a school where my principal hires excellent teachers, holds us accountable, gives us a voice in decision making, and supports our creativity in a way that directory benefits students. The impact of principals cannot be overstated, and needs to play a much bigger role in the national conversation about education.
1
People bat around the expression "Those who can't do, teach." It's more true, probably, to say "Those who can't teach go into administration."
Many a fine teacher has had to soldier on despite working under a principal who is happy to hire sycophants and those inexperienced enough to lap up whatever she says and excitedly dishes out educational reforms (promulgated by reality-challenged schools of education) that had their day twenty or thirty years earlier and have been repackaged.
An administrator who actually has taught, respects teachers enough to give them a modicum of freedom, and actively encourages independence, scholarship, and creativity -- having hired teachers capable of all of those -- is worth her weight in gold. Sadly, there are too few of them. Don't forget, teachers and administrators have nowadays been educated by the same silly schools of education that got us into this mess to begin with.
Many a fine teacher has had to soldier on despite working under a principal who is happy to hire sycophants and those inexperienced enough to lap up whatever she says and excitedly dishes out educational reforms (promulgated by reality-challenged schools of education) that had their day twenty or thirty years earlier and have been repackaged.
An administrator who actually has taught, respects teachers enough to give them a modicum of freedom, and actively encourages independence, scholarship, and creativity -- having hired teachers capable of all of those -- is worth her weight in gold. Sadly, there are too few of them. Don't forget, teachers and administrators have nowadays been educated by the same silly schools of education that got us into this mess to begin with.
I have gone to the Principal's offce so many times they kept a vacant chair for me in the anteroom.
Many may be burdened by all the duties beyond dealing with students which can throw the Principal's main duty of running the school for the students benefit off into a dusty corner, while in fact student's learning and activities should be the main duty of this top administrator.
Two of my kids attended one of Philadelphia's best public schools, one remained while my youngest son was not allowed to continue into the high school and transferred, where he learned how to goof off even more under a decent Principal who had too much work getting this school off the ground.
I certainly blame myself and both of them as well at some level, but I also consider the attitude of the teachers and administrators to have taken an approach which rewarded those who crossed their t's and dotted their i's while leaving other imaginative and talented students disciplined and chastised rather than shown the need for and benefit of the educational opportunity.
Schools are understandably often difficult for both students and teachers, but the students and parents are at a disadvantage. There are few ears attuned to the problems kids face and less eyes to see what is actually going on in the minds of their charges.
I regret having made the mistakes I made for my kids, but I doubt there is much if any real thought given to the mistakes made by many teachers and less by Principals.
Many may be burdened by all the duties beyond dealing with students which can throw the Principal's main duty of running the school for the students benefit off into a dusty corner, while in fact student's learning and activities should be the main duty of this top administrator.
Two of my kids attended one of Philadelphia's best public schools, one remained while my youngest son was not allowed to continue into the high school and transferred, where he learned how to goof off even more under a decent Principal who had too much work getting this school off the ground.
I certainly blame myself and both of them as well at some level, but I also consider the attitude of the teachers and administrators to have taken an approach which rewarded those who crossed their t's and dotted their i's while leaving other imaginative and talented students disciplined and chastised rather than shown the need for and benefit of the educational opportunity.
Schools are understandably often difficult for both students and teachers, but the students and parents are at a disadvantage. There are few ears attuned to the problems kids face and less eyes to see what is actually going on in the minds of their charges.
I regret having made the mistakes I made for my kids, but I doubt there is much if any real thought given to the mistakes made by many teachers and less by Principals.
To create the kind of support and options that upper-middle-class parents can provide their children, better jobs with higher pay and more security are needed. Parents should not have to leave it to schools to provide extras; they should have enough resources to provide some extras themselves. Extra school spending is welcome but should not be the way to mitigate income inequality.
4
The Arts should not be shortchanged in the public school system. These are the areas they learn to work together and create something breathtakingly beautiful.
These elements along with the 3 Rs make for a well rounded student.
It is also an incubator for future musicians and artists.
This is one aspect of the importance of public education that charters cannot offer.
These elements along with the 3 Rs make for a well rounded student.
It is also an incubator for future musicians and artists.
This is one aspect of the importance of public education that charters cannot offer.
2
Thank you so much for these profiles. "There's no great mystery to what students need." Says it all. Surely, American knows this by now. Surely it's past-time to deliver.
1
Kenwood Principal Greg Jones: Congratulations!
Student Maya Space: You rock! Keep it up! You inspire us all. Rooting for you!
Student Maya Space: You rock! Keep it up! You inspire us all. Rooting for you!
4
I'm a teacher.
"The school buys almost no curriculum guides, allowing teachers to make their own"
should be rewritten:
"The school buys almost no curriculum guides, FORCING teachers to make their own"
They are just reinventing the wheel to save a little money. It's time consuming and counterproductive. All teachers want flexibility. None want to waste their time and energy.
"The school buys almost no curriculum guides, allowing teachers to make their own"
should be rewritten:
"The school buys almost no curriculum guides, FORCING teachers to make their own"
They are just reinventing the wheel to save a little money. It's time consuming and counterproductive. All teachers want flexibility. None want to waste their time and energy.
18
I disagree. I'm a school librarian and I work in a formerly progressive elementary school. Our teachers used to do the hard, authentic, gratifying work of writing our own curriculum (based on standards) in several disciplines, and integrating subject areas into a cohesive, interdisciplinary course of study. As leadership at the school and district levels changed, we adopted boxed curricula in almost every subject area. They are not integrated, they are not flexible or driven by child- and teacher interest, and teachers have less passion than when they were making and adapting units based on new books, students, and events in the world. Not only that, the boxes, as you note, are expensive. Our budget for trade books has been gutted in favor of kits.
I've noticed that newer teachers expect to be handed pacing guides and scripts, which alarms me-doesn't teacher training include writing units anymore? There's a way to use standards and packaged curricula as a starting point, to ensure a baseline- but engaging teachers with writing curriculum respects their professionalism and fosters their long-term commitment. It demands rigorous standards for teacher knowledge and skill that will attract passionate educators and scare off teachers not up to the challenge of transformation. I suspect Proncipal Jones is counting on that. He has Finland's success to back him up.
I've noticed that newer teachers expect to be handed pacing guides and scripts, which alarms me-doesn't teacher training include writing units anymore? There's a way to use standards and packaged curricula as a starting point, to ensure a baseline- but engaging teachers with writing curriculum respects their professionalism and fosters their long-term commitment. It demands rigorous standards for teacher knowledge and skill that will attract passionate educators and scare off teachers not up to the challenge of transformation. I suspect Proncipal Jones is counting on that. He has Finland's success to back him up.
1
I was always very glad to create and implement my own syllabus. Every teacher should be capable of doing so.
Especially since the curricula created by education wonks are so lame. And to follow them step by step? Phooey.
When a department consists of hardworking teachers who cooperate with one another so that there's no duplication and there's a clear path from one year to the other, writing syllabi is a joy. The pity is that departments of education don't trust their teachers -- and in far too many cases, they are correct in that assessment.
Especially since the curricula created by education wonks are so lame. And to follow them step by step? Phooey.
When a department consists of hardworking teachers who cooperate with one another so that there's no duplication and there's a clear path from one year to the other, writing syllabi is a joy. The pity is that departments of education don't trust their teachers -- and in far too many cases, they are correct in that assessment.
1
I'm a teacher, too. Chicago Public Schools.
In this day and age of Common Core, there are actually comprehensive curriculum guides available for free online. Generally speaking, I've found that newer (or, more inexperienced) teachers tend to prefer a curriculum guide and more experienced teachers prefer creating their own.
In this day and age of Common Core, there are actually comprehensive curriculum guides available for free online. Generally speaking, I've found that newer (or, more inexperienced) teachers tend to prefer a curriculum guide and more experienced teachers prefer creating their own.
As someone who worked at dozens of schools in my career as a school counselor, I saw how quickly a school milieu could change when led by an incompetent principal. Even the best teachers could get worn down by a leader who didn't appreciate the efforts of the staff and who stifled creative thinking in the classroom. On the other hand, when a great principal came aboard a failing school and was open to listening to teachers, students and the community, open to a creative and caring atmosphere in the classroom where people, students and parents were respected and encouraged to participate fully in the school community, extraordinary and wonderful changes could occur quickly. Yes, the principal is the captain of a ship that will either sail or flail by the actions of the leader.
16
The problem is, so long as we label schools "failing" based on test scores that mostly reflect parenting, that much-improved school will still be "failing."
1
Good supportive principal who values his staff makes a school. Unfortunately, there are not that many. In my career, the highest praise was usually "he leaves me alone. ". Often, at least in the South, principals were ex coaches who never liked teaching, were not academically talented, and were perceived to be "tough". They often assumed teachers were as lazy as they had been as teachers.
Hopefully, things have improved, but I still hear lots of similar complaints from folks in the profession. The call for accountability for principals is long overdue, and I say this as one who watched principals create good schools, and others destroy good schools.
Hopefully, things have improved, but I still hear lots of similar complaints from folks in the profession. The call for accountability for principals is long overdue, and I say this as one who watched principals create good schools, and others destroy good schools.
52
I hear you on the "he leaves me alone." That does not equate with successful administration. My favorite principals were the ones who held me accountable for student performance and asked difficult questions about difficult problems, but also offered a hand in crafting solutions. Granted, these same administrators would leave me alone, but it was when our school district wanted to micromanage us: he would be the roadblock if he knew what we did was getting the intended results.
Want to fix schools? Consult teachers and experts, and shove out every religious extremist who pretends to care about schools, or know ANYTHING about educating children, other than the fine practice of ideological indoctrination, as well as every company that wants to make a profit at the sacrifice of our children's education. For profit, and religious, entities NEVER do a better job than our government, and they cause much more harm than good. We can't afford that.
16
I helped operate a free tutoring program for low-income students that drew money from Title 1 funds granted to schools from the federal government. Districts themselves also offered the services in competition with private companies. I have 15 years worth of data to show you that private companies did it better. And for less money.
1
Furthermore, consult with countries that are having remarkable success with their public schools, like China, Singapore, Hong Kong, South Korea and Finland. The US ranks 25th out of 34 in a 2009 Study. #forprofitschoolsdontcare
http://www.huffingtonpost.com/2012/11/27/best-education-in-the-wor_n_219...
http://www.huffingtonpost.com/2012/11/27/best-education-in-the-wor_n_219...
1
While the saga for one young woman and one principal are refreshing and hoep-filled, there is still a serious problem with our school systems that requires the involvement of all, the student, the parents, the teachers, the principals, the administration, and all of the other students the school.
Out problem with education is far from "fixed" and I question whether or not Principal Jones' efforts turned out a high school graduate that could actually make it in today's world.
Please, Mr. Leonhardt, be a touch realistic as you relay these "feel-good" tales of the success of the "liberal" model of education that has dominated the past half-century.
Our schools, particularly inner-city schools, are failing their students at an astonishing rate.
Out problem with education is far from "fixed" and I question whether or not Principal Jones' efforts turned out a high school graduate that could actually make it in today's world.
Please, Mr. Leonhardt, be a touch realistic as you relay these "feel-good" tales of the success of the "liberal" model of education that has dominated the past half-century.
Our schools, particularly inner-city schools, are failing their students at an astonishing rate.
3
Our public schools, including our inner-city schools, generally offer kids a solid education. That's not failure. That's success at the only thing we can reasonably expect them to do.
It's UNreasonable for us to hold schools responsible for the fact that, too often, parents in inner cities don't send their kids to school ready to behave and do the work (or, sometimes, send their kids to school regularly at all). That's failure. It's not the schools' failure, though.
Now, lots of people will say we should just give up on those kids. We shouldn't. They need extra help to compensate for their home lives, and it makes sense to deliver that extra help at school. But we need to stop talking about those schools as if they're failing. Most are doing a near-impossible job, and it's amazing that they succeed as often as they do.
It's UNreasonable for us to hold schools responsible for the fact that, too often, parents in inner cities don't send their kids to school ready to behave and do the work (or, sometimes, send their kids to school regularly at all). That's failure. It's not the schools' failure, though.
Now, lots of people will say we should just give up on those kids. We shouldn't. They need extra help to compensate for their home lives, and it makes sense to deliver that extra help at school. But we need to stop talking about those schools as if they're failing. Most are doing a near-impossible job, and it's amazing that they succeed as often as they do.
2
Awesome job of spreading negative energy there, Eyeore. Yes, urban/inner-city schools face MANY challenges, and a few feelgood stories don't necessarily indicate substantive or widespread change, but they do indicate MOVEMENT in the right direction. What's wrong with that?
As my mother used to tell me, "I CAN'T never accomplished anything." So, how about stopping with the fatalistic whining and getting behind efforts - like this focus on attracting, training, and retaining good principals - that hold promise?
I'm not sure what about the "liberal" approach to education you find so destructive (something to do with teacher unions, I suppose), but the brutal reality is that urban/inner city schools will always face unique challenges until/unless the economic picture in their communities changes drastically. In the meantime, lives are being lived - and far too often wasted - because people like you have given up on these schools and communities, and refuse to see anything worthwhile happening in them.
Criticizing is so much easier than actually acting to bring about positive change. It may be too late for you to change your basic outlook, but I would strongly encourage you to do so. The world will be a better place if you do.
As my mother used to tell me, "I CAN'T never accomplished anything." So, how about stopping with the fatalistic whining and getting behind efforts - like this focus on attracting, training, and retaining good principals - that hold promise?
I'm not sure what about the "liberal" approach to education you find so destructive (something to do with teacher unions, I suppose), but the brutal reality is that urban/inner city schools will always face unique challenges until/unless the economic picture in their communities changes drastically. In the meantime, lives are being lived - and far too often wasted - because people like you have given up on these schools and communities, and refuse to see anything worthwhile happening in them.
Criticizing is so much easier than actually acting to bring about positive change. It may be too late for you to change your basic outlook, but I would strongly encourage you to do so. The world will be a better place if you do.
Chronic absenteeism is rarely mentioned. How is it the "failure" of a school or a teacher if a child has missed 20, 30, 40, or more school days per year. these numbers are far from uncommon!
1
Years ago, in the early 1980s, I worked as an artist-in-residence for an organization called Urban Gateways. It sent us, young artists, into Chicago schools to conduct week-long workshops in writing, painting, poetry. These appointments introduced me to students in Cabrini Green (a well-known, and beleaguered, housing project, now torn down) and into middle-schools on the South Side. One time, there was this snapping sound as the kids were drawing maps of fictional territories, and all the students slid off their chairs, onto the floor. It was gunshots.
What did I learn?
First lesson: That I didn't know much about Chicago.
Second lesson: Each school was shaped, inspired, saturated by the personality of its principal. If the principal allowed mean behavior (i.e., surreptitious physical punishment of students, usually little boys), then that's what happened. Everybody knew it. Nobody stopped it.
But if a principal consulted with her staff, established firm rules, and did all the diplomatic hard work, the teachers were just different. Students were different. Everybody seemed happier, more hopeful, determined, and kind (and patient with me).
I had never imagined that the person at the top of an organization so strongly influences EVERYTHING.
But she does.
What did I learn?
First lesson: That I didn't know much about Chicago.
Second lesson: Each school was shaped, inspired, saturated by the personality of its principal. If the principal allowed mean behavior (i.e., surreptitious physical punishment of students, usually little boys), then that's what happened. Everybody knew it. Nobody stopped it.
But if a principal consulted with her staff, established firm rules, and did all the diplomatic hard work, the teachers were just different. Students were different. Everybody seemed happier, more hopeful, determined, and kind (and patient with me).
I had never imagined that the person at the top of an organization so strongly influences EVERYTHING.
But she does.
21
There are a few valid points made here, but absence of many, critical ones is telling. Of course, school leadership matters greatly, but the best school principals are first and foremost themselves excellent teachers who are directly involved the academic life of their schools and the ongoing instructional development of their teachers. From this it follows that in the most successful schools -- and by successful I mean schools that do not just prepare students for placement in good colleges and universities, but engage them in a learning and nurturing community that helps them become active, critically-minded members of the communities they move into after high school -- principals are leaders of collaborative teaching staffs that play a central in shaping instruction, curriculum, policy and the culture of the school. In that light, it's significant that there is barely any mention of pedagogy or students thinking in this article. Though Mr. Leonhardt's concern seems sincere, his perspective remains that of the wonkish, centrist, liberal technocrat, the kind who've failed so mightily in their efforts at school reform for the past thirty five years. Take a year off from journalism, Dave, and try being a classroom teacher in both a successful and a mediocre public school. That might improve your understanding.
10
agree that working a year in a mediocre and a year in a great school will take two years of Mr Leonhart's life. Yet after 21 years as a teacher and 21 as an Army Officer the point is principals are "the educational leaders of the classroom teachers". let's have more great principals.
That would certainly improve Leonhardt's understanding, but it would put him in conflict with the usual media narrative about education, to say nothing of the fact that nobody accustomed to a journalist's salary would willingly accept a teacher's.
1
One issue I never see being discussed re; education, nor heard it among the teachers I know...is management training. There is this assumption, IMO, that all teachers are good at managing students, teacher-aides, etc. So it must be more then true that a Principal - to reach that spot - is truly an artful and skilled manager of everything and everyone they oversee, or need to relate with to get their job done.
Cant be...not when such training is absent from the curriculum of the teacher-training programs. Oh, Ive heard about the role-playing, and conflict resolution seminars, etc...but not hard-core management training. Which includes, but is not limited to; dealing with toxic personalities, personal time-management, mentoring versus having "teachers-pets", hiring and firing (when allowed), instructive criticism versus being a d/ck, etc, etc.
As a taxpayer looking in, the US school system is simply in disarray. Too many sub-par sous-chefs, and not enough well trained and experienced head-chefs, who know how to bring all the diverse ingredients onto one plate that not only looks appetizing, but is, as well as being nutritious.
Another problem, oversight. Not enough transparency as to where the dollars go and why. School districts need to do more then mail-out their revenue-spending "pie-charts" to taxpayers each voting cycle. But instead there needs to be public access to line-item reports (overseen by an impartial auditing system) as to how the money is spent.
Cant be...not when such training is absent from the curriculum of the teacher-training programs. Oh, Ive heard about the role-playing, and conflict resolution seminars, etc...but not hard-core management training. Which includes, but is not limited to; dealing with toxic personalities, personal time-management, mentoring versus having "teachers-pets", hiring and firing (when allowed), instructive criticism versus being a d/ck, etc, etc.
As a taxpayer looking in, the US school system is simply in disarray. Too many sub-par sous-chefs, and not enough well trained and experienced head-chefs, who know how to bring all the diverse ingredients onto one plate that not only looks appetizing, but is, as well as being nutritious.
Another problem, oversight. Not enough transparency as to where the dollars go and why. School districts need to do more then mail-out their revenue-spending "pie-charts" to taxpayers each voting cycle. But instead there needs to be public access to line-item reports (overseen by an impartial auditing system) as to how the money is spent.
6
We've tried to insert management experts into education. The results have been pretty horrible. As it turns out, the people we want running education should be educators; it doesn't work well to put business-trained non-educators in place.
As for the transparency complaint, FOIA. Schools' books are open to a FAR greater degree than just about any other organization you can name (so long as we're talking about public schools and districts; the charter and voucher schools that Trump/DeVos favor are actually guilty of your accusation).
You think things should be tried that have been tried and have failed, and you think other things should be tried that are already completely in place. Forgive me for pointing it out, but it doesn't sound like you know what you're talking about.
As for the transparency complaint, FOIA. Schools' books are open to a FAR greater degree than just about any other organization you can name (so long as we're talking about public schools and districts; the charter and voucher schools that Trump/DeVos favor are actually guilty of your accusation).
You think things should be tried that have been tried and have failed, and you think other things should be tried that are already completely in place. Forgive me for pointing it out, but it doesn't sound like you know what you're talking about.
1
I can't speak for the schools or school systems you are familiar with. But I assure you that "management training" was a major component of my professional development as a principal in NC.
Management training? You are barking up a tree to nowhere. Anyone who makes this claim clearly knows noting about the group dynamics that occur when classrooms, hallways, gymnasiums, and cafeterias are overflowing with troubled and neglected adolescents.
Has Leonhardt actually LOOKED at Emanuel's education record? This is what we call "out of town stupid." Rahm has spent 6 years deinvesting in the schools that need it most. Kenwood (where I went) is in a well to do neighborhood.
Try some high school in some neighborhoods that don't have Obama's house in them. This is apthetic puff piece.
Try some high school in some neighborhoods that don't have Obama's house in them. This is apthetic puff piece.
8
Great article, When I was a kid in the New York City public schools, we only knew the principal's name and saw him if we were in trouble. The principals at my son's school know each kid's name and often the family members because they are so hands-on. They check on the safety of the school (not just locking doors, but making sure the windows and doors literally don't fall off because of ageing infrastructure! The current principal eats lunch with the kids, so he gets to know them. The principal and assistant principal are not above doing anything -- from intervention with a student who has a behavioral problem to helping at dismissal. And guess what? The team of teachers is amazing! We live in a city that has 20 public schools, and my son had two Teachers of the Year in his five years of elementary school!
7
Yesterday, after teaching a STAAR re-tester class with 30 students with discipline rap sheets that are long and sad, a girl said bye and told me that she hopes to see me after Spring Break. I live in the TX-MX border, and this student is a US citizen whose parents live in MX. She has been living with an aunt in the US side hoping to finish high school. The problem is that the aunt treats her as a maid, doesn't feed her and takes out all her frustrations on her by constantly berating her with the harshest of words. Our principal is great, and I hold a Ph.D. in literature, but when you have these issues with students, there's no teaching, leadership, or counseling that will make it better. The problem is the households NOT the staff. Trying to "standardize" all of those realities is the disservice.
9
You provide a necessary reality check for those who don't understand the challenges that exist for kids, families, and communities. We don't give up, and we keep worrying improve. But let's not lose perspective on the difficulty of it all.
1
Graduation rates are meaningless, because educators have the ability and the incentive to graduate students whose performance is subpar. Mayors are under political pressure to show improvement in the school districts they oversee, and that pressure is passed down to school administrators, to principals, and ultimately to teachers. As a result, public high schools are graduating students who attend class sporadically, do little to none of the assigned homework, and fail in-class exams - all in pursuit of a claim that public schools are improving. A teacher who fails too many students is called on the carpet by a principal; if the school fails too many students the principal is called on the carpet by an administrator.
So it means nothing that Kenwood's graduation rate has risen nine percent in recent years. The real question is, what percentage of Kenwood's graduates are college-ready or trade-ready? My suspicion is that the bulk of the increase in graduation rate is explained not by improved education but by greater laxity in graduation standards.
politicsbyeccehomo.wordpress.com
So it means nothing that Kenwood's graduation rate has risen nine percent in recent years. The real question is, what percentage of Kenwood's graduates are college-ready or trade-ready? My suspicion is that the bulk of the increase in graduation rate is explained not by improved education but by greater laxity in graduation standards.
politicsbyeccehomo.wordpress.com
3
Do some research, talk to teachers. Much of what you spout is conventional nonsense.
4
I have three public school teachers in my family, and others who are close friends. Every word in my post is validated by their unanimous views stated to me.
politicsbyeccehomo.wordpress.com
politicsbyeccehomo.wordpress.com
1
It's conventional nonsense to blame teachers for lowered expectations and social promotion. But the two exist, if not to the same degree everywhere, it's decidedly NOT nonsense to hear someone acknowledge that it's not the teachers' fault, but is pushed on them politically from outside the schools. I'd say it's accurate and refreshing.
2
Want to fix schools?
Make birth control and abortion readily available so that young, undereducated women do not begin in their teens to have babies they can't possibly support or even control, let alone talk, and teach manners and patience, to.
Pie in the sky?
Here's another pie:
Before having babies, take a test and get a license; you know, like for driving a car. That would go for everyone, for every economic status.
This way, those of us whose offspring are well behaved, or who are without offspring, can dine in a restaurant without being harassed by those children whose fond but neglectful parents can't -- or won't -- control the unnecessary running about and screaming that one so often encounters. (Ruins the appetite, you know.)
And we can also return home from said restaurant without having to pass teenagers hanging around on street corners who should be home studying or getting a good night's sleep.
With everyone's cooperation, schools should become once again places where intellectually curious, motivated, and hardworking kids who know how to concentrate can get an education.
Make birth control and abortion readily available so that young, undereducated women do not begin in their teens to have babies they can't possibly support or even control, let alone talk, and teach manners and patience, to.
Pie in the sky?
Here's another pie:
Before having babies, take a test and get a license; you know, like for driving a car. That would go for everyone, for every economic status.
This way, those of us whose offspring are well behaved, or who are without offspring, can dine in a restaurant without being harassed by those children whose fond but neglectful parents can't -- or won't -- control the unnecessary running about and screaming that one so often encounters. (Ruins the appetite, you know.)
And we can also return home from said restaurant without having to pass teenagers hanging around on street corners who should be home studying or getting a good night's sleep.
With everyone's cooperation, schools should become once again places where intellectually curious, motivated, and hardworking kids who know how to concentrate can get an education.
6
Or you could pick a real estate baron multimillionaire real estate baron father and act like a juvenile delinquent until you are 70 years old and then turn the White House into your media casino hotel resort.
A majority of the poorly educated single parent unemployed welfare dependent Americans are white like Donald and Bill. While the proportion of blacks is higher there are 5x as many white people. And the current white portion is identical to that of blacks when a liberal white sage dismissed the black family 'as a tangled web of pathology that would benefit from a period of benign neglect'.
A majority of the poorly educated single parent unemployed welfare dependent Americans are white like Donald and Bill. While the proportion of blacks is higher there are 5x as many white people. And the current white portion is identical to that of blacks when a liberal white sage dismissed the black family 'as a tangled web of pathology that would benefit from a period of benign neglect'.
6
I have never said that being ignorant and unemployed -- even trashy -- is a black thing; on the contrary. And often.
And I have on more than one occasion called our new president vulgar trash -- albeit well-heeled.
But let's not kid ourselves. In rural Tennessee, for example, those whites who disdain education and birth control but complain about their lack of opportunity are responsible for much of what ails this country.
In urban areas, blacks who disdain education and birth control are responsible for the high murder rate in the black community. And everyone complains about their lack of opportunity.
In all areas of the country, progenitors who never rise above animal pleasures and cannot possibly rear solid little citizens share a very large part of the blame for what's wrong with our schools.
And I have on more than one occasion called our new president vulgar trash -- albeit well-heeled.
But let's not kid ourselves. In rural Tennessee, for example, those whites who disdain education and birth control but complain about their lack of opportunity are responsible for much of what ails this country.
In urban areas, blacks who disdain education and birth control are responsible for the high murder rate in the black community. And everyone complains about their lack of opportunity.
In all areas of the country, progenitors who never rise above animal pleasures and cannot possibly rear solid little citizens share a very large part of the blame for what's wrong with our schools.
4
@blackmamba
I agree, it is not race but poverty. Crime, drugs, teenage pregnancies, etc. correlate to poverty and poor rural whites have similar numbers to poor urban black.
And since blacks are only 14% of the population, there will always be more poor whites. And white poverty has been increasing with these last 35 years of Reaganomics.
On the other hand, I didn't see anywhere in B. Brooklyn's comments where she mentioned race.
And I grew up on the South Side of Chicago and went to Chicago Vocational High School.
I agree, it is not race but poverty. Crime, drugs, teenage pregnancies, etc. correlate to poverty and poor rural whites have similar numbers to poor urban black.
And since blacks are only 14% of the population, there will always be more poor whites. And white poverty has been increasing with these last 35 years of Reaganomics.
On the other hand, I didn't see anywhere in B. Brooklyn's comments where she mentioned race.
And I grew up on the South Side of Chicago and went to Chicago Vocational High School.
4
Take away teacher tenure. The unions have destroyed our schools. There is no competition. It is a closed shop. The mafia could have created this model. These teachers need to understand accountability. Obama the hypocrite sent his kids to Sidwell Friends and not DC public. Why? We need charter schools and tax credits. Betsy DeVos has many fresh ideas. The free ride is over. Buckle up.
2
How long have you taught?
5
These are ill-informed comments by someone who has not thought carefully about what makes for good education.
3
Tenure is hardly a replacent for low non-competitive pay.
Principals are important. So are teachers and so are parents. So are children who believe that school is important. Teachers' careful observations of children are important; standardized tests can also be used as an important tool. When will we get it that there is not one single magic bullet and learn to work together in a productive way? It sounds like that is what the principal profiled is doing and it's something he can't do without the others.
6
Parents are responsible for the lack of participation. They bring students, but don't support them.
7
That is an incredibly deceptive graph. Have you taken a page from Mr. Trump's playbook where everything is wonderful, huge, and big league?
1
I clicked on the New Yorker article about teachers spending years in the Rubber Room and collecting $100,000 salaries for doing nothing all day. What a terrible article. It reminds me of the alt-right articles about how an undocumented immigrant killed Kate Steinle so therefore ALL undocumented immigrants are criminals or potential criminals and endanger our society. I know that it is currently in vogue to shock the nation with these stories. After all, who wants to read about teachers who have worked for 20 years and are making $40,000 a year? Or teachers who are at school from 7 am until 6 pm? Or teachers who spend a Saturday afternoon or Friday night attending a student's football game or birthday party? Or teachers who spend $200 a year on books for the kids? Or over $1000 a year on the classroom in general? Those stories don't sell. Just like the stories of millions of hard working, family centered, law abiding undocumented immigrants don't sell. Shame on you, New York Times and New Yorker. Shame on America.
30
The rubber room hasn't existed for the better part of a decade, and when it did, it was the fault of administration, who wanted to give principals the power to get rid of even good teachers they didn't like and didn't want to have sufficient hearings to fire or re-staff displaced teachers in a timely fashion.
But it keeps getting talked about, and as if it were the union's fault. Can't let a narrative that supports anti-union rhetoric go to waste, no matter how outdated and inaccurate it is.
But it keeps getting talked about, and as if it were the union's fault. Can't let a narrative that supports anti-union rhetoric go to waste, no matter how outdated and inaccurate it is.
1
It all depends on the principal, of course, and who is picking the principal. In NYC we had a large number of principals resign with the last election. The principal now in charge is diminishing the quality of a stellar school under the old principal. This person would be great at bringing up a school that was under-served.
Like everything else in life, whether or not something works is all in the specifics.
Like everything else in life, whether or not something works is all in the specifics.
Many years ago the Village Voice exposed a school principal who profited from the junk food concession at her school. At the other end of the spectrum there are principals who greet every youngster every morning at the school house door.
If you want to judge a school, just observe the principal. That will tell you a lot.
If you want to judge a school, just observe the principal. That will tell you a lot.
3
What I find disturbing in this discussion is the concept that educating children is some how similar to producing widgets in a factory.
In a factory a manager shows an employee what to do and the employee manufactures each item in exactly the same way. The employee does not have to think but MUST just follow a given set of instructions.The employee does not have to understand why but must just blindly follow the rules.
Many now believe this same model can be applied to our schools.
Hire under qualified teachers who do not know the subject matter but have taken biomass methodology courses in education schools taught by other unqualified professors who also don't know the subject matter.
Give the teachers a teacher's edition [probably written by some flack who doesn't know the subject matter either] and perhaps a rigid script to make up for lack of knowledge of the subject matter.
Hire principals who enforce the requirement that teachers must follow a rigid procedure.
But educating children is NOT the same as manufacturing a widget where a rigid procedure must be followed.
Hire qualified teachers. Any teacher who needs a teacher's edition should not be teaching.
Pay not only reasonable salaries but treat them like professionals. Hire principals who can make a difference by supporting teachers and giving teachers a role in curriculum. Recognize that different teachers may have different but equally effective teaching styles.
In a factory a manager shows an employee what to do and the employee manufactures each item in exactly the same way. The employee does not have to think but MUST just follow a given set of instructions.The employee does not have to understand why but must just blindly follow the rules.
Many now believe this same model can be applied to our schools.
Hire under qualified teachers who do not know the subject matter but have taken biomass methodology courses in education schools taught by other unqualified professors who also don't know the subject matter.
Give the teachers a teacher's edition [probably written by some flack who doesn't know the subject matter either] and perhaps a rigid script to make up for lack of knowledge of the subject matter.
Hire principals who enforce the requirement that teachers must follow a rigid procedure.
But educating children is NOT the same as manufacturing a widget where a rigid procedure must be followed.
Hire qualified teachers. Any teacher who needs a teacher's edition should not be teaching.
Pay not only reasonable salaries but treat them like professionals. Hire principals who can make a difference by supporting teachers and giving teachers a role in curriculum. Recognize that different teachers may have different but equally effective teaching styles.
10
In the education schools, they learn content AND instruction. Which is why qualified teachers are the ones who've got education degrees, and why those qualified teachers do a better job teaching than the TFA/emergency certified substitutes that only know content.
You're right that we should be hiring qualified teachers, paying them far more than we do, and acknowledging that they're professionals. But you're mistaken, apparently, about which teachers are qualified.
You're right that we should be hiring qualified teachers, paying them far more than we do, and acknowledging that they're professionals. But you're mistaken, apparently, about which teachers are qualified.
1
This cannot be stressed enough, education should indeed create the ability to think, ask questions, read and learn. This becomes a lifelong pursuit and makes our work and our life's a joy.
This article reminds me of the old adage, "If the only tool you have is a hammer, every problem looks like a nail." And so, nearly every writer on the subject focuses on the teachers and the principals, because the only tool we seem to have now is to hire and fire school staff. From this has developed this magical thinking that we can just hire and fire our way to schools staffed with charismatic teachers and principals, dedicated to working long hours (longer than you and I work), with a deep love for all their students and time to guide each one of them through their individual challenges toward success.
Yes, we should strive to have the best staff we can find. But bear in mind that the skills and talents we want in these magic teachers, like intelligence, empathy, hard work, charisma, are things in high demand in any work place, probably with higher pay. And teachers are one of the largest segments of the work force. Most of them will be average college educated Americans. Just like you and I.
By far, the most important factor in a student's success is the quality of parenting they receive, next is the culture of their community. Until we come up with tools to improve those 2 things, swapping out principals and teachers (as we have been doing for decades) will have only minor, or episodic benefit. We must create cultural change, starting at birth, at the family and community level, that inculcates the values, habits, and skills needed for social and academic success.
Yes, we should strive to have the best staff we can find. But bear in mind that the skills and talents we want in these magic teachers, like intelligence, empathy, hard work, charisma, are things in high demand in any work place, probably with higher pay. And teachers are one of the largest segments of the work force. Most of them will be average college educated Americans. Just like you and I.
By far, the most important factor in a student's success is the quality of parenting they receive, next is the culture of their community. Until we come up with tools to improve those 2 things, swapping out principals and teachers (as we have been doing for decades) will have only minor, or episodic benefit. We must create cultural change, starting at birth, at the family and community level, that inculcates the values, habits, and skills needed for social and academic success.
67
This simply abdicates responsibility. There is no magic wand to suddenly change society and parents, but teachers can and do have an impact and we should not just give up and whine about society. Hint: parenting and "society" were not so ideal in the past either.
I adore this comment, Hydraulic Engineer. But for future reference:
It's "Just like you and me," not "Just like you and I," which is a kind of hyper-correcting.
The word "like" is a preposition and requires an object of the preposition. (You wouldn't write "Just like I," would you?)
Educated Americans, even journalists and television newscasters, have a rough time using the word "me," perhaps because undereducated people say "Me and him went . . . ."
But using "I" where it shouldn't be used is just as incorrect. And shows a similarly weak grasp of grammar.
It's "Just like you and me," not "Just like you and I," which is a kind of hyper-correcting.
The word "like" is a preposition and requires an object of the preposition. (You wouldn't write "Just like I," would you?)
Educated Americans, even journalists and television newscasters, have a rough time using the word "me," perhaps because undereducated people say "Me and him went . . . ."
But using "I" where it shouldn't be used is just as incorrect. And shows a similarly weak grasp of grammar.
Parenting and "society" have never been universally the sort that would lead to educational success. But we used to put the blame for that on parenting and society. Now, we blame teachers and schools. But god forbid they exclude violent, disruptive kids; that might place them on the "school to prison pipeline."
So we hold them responsible for things that aren't their fault, but prohibit them from addressing those things. That's an important difference.
So we hold them responsible for things that aren't their fault, but prohibit them from addressing those things. That's an important difference.
1
Salaries for Teachers need to be increased by 25%.
Principals are there to support/guide Teachers.
If Teachers are given authority and power they will do what is best for their students.
It is really not that hard, as long as guns/drugs/bullying/gangs are kept
out of school and old-fashioned discipline is brought back to the schools.
Principals are there to support/guide Teachers.
If Teachers are given authority and power they will do what is best for their students.
It is really not that hard, as long as guns/drugs/bullying/gangs are kept
out of school and old-fashioned discipline is brought back to the schools.
5
Agree. And I've got the solution: tenured teachers get to work tax fee. And it doesn't cost the districts one dime. Lost revenue get skimmed from the bloated defense budget.
For years NYC teachers have siffered thanks to the horrific principals churned out under the Bloomberg administration's Proncipals Academy. Inexperienced as teachers and often unsuitable as leaders. The school in the Bronx where I used to work was a model school - poor students and great teachers who worked hard every day and the results were incredible. We HAD an amazing principal who showed real respect for teachers and understood the daily struggle. When she left the superintendent's pet was brought in and every teacher who could leave has left. The school is run by a narcissistic bully and he controls a staff of terrified non-tenured and inexperienced teachers. The school is now a dangerous place and graduation and attendance are dropping. It is sad to watch a great and promising school die. Principals CAN DESTROY schools and its happening all over NYC.
7
It's late in the day, and I haven't time enough to read all 278 comments, so I'm just going to assume that nobody else has said this to Maya yet. Apply to schools you are sure you can't get into because they cost too much or have a reputation for taking kids with better scores. The truth is you'll get more attention than you believe is possible and you're likely to get better financial aid offers from those "beyond your reach" schools. If you want to go to an HBCU aim for Howard or Tougaloo as well as Grambling. Aim high child. Remember where you came from, but always keep your eyes on the prize.
17
I teach at a Title 1 school, in Miami Gardens. It's difficult to get teachers or subs to work at our school, because of the overwhelming behavior problems. Teacher moral is low. The public thinks that we are a D school because we have a bunch of dumb teachers. Far from it, we are a D school because we can't cut through the behavior problems to teach in a safe learning environment. Our hearts go out to the good kids who do want to learn. Our day to day is filled with breaking up fights, writing referrals, and contacting parents. Every principal we have had seems to only be there for the paycheck...starting at $90K. I don't see principals as being hands-on. They do not want to be bothered by discipline problems. They do not interact with the students, not even a high-five. It's like they are allergic to the kids. Send a kid to the principal's office ...to be noted as part of your evaluation, that you have poor classroom management. The school board has prohibited suspensions in elementary schools! You want to fix failing schools...get rid of the rotten apples, the bad kids. We're still waiting for our new principal to actually step into the cafeteria during lunch. Priceless!
6
What if the principal is a total idiot? Because that's what they are where I live, and we have plenty of students like Maya who could benefit from some kind of intervention. In my experience, principals are often men who start out teaching a non-academic subject--ESL, PE, Special Ed--because they are unable to qualify for a credential in anything else. Their path to leadership usually runs through coaching, preferably football. And they spend most of their time trying to make their mark by instituting some program with a catchy, Orwellian acronym--SUCCESS Academy!--or imposing a new schedule, or bullying the teachers. They rarely interact with students and that may be just as well, since they are intellectually and emotionally unequipped to do the kind of work described in this article. That's the reality in the high schools I'm familiar with.
4
Your generalized statement about ALL principals in your district was suspicious, but it was your comment that ESL and special education teachers were ignorant about content that convinced me you haven't any real understanding about today's public schools.
2
I don't quite get the special ed connection but the rest of your comments parallel my experience in education. Which btw covered 40 years or so.
Of course managers that are at the first level can have a large influence in outcomes. Now if they are not allowed to improve they are worthless. That said nothing can replace students that are ready to learn.
I'm a retired public high school math teacher. During the last ten years of my career, I taught under nine principals. This article mostly gets it right, but there are some comments I need to make. The absolute best teacher I've ever known, a woman who lived for teaching in the best possible way, told me at the beginning of my career that the principal's job at any school was by far the most important and that, otherwise, great teachers or not, a school would be doomed to a declining future; and that if you want see where a school is most likely going, look to the principal. Twenty-five years later, her words are sadly prescient. The last ten years (with nine principals) were during the nadir of the "holding teachers accountable" hysteria that swept over school boards and communities, and it was during those years that the toll on principals seemed to be most devastating. Their relationship to education, teachers, and schools seemed to shift from visionary leadership and inspiration to field boss. Nearly all I worked for were talented, capable people, with their heads and hearts in the right place, but hamstrung by whatever short-lived public or political doctrine that was sweeping through town at the moment. I hope we've gotten past looking for someone to blame, to "hold accountable", whether it's teachers or principals--teaching is a collegial and collaborative process and principals should be at its center, supporting, guiding, and inspiring--both teachers and students. Not serving political whims or public fears.
16
thanks for your service--nothing is more important than what our public school staff does for all of us.
4
Finally!!! Attention is being given to principals. I worked under 9 different principals during my 28 years in 4 different schools, and the person in that lead job makes a huge difference. Principals oversee the hiring and firing of staff, implement the budget, set the discipline policies, expectations and general tone of a school. An inexperienced or inflexible or poorly trained principal makes all the difference. Staff and students will bend over backwards if they think their principal knows what he/she is doing and has their back. Likewise, a principal who is ill-suited for the job and does not know how to relate to the staff and students will soon see a demoralized, struggling school.
Make no mistake; running a school is one of the toughest jobs out there.....we all need to support those who can handle it.
Make no mistake; running a school is one of the toughest jobs out there.....we all need to support those who can handle it.
12
If I were principal:
I've never considered being a school's principal, but now that I'm asked (at least by myself), then:
The ideal thing is to employ the brightest computer knowledgeable person(s) for teaching and administration duties.
Teaching because I want those whom impart practical, realistic experiences, and are successful in counselling and administering.
Motivated, personable, skillful persons: everything I'm not.
The students' future is much dependent upon the phenomena.
Discipline: The assistant principal must be a hard nose, yet not inflexibly dumb, which is also impossible for boss-jerk mediocre me.
Other than above essentials, the principal needs to be a charming leader with patience to try to do the impossible, which ain't me either.
After all, what is a principal but a constructive boss, allowing teachers
to pursue their individual artistry.
While I acknowledge there's State mandated curricula somehow imparted too.
That's what achievement tests are much about, because we are a culture that obsessively tests & should reward progress & achievement.
Don't bore kids nor professionals. l
I've never considered being a school's principal, but now that I'm asked (at least by myself), then:
The ideal thing is to employ the brightest computer knowledgeable person(s) for teaching and administration duties.
Teaching because I want those whom impart practical, realistic experiences, and are successful in counselling and administering.
Motivated, personable, skillful persons: everything I'm not.
The students' future is much dependent upon the phenomena.
Discipline: The assistant principal must be a hard nose, yet not inflexibly dumb, which is also impossible for boss-jerk mediocre me.
Other than above essentials, the principal needs to be a charming leader with patience to try to do the impossible, which ain't me either.
After all, what is a principal but a constructive boss, allowing teachers
to pursue their individual artistry.
While I acknowledge there's State mandated curricula somehow imparted too.
That's what achievement tests are much about, because we are a culture that obsessively tests & should reward progress & achievement.
Don't bore kids nor professionals. l
1
I get crazy when I see that statement that it is too hard to fire a teacher. I was a teacher for 33 years and watched some teachers fail at the job over and over again. Some even got written up after violation 15 or 16 or if the problem that existed was sex based but most of the time I watched these teachers being returned to the classroom. I live and taught in Florida. A Right To Work state where the unions basically can do nothing but talk with admin. Yet these principals never went after these bad teachers. They usually just tried to switch them to another school. As a teacher, which has now gone to the "team" process, having one of these on your team is a career killer no matter how good you are. I really, honestly, blame most administrations for allowing it to get this bad.
6
As a fellow Fla teacher, I appreciate your mention of the vast power of our unions.
Even in unionized states, it's not hard to fire bad teachers (but it's a bit harder there to fire the good ones).
When you see a lie being repeated, ask yourself who benefits? Here, I'd say it's the people who'd like to blame perceived (not always real) problems in education on unions and teachers, so as to dismantle unions (and pay teachers less), move public support to non-union alternatives, or profit from spurious attempts to "fix" the wrong problem.
In other words, people like Betsy DeVos benefit.
When you see a lie being repeated, ask yourself who benefits? Here, I'd say it's the people who'd like to blame perceived (not always real) problems in education on unions and teachers, so as to dismantle unions (and pay teachers less), move public support to non-union alternatives, or profit from spurious attempts to "fix" the wrong problem.
In other words, people like Betsy DeVos benefit.
2
Having taught since 1982, I've had good an bad principals. Good ones:
make sure the building is always clean; pick up trash themselves too!
practice "management by walking around."
really do "have the teachers' backs" when it comes to discipline.
see their duty to not the board, not the parents, not the teachers, but to the children first and foremost.
are classy, smart, highly ethical people.
Bad principals tend to be "in it" only for themselves.
make sure the building is always clean; pick up trash themselves too!
practice "management by walking around."
really do "have the teachers' backs" when it comes to discipline.
see their duty to not the board, not the parents, not the teachers, but to the children first and foremost.
are classy, smart, highly ethical people.
Bad principals tend to be "in it" only for themselves.
15
Here in Seattle I have run a public elementary school STEM program for 10 years. We believe excellent principals are vital, but who knows what the school district is thinking.
For example, in 10 years most of the principals at my schools have had not had any conventional classroom experience at all. (Some have been individual reading or math tutors. Some have taught special education classes. That's all.)
Their inexperience and sheer incompetence and lack of suitability for the job have caused a plague of problems.
For instance, the management and leadership policies that these principals have adopted have created a work environment for the teachers that is simply toxic. Consequently almost all of the best teachers have left.
The principals have canceled many of the programs that the community most valued. Consequently, some of the schools have lost so many students that they no longer qualify for funding for music, librarians, etc.
The list of problems that these principals have directly caused is endless.
For example, in 10 years most of the principals at my schools have had not had any conventional classroom experience at all. (Some have been individual reading or math tutors. Some have taught special education classes. That's all.)
Their inexperience and sheer incompetence and lack of suitability for the job have caused a plague of problems.
For instance, the management and leadership policies that these principals have adopted have created a work environment for the teachers that is simply toxic. Consequently almost all of the best teachers have left.
The principals have canceled many of the programs that the community most valued. Consequently, some of the schools have lost so many students that they no longer qualify for funding for music, librarians, etc.
The list of problems that these principals have directly caused is endless.
6
Special ed teachers have no classroom experience and are incompetent? That shows how little you know.
That a principal is important is undoubtedly true. But in my 35 years of teaching I never had one, just a superintendent. It was incumbent on the teachers in those two tiny districts to do it all ourselves.
My daughter in law has been a Teach for America teacher (although an unusual one who prepared in college to teach0 and now works as a supervisor/mentor for the program. They give their teachers a huge benefit by being there for them, coaching them, and designing inservice training to meet their needs. If every beginning teacher could have this support from a principal it would be gamechanging. She has had a couple wash out, clearly not up to the task even with intensive coaching. But most teachers want to do well and can succeed if mentored well. Principals need to be there for their students, but also their teachers.
My daughter in law has been a Teach for America teacher (although an unusual one who prepared in college to teach0 and now works as a supervisor/mentor for the program. They give their teachers a huge benefit by being there for them, coaching them, and designing inservice training to meet their needs. If every beginning teacher could have this support from a principal it would be gamechanging. She has had a couple wash out, clearly not up to the task even with intensive coaching. But most teachers want to do well and can succeed if mentored well. Principals need to be there for their students, but also their teachers.
2
I agree that principals have a very vital role to play in the atmosphere of a school. So do school boards and the school building. If children are in a school that is in poor condition all around what sort of message does that send them about what the community feels about education? If school boards antagonize teachers to the point where the good ones leave how does that help student education? And if a community cannot attract and retain good teachers every student suffers.
The other side is that the parents have to convey to their children that education is important no matter what their children decide to do in the future. If you can read there's a whole world out there waiting for you in books. If you can do mathematics there's another world out there. Schools and parents need to cooperate to keep children interested in learning. Principals and teachers cannot do it all by themselves. And progress on tests isn't the only important part of schooling. Learning how to apply one's knowledge, one's intelligence, one's ingenuity, in short one's entire self to solve or handle or dispute a problem is vital. If we don't teach students critical thinking skills in school they may not learn it outside of school.
School should be a gathering place for a community, not a place that is falling apart, smells bad, and leaves the community feeling bad. A good faculty is a treasure. Ask any person who has gone to a school that encouraged them.
The other side is that the parents have to convey to their children that education is important no matter what their children decide to do in the future. If you can read there's a whole world out there waiting for you in books. If you can do mathematics there's another world out there. Schools and parents need to cooperate to keep children interested in learning. Principals and teachers cannot do it all by themselves. And progress on tests isn't the only important part of schooling. Learning how to apply one's knowledge, one's intelligence, one's ingenuity, in short one's entire self to solve or handle or dispute a problem is vital. If we don't teach students critical thinking skills in school they may not learn it outside of school.
School should be a gathering place for a community, not a place that is falling apart, smells bad, and leaves the community feeling bad. A good faculty is a treasure. Ask any person who has gone to a school that encouraged them.
5
"The progress has multiple causes, including a longer school day and school year and more school choices for families."
WHERE is the proof for this? This is a completely unsubstantiated claim. The longer day was unfunded, the longer school year is a farce (furlough days last year and this year), and charter schools in Chicago DO NOT perform better than neighborhood public schools. All of those things can, in fact, be substantiated.
While a principal alone may not necessarily make or break a school, he or she does play a significant role. The best principal I ever worked for believed in and exemplified distributed leadership, project-based learning, taking some of the insane amount of work off of teachers' plates, recruiting & hiring some of the best teachers available, and finding creative ways of financing restorative justice, sports, and arts, all of which were not funded by the budget decided upon by district officials. As a result, student growth in reading in math shot up over the course of 3 years, and the school which had been on probation for 12 years, was finally taken off probation and deemed a Level 1 school (second highest district rating.) And guess what? This was in CPS, in a low-income community of color plagued by violence. It was by no means easy, and he did not do it alone. But he trusted his teachers, was smart about spending money, and willing to make the difficult decisions that are often necessary in school leadership.
WHERE is the proof for this? This is a completely unsubstantiated claim. The longer day was unfunded, the longer school year is a farce (furlough days last year and this year), and charter schools in Chicago DO NOT perform better than neighborhood public schools. All of those things can, in fact, be substantiated.
While a principal alone may not necessarily make or break a school, he or she does play a significant role. The best principal I ever worked for believed in and exemplified distributed leadership, project-based learning, taking some of the insane amount of work off of teachers' plates, recruiting & hiring some of the best teachers available, and finding creative ways of financing restorative justice, sports, and arts, all of which were not funded by the budget decided upon by district officials. As a result, student growth in reading in math shot up over the course of 3 years, and the school which had been on probation for 12 years, was finally taken off probation and deemed a Level 1 school (second highest district rating.) And guess what? This was in CPS, in a low-income community of color plagued by violence. It was by no means easy, and he did not do it alone. But he trusted his teachers, was smart about spending money, and willing to make the difficult decisions that are often necessary in school leadership.
5
We need to pay more attention to building strong relationships in schools: between and among students, staff (instructional AND non-instructional), principals and parents. The best schools are those where a common set of expectations are established on behalf of the students and all members of the school community work together in their commitment to uphold those expectations.
Building administration is one of the toughest jobs in education, and if done right, is also the most rewarding. It's the opportunity to positively influence adults and students and to see progress on a daily basis. But it's not for the faint-hearted. Principals must be visible in classrooms, in lunchrooms, at recess, in hallways and common areas. Their desk work must happen after school, nights and weekends. Their commitment to their school must be complete and their love for their students unconditional.
The best quote I ever used as a principal was, "Kids don't care how much you know until they know how much you care." The students agreed and the adults who followed that guidance saw amazing results.
Building administration is one of the toughest jobs in education, and if done right, is also the most rewarding. It's the opportunity to positively influence adults and students and to see progress on a daily basis. But it's not for the faint-hearted. Principals must be visible in classrooms, in lunchrooms, at recess, in hallways and common areas. Their desk work must happen after school, nights and weekends. Their commitment to their school must be complete and their love for their students unconditional.
The best quote I ever used as a principal was, "Kids don't care how much you know until they know how much you care." The students agreed and the adults who followed that guidance saw amazing results.
2
I totally agree with this article. My kids go to a great public school, largely because the principal and staff have created and maintained an environment in which perseverance towards academic excellence and upstanding citizenship is the norm. In short, they walk the walk.
3
I'm a CPS teacher. Before everyone high fives Rahm Emanuel for all of the great gains that have been made under his tenure as mayor, a few items:
--Teachers, at the behest of principals at the behest of the Mayor, are encouraged to pass as many students as possible. Only those who are absent in both body and mind fail.
--Four furlough days, with possibly another nine on tap, have been instituted this year to try to close a budget gap.
--$46M in funds were cut from school budgets, disproportionately affecting black and Latino schools.
--Under the mayor's watch, the proliferation of charter schools have increased, draining resources from neighborhood schools with no discernible improvement in outcomes.
Principals, the best of whom act in the best interests of the students despite the Mayor's orders are in too short supply.
--Teachers, at the behest of principals at the behest of the Mayor, are encouraged to pass as many students as possible. Only those who are absent in both body and mind fail.
--Four furlough days, with possibly another nine on tap, have been instituted this year to try to close a budget gap.
--$46M in funds were cut from school budgets, disproportionately affecting black and Latino schools.
--Under the mayor's watch, the proliferation of charter schools have increased, draining resources from neighborhood schools with no discernible improvement in outcomes.
Principals, the best of whom act in the best interests of the students despite the Mayor's orders are in too short supply.
21
Exactly.
2
The use of gains vice raw scores is telling and misleading. Chicago +2.8% G4M 232 G8M 275, G4R 213, G8R257. Austin -0.6% G4M 246 G8M 284, G4R 220, G8R 261.
Austin outperforms Chicago in all but percent change. It's easy to get a lot better when you're not good. The measure of success is performance.
https://nces.ed.gov/nationsreportcard/districts/
https://nces.ed.gov/nationsreportcard/districts/
Austin outperforms Chicago in all but percent change. It's easy to get a lot better when you're not good. The measure of success is performance.
https://nces.ed.gov/nationsreportcard/districts/
https://nces.ed.gov/nationsreportcard/districts/
1
The fact that her Maya's mother cared enough to even show up to a meeting already sets her situation above so many others.
Yes, an engaged, effective principal is important. Yes, well-trained, capable teachers are crucial. But the reality that no one ever goes near in well-meaning opinion pieces like this is that a lot of parents just do not care. Plenty of teachers will tell you tales of waiting with students during parent-teacher conference hours, to which the majority of parents don't even bother to show up. How crushing, and what a powerful, terrible message that sends their kids. Excellent schools can do a lot, but they can't - and shouldn't - be expected to make up for what so many parents can't be bothered to do.
Yes, an engaged, effective principal is important. Yes, well-trained, capable teachers are crucial. But the reality that no one ever goes near in well-meaning opinion pieces like this is that a lot of parents just do not care. Plenty of teachers will tell you tales of waiting with students during parent-teacher conference hours, to which the majority of parents don't even bother to show up. How crushing, and what a powerful, terrible message that sends their kids. Excellent schools can do a lot, but they can't - and shouldn't - be expected to make up for what so many parents can't be bothered to do.
9
A good question is why the parent did not address the decline immediately, If I got a C action was taken immediately.
There it is. The first mention of THE major factor in students' success: their parents. Not only do parents need to stress the importance of education and participate in the child's education, parents need to teach their children things like: Do not steal from the teacher or students. Do not cuss in class, or ever. Treat the people in authority properly. Teach them the difference between authority and power. Follow directions. Stop talking. Stop blurting out stupid stuff --- get your attention elsewhere. Stay seated in your proper seat. Don't walk around the room. Don't interfere with another student's learning --- that's selfish. These are just a few things from my experience. BTW, the principal was excellent, and with hands tied behind his back by district admin. and lack of resources.
5
"But the reality that no one ever goes near in well-meaning opinion pieces like this is that a lot of parents just do not care."
I always say it. I'm glad you do too. But look at the number of your "recommends"; New York Times readers really don't like to admit that nature and nurture do their work before children get to first grade.
I always say it. I'm glad you do too. But look at the number of your "recommends"; New York Times readers really don't like to admit that nature and nurture do their work before children get to first grade.
Any teacher can tell you that a school can rise or fall entirely on the strength of its leadership. Principals are crucially important to the tone and culture of a school. They are also the ones responsible for hiring and evaluating strong competent teachers. I have found it unsettling that the public discussion on education barely mentions the role leadership and administration can play in good schools. We lay everything at the feet of teachers.
3
I have been waiting for an article like this. I think a good principal with power to hire and fire is the quickest and surest way to improve a school. I am privileged to know a principal like this here in Tucson, Robin Dunbar of Utterback middle school. She took her first school, Warren elementary, a very low SES school, to within a whisker of an A in AZs grading system. We need thousands more like her.
2
"Power to hire and fire" is exactly how NYC destroyed its schools.
Tenure's better. It allows good principals to fire bad teachers but prohibits bad principals from firing good teachers.
Tenure's better. It allows good principals to fire bad teachers but prohibits bad principals from firing good teachers.
1
I was privileged to visit hundreds of schools across several states as part of an initiative to evaluate and support (mostly struggling) public schools during the No-Child-Left Behind era. Using a comprehensive set of criteria all aspects of the school's practice were investigated, resulting in comprehensive reports, rankings, and (often) subsequent strategic plans. Over and over the impact of the principal proved to be the crucial factor in a school's success or failure. If the principal is not willing, or does not know how, to be the instructional leader for
teachers, students and families, there is little capacity for the institution to make progress. It's all about leadership.
teachers, students and families, there is little capacity for the institution to make progress. It's all about leadership.
1
No surprise, but not really complete, either.
I believe that the saying is that the fish stinks from the head. So yes, in any one school building, look to the principal teacher (yes, the title "principal" is short for principal teacher), but in a school system, look to the superintendent. And woe is the school system governed by someone with a business title.
I believe that the saying is that the fish stinks from the head. So yes, in any one school building, look to the principal teacher (yes, the title "principal" is short for principal teacher), but in a school system, look to the superintendent. And woe is the school system governed by someone with a business title.
10
More likely from our experience a person with just an education background does not have the tools to manage a system nor lead effectively.
ONLY a person with an education background should be in charge of schools. If you'd experienced reality, you'd realize that our attempts to put businessmen and political hacks in charge of the system has been a horrible failure.
1
I don't doubt that principals' roles are crucial to school success. I do, however, doubt the rosy picture this article paints of Chicago's public schools as a success story. I am a recent graduate of CPS, and attended public schools during Mayor Emmanuel's changes, which are so lauded here. That longer school day, in many schools, did not equate to more instructional time (it is after all difficult to increase instructional time when resources for teachers, librarians, arts etc are also cut). Usually, that longer day meant extra hours of sitting around during an extra "study hall" or advisory period. Quality of instruction is obviously far more crucial than quantity; however, it is hard to provide quality instruction in a school system that is so financially unstable.
Mayor Emmanuel has not been good for education in the city of Chicago. His administration has waged a war on the city's teachers and the teacher's union. If our schools are to be successful, the profession of teacher should be among the most respected and well-paid in our country. You cannot attract the best teachers while at the same time demonizing teachers the way the mayor has.
Mayor Emmanuel has not been good for education in the city of Chicago. His administration has waged a war on the city's teachers and the teacher's union. If our schools are to be successful, the profession of teacher should be among the most respected and well-paid in our country. You cannot attract the best teachers while at the same time demonizing teachers the way the mayor has.
15
The best writer on the Times staff.
Thanks once again David.
Thanks once again David.
1
The best principals are teachers first, in two senses. First, they've spent enough time in the classroom as teachers themselves to figure out what the problems are. They have been successful teachers, controlling large and difficult groups of students to establish the sense of order necessary for learning to occur. Second, though a principal is no longer in a classroom, s/he is still a teacher above all. The principal should be the model teacher, showing his/her faculty how to instruct and interact through her/his daily actions. S/he must be visible; s/he must be outgoing; s/he must be an advocate for the school with the district. TOO MANY PRINCIPALS ARE FAILED TEACHERS. Their attitude is, "If I can't survive in the classroom, I'll get my administrative degree and become a principal." And they get a raise in the process! Perhaps we need to go back to the idea of a headmaster--someone still in the classroom, with administrative duties as well.
45
School principals are critical to the success of all aspects of a school. The description of what principals are evaluated on makes me nervous. Principals should be held accountable for the learning of the students but questions need to be asked to explore what else should be evaluated and whether the evaluation should mainly be focused on test scores as implied. What aspects of learning do principals influence and how does should that be evaluated? Are we now going to do to principals what we have done to teachers: "We ask too much of teachers"?
The climate of the school, how the curriculum is implemented, how children are treated and respected, and how dedicated teachers are to their work depends greatly on the principal who sets the tone of the building and has the responsibility to build "trusting" relationships with all the players in a school. This is what should be evaluated. Questions such as the following should be asked: Are teachers able to innovate and take risks to try out new teaching ideas? Do teachers and administrators sit down to analyze learning issues that children are facing and come up with strategies to try out? Are parents welcomed in the school? Is everyone respectful to each other? Are teachers encouraged to collaborate with each other? Does the principal promote professional development for all teachers and assistant teachers? Do they promote and fight for an enriched curriculum and do the teachers join him/her in this fight?
The climate of the school, how the curriculum is implemented, how children are treated and respected, and how dedicated teachers are to their work depends greatly on the principal who sets the tone of the building and has the responsibility to build "trusting" relationships with all the players in a school. This is what should be evaluated. Questions such as the following should be asked: Are teachers able to innovate and take risks to try out new teaching ideas? Do teachers and administrators sit down to analyze learning issues that children are facing and come up with strategies to try out? Are parents welcomed in the school? Is everyone respectful to each other? Are teachers encouraged to collaborate with each other? Does the principal promote professional development for all teachers and assistant teachers? Do they promote and fight for an enriched curriculum and do the teachers join him/her in this fight?
2
Principles should view themselves as the captain of the ship.
1
Let's not forget the superintendent, the vast majority of whom, consciously or unconsciously, continue to us an 1890 follow-the-schedule assembly line method invented by Frederick Winslow Taylor.
This method worked great, for among other things, making Model T cars because IF everyone follows the schedule THEN no one slows down the line. The tests on a production line detected defects so cars could be pulled of to a side repair process, again, so no one slows down the line.
Unlike Model T cars however, students are different. Using a one-size-fits-all follow-the-schedule method guarantees the opposite of what we all want, students working to their own ability. Instead, it guarantees some students ahead, bored and idle, while other fall further and further behind. The tests during the school year - tests which come from school district administration - enforce teaching to the schedule, guaranteeing students won't work to their own ability.
Only the superintendent, not principals or teachers, has the authority to move away from this 1890 method.
This method worked great, for among other things, making Model T cars because IF everyone follows the schedule THEN no one slows down the line. The tests on a production line detected defects so cars could be pulled of to a side repair process, again, so no one slows down the line.
Unlike Model T cars however, students are different. Using a one-size-fits-all follow-the-schedule method guarantees the opposite of what we all want, students working to their own ability. Instead, it guarantees some students ahead, bored and idle, while other fall further and further behind. The tests during the school year - tests which come from school district administration - enforce teaching to the schedule, guaranteeing students won't work to their own ability.
Only the superintendent, not principals or teachers, has the authority to move away from this 1890 method.
If you ever want to find the political hacks in any community, just look up the address of the Board of Education. Anybody who has ever been involved in public schools anywhere knows that all it takes is to just move a few numbers from here to there and: SHZAM!! - the schools are flourishing! If you can't make it succeed, make it look like its succeeding. The first rule of a bureaucracy is save the bureaucracy, and nobody does it better than the entry level pols at the Board of Ed. Chicago schools succeeding? Show me all the numbers you want, but I'll believe it when I see the results.
5
If and when Chicago produces students and graduates as good as the kids I knew in New York's Bronx Science, then I'll believe Leonhardt.
3
This is a poverty problem not an education problem. No one is complaining about the state of middle class education. What to fix broken schools? A whole family approach is the only way. Kids don't live in bubbles. But go ahead and keep throwing money at the wrong end of the equation. 50 years of this hasn't worked. Ask Mark Zuckerberg how his 100 million dollar donation to Newark schools worked out.
7
Everyone is complaining about the state of middle class education. And kids don't live in bubbles which is why society needs to be fixed. But schools absolutely need funding to create a great educational environment. Unfortunately Republicans and rich folks are too cheap to spend money on something that doesn't directly benefit them.
1
Well, the problems that "school reform" created in lower-class schools have started to affect middle-class schools, but what we're hearing is more grumbling than complaining at this point.
It's completely accurate to point out that, where students show up, behave, and do their work, there are few problems with education. The issue is not that the schools aren't doing their job, but that not all the kids are accepting the opportunity that's offered them, and that comes down to the parents. But bad parents aren't going to magically turn into good ones, and we can't write off a whole segment of society. We should stop blaming inner-city schools for poor parenting, but we do need to give those schools programs to try to mitigate its effects. And that will cost money.
It's completely accurate to point out that, where students show up, behave, and do their work, there are few problems with education. The issue is not that the schools aren't doing their job, but that not all the kids are accepting the opportunity that's offered them, and that comes down to the parents. But bad parents aren't going to magically turn into good ones, and we can't write off a whole segment of society. We should stop blaming inner-city schools for poor parenting, but we do need to give those schools programs to try to mitigate its effects. And that will cost money.
1
I just moved from Chicago and am still on the board of Raise Your Hand for Illinois Public Education. The graduation results in Chicago include students who dropped out of their regular school, attended an "alternative" school where students sit in front of computers for a few hours, and then are listed as if they graduated from the HS they dropped out of, even though they might not have been there since freshman year. WBEZ has reported on this: https://www.wbez.org/shows/wbez-news/same-diploma-different-school/35f83...
The 7-hour school day has shown no consistent improvement in student achievement, at least as measured by standardized test scores. It has led, however, to an increase in elementary student absences, as even parents of high-achieving students let them stay home for a day here and there as a break. For many students, the longer day has been an empty day as arts teachers, language teachers, and librarians have been cut.
The 7-hour school day has shown no consistent improvement in student achievement, at least as measured by standardized test scores. It has led, however, to an increase in elementary student absences, as even parents of high-achieving students let them stay home for a day here and there as a break. For many students, the longer day has been an empty day as arts teachers, language teachers, and librarians have been cut.
7
This should not be a surprise to any educator . Effective Schools Research ( please Goggle ) which had its beginning in Michigan over 30 years ago , has provided clear objective data that that describes how critical the leadership within a school is to bring about student success .
" The Principal acts as an instructional leader who effectively communicates the mission of the school to staff, parents and students and who understands and applies the characteristics of instructional effectiveness in the management of the instructional programs at the school "
A highly challenging position , requiring great knowledge and skills , Effective Principals are worth their weight in gold .
" The Principal acts as an instructional leader who effectively communicates the mission of the school to staff, parents and students and who understands and applies the characteristics of instructional effectiveness in the management of the instructional programs at the school "
A highly challenging position , requiring great knowledge and skills , Effective Principals are worth their weight in gold .
3
Principals are clearly the critical center of how a school operates. They are the CEO's of teachers and determine how well a school operates.
BUT this piece, which dovetails perfectly with our national obsession with teachers and schools gets it wrong. The single most important predictor of how kids do in school and in life is what they learn at home. Families are the core of determining the trajectory of our lives.
Why can we not pause in these endless discussions about how to move the bucket catching errant water from the leaky roof? How many of us, in reply to what made you you would answer something other than comments about our parents? Not an influential teacher but our moms and dads?
BUT this piece, which dovetails perfectly with our national obsession with teachers and schools gets it wrong. The single most important predictor of how kids do in school and in life is what they learn at home. Families are the core of determining the trajectory of our lives.
Why can we not pause in these endless discussions about how to move the bucket catching errant water from the leaky roof? How many of us, in reply to what made you you would answer something other than comments about our parents? Not an influential teacher but our moms and dads?
5
Schools and families work together, and well functioning schools can actually enable families to work better. A personal example. Our local elementary school begins the day with morning recess at 8:00, followed by breakfast at 8:20, followed by classes beginning at 8:45 - a wide window that accommodates the different morning routines of families and and allows wiggle room. Very importantly, it makes it much easier for kids to get a good nights sleep. There is also an available after school program that goes to 6:30, again supporting working families. The principal has been there for ten years and has been able to assemble district and external supports to makes these sorts of things possible. Parental involvement is excellent, because school is better integrated with the realities of family life today. We are in this together!
4
I wish that I could collect all of the articles like this one written throughout the years. There are so many of them out there from many different cities and towns and they all tell the same story: dedicated principals applying the same methods and procedures turning troubled schools around.
And yet, each new article appears as a revelation. Why aren't these techniques used throughout our public education system?
Perhaps we *should* gather up all of these articles and distill them down to a training manual for principals all across the country. Maybe then we will begin to have the public education system that we want and our children deserve.
And yet, each new article appears as a revelation. Why aren't these techniques used throughout our public education system?
Perhaps we *should* gather up all of these articles and distill them down to a training manual for principals all across the country. Maybe then we will begin to have the public education system that we want and our children deserve.
2
> fighting economic inequality
This is a Marxist attack on education as mind-training for the student's life. Our Progressive schools are ideologically committed to preventing students from focusing their minds onto reality. Obama and Trump are frightening examples of that mindlessness. Obama retreats into floating abstractions. Trump, into experience without ideas.
See _Teaching Johnny to Think_ by Leonard Peikoff for a reality-focused, principled, systematic method of mind-training.
This is a Marxist attack on education as mind-training for the student's life. Our Progressive schools are ideologically committed to preventing students from focusing their minds onto reality. Obama and Trump are frightening examples of that mindlessness. Obama retreats into floating abstractions. Trump, into experience without ideas.
See _Teaching Johnny to Think_ by Leonard Peikoff for a reality-focused, principled, systematic method of mind-training.
It seems to me that one significant item mentioned in the is story legates to principals that the author recognizes that are usually left out of the discussion about the effectiveness of public schools. People must recognize that a school is necessarily a team and for a student to excel to their maximum the lack or failure on any part the school team, i.e., principal, Asst. principal, teacher, curriculum guides, text books, building and environment, activities, range of classes and to be able to obtain all of them, funding. The lack of or failure of any of these components raises the possibility of student failure or under performance. Holding all the components together and leading the team is, of course, the principal. A charter school or private school has no better chance of providing student success, regardless of funding, if the team isn't organized developed and lead toward success for the students by the principal.
Principals love their parking spacing and don't like teachers. Their motto is "Appease and Promote" and their favorite word is appropriate. They have no clue what their teachers need most and they burden teachers with whatever inane initiative they've come up with in the isolation of their Principals' Suite. Schools without principals where teachers manage the school and a Manager of Budgets and Schedules does just that would save a lot of money and create more opportunity for teachers to take care of business
4
In my high school, Orleans American HS, it was the assistant principle, Mr. Goldstein who put us errant students back in line. He was a wise mixture of discipline and understanding. Thanks Mr. Goldstein.
2
Another pointless and probably untrue transformation "miracle". My experience of almost 30 years in NYC tells me that higher graduation rates are usually the result of either lower standards, some form of selectivity by the schools, or some combination of both, and that is assuming that fraud is not involved. A very highly regarded well known superintendent was exposed after many years of miraculous results. The miracles depended on threatening principals who in turn threatened teachers to get results. Students were given questions in advance of state tests in order to show success.
1
I worked as a contractor in 13 NYC DOE schools in D13 - Brooklyn, D6 Upper Manhattan and D9 - the Bronx. All were high needs districts. I've also worked in 3 charter schools in the Sacramento area. From these experiences, I got the chance to quietly observe 16 Principals.
Being a Principal has to be one of the hardest jobs on earth. Most of the NYC DOE principals work 24/7. There is no end to their job and they are in a difficult position where they are held accountable for everything school-related. It seems like a thankless middle mgmt position where they have to manage teachers and staff, field complaints from parents, and are ultimately responsible for student performance. All this plus dealing with the politics inherent in the DOE, including being accountable to their superintendent. To me, it seems like principals are forced to work with their hands tied behind their backs; they are responsible for everything but so much is beyond their control.
Finally, I think we should thank (the majority) of these people who choose to do this job. Because (for the most part) it is thankless work. I always wondered what the personal cost was to some of these DOE principals who put the needs of their school ahead of their own needs. How did they manage to stay married and have a family because they face a great deal of stress and never ending responsibility on a daily basis. There are definitely some ineffective principals but overall these people bust their butts on a daily basis.
Being a Principal has to be one of the hardest jobs on earth. Most of the NYC DOE principals work 24/7. There is no end to their job and they are in a difficult position where they are held accountable for everything school-related. It seems like a thankless middle mgmt position where they have to manage teachers and staff, field complaints from parents, and are ultimately responsible for student performance. All this plus dealing with the politics inherent in the DOE, including being accountable to their superintendent. To me, it seems like principals are forced to work with their hands tied behind their backs; they are responsible for everything but so much is beyond their control.
Finally, I think we should thank (the majority) of these people who choose to do this job. Because (for the most part) it is thankless work. I always wondered what the personal cost was to some of these DOE principals who put the needs of their school ahead of their own needs. How did they manage to stay married and have a family because they face a great deal of stress and never ending responsibility on a daily basis. There are definitely some ineffective principals but overall these people bust their butts on a daily basis.
1
It's a nice feel-good story in a time of scary notions of school vouchers which will destroy public schools, especially poor schools and especially in rural areas where there is little choice.
But everyone in the school environment is important: teachers, students, principals, counselors, social workers, nurses, aides, parents and even lunchroom ladies and janitors. We don't know who will engage a student and make them feel special so everyone needs to be prepared to make a difference in a student's life.
But everyone in the school environment is important: teachers, students, principals, counselors, social workers, nurses, aides, parents and even lunchroom ladies and janitors. We don't know who will engage a student and make them feel special so everyone needs to be prepared to make a difference in a student's life.
None of these people have the power to make or break a school like the principal.
Are there any studies that show test scores for students in classes where the teacher has a degree in the subject s/he teaches?
When I was in school, the English teacher had a degree in English; the history teacher had a degree in history; math, science, etc: the teacher had mastered his/her subject.
We are told that the education degree allows the teacher to teach any subject. But we don't do that at the college level: the college teacher must have a master's degree in his/her subject.
Why not require a teacher to have a bachelor's degree in the subject s/he teaches?
When I was in school, the English teacher had a degree in English; the history teacher had a degree in history; math, science, etc: the teacher had mastered his/her subject.
We are told that the education degree allows the teacher to teach any subject. But we don't do that at the college level: the college teacher must have a master's degree in his/her subject.
Why not require a teacher to have a bachelor's degree in the subject s/he teaches?
4
Yes. The studies have typically shown that teachers with education degrees do a better job than teachers without.
1
It seems just about everyone knows how to fix the problems with education.
That the fixes vary, and experience shows us successful, effective education is so complex with so many different factors involved that just about every aspect depends on human beings in their infinite variety accomplishing miracles when dealing with an infinite variety of problems, administrators, teachers, students, parents, cities, towns, neighborhoods, political, economic, social, technological and a host of other factors: hopes, dreams, expectations near-impossible to realize. As many beginning teachers find out, much of the material they were given in training can be useless when they enter the schoolhouse trenches teeming with reality. Teaching is partly an art, and just as not every person who paints is a Rembrandt, so not every teacher has the God-given whatever it takes to be a teacher. Rembrandt, however, only had to deal with his paint, canvas, dexterity and mind. Teachers must interact, day after day and into the night with many individuals, their individual abilities, maturity, problems, peer pressures, social complexities, health issues. Education's devotion to "success vs failure," made more difficult by pressures on teachers to succeed where it may not be possible. overlooks that in-school education is "just practice" for the lifetime practice of learning. In a world where grades dictate value, let's not ignore the old expression, "We learn from our mistakes."
That the fixes vary, and experience shows us successful, effective education is so complex with so many different factors involved that just about every aspect depends on human beings in their infinite variety accomplishing miracles when dealing with an infinite variety of problems, administrators, teachers, students, parents, cities, towns, neighborhoods, political, economic, social, technological and a host of other factors: hopes, dreams, expectations near-impossible to realize. As many beginning teachers find out, much of the material they were given in training can be useless when they enter the schoolhouse trenches teeming with reality. Teaching is partly an art, and just as not every person who paints is a Rembrandt, so not every teacher has the God-given whatever it takes to be a teacher. Rembrandt, however, only had to deal with his paint, canvas, dexterity and mind. Teachers must interact, day after day and into the night with many individuals, their individual abilities, maturity, problems, peer pressures, social complexities, health issues. Education's devotion to "success vs failure," made more difficult by pressures on teachers to succeed where it may not be possible. overlooks that in-school education is "just practice" for the lifetime practice of learning. In a world where grades dictate value, let's not ignore the old expression, "We learn from our mistakes."
Two ideas that could be useful to even the best of principals: (1) test scores are only useful in measuring change, not absolute numbers; and (2) getting into college is not a high enough standard.
On #1, I observed a local high school that flunked 25% of its 9th grade to get a higher gain score in the Massachusetts 10th grade test. The problem wasn't the test, but the sequence: gain scores over a few years' time are an incentive for districts - like the one I found - to cheat the sequence. When I pounced on the inept principal, his successor created a program for seniors to tutor freshmen when they needed help, and thereby help both students and tutors.
On #2, getting into college isn't enough when the price can be $50,000 a year. A Superintendent once asked how I would evaluate his district, and I suggested tracking higher ed financing: poor kids get more, rich kids get it from better places. Either way the economic impact of a good school is huge, and it can be tracked, compared, delivered to parents and kids in real terms. Christmas parties for alumni are an easy way to get lots done cheaply.
As you say, there are few great mysteries in education. Care and attention, matching student needs with school and teacher and - as you well point out - inspiring leadership is all it takes. But, there have been many too many elaborate and meaningless "innovations" that obscure that simple, human, and humane learning community.
On #1, I observed a local high school that flunked 25% of its 9th grade to get a higher gain score in the Massachusetts 10th grade test. The problem wasn't the test, but the sequence: gain scores over a few years' time are an incentive for districts - like the one I found - to cheat the sequence. When I pounced on the inept principal, his successor created a program for seniors to tutor freshmen when they needed help, and thereby help both students and tutors.
On #2, getting into college isn't enough when the price can be $50,000 a year. A Superintendent once asked how I would evaluate his district, and I suggested tracking higher ed financing: poor kids get more, rich kids get it from better places. Either way the economic impact of a good school is huge, and it can be tracked, compared, delivered to parents and kids in real terms. Christmas parties for alumni are an easy way to get lots done cheaply.
As you say, there are few great mysteries in education. Care and attention, matching student needs with school and teacher and - as you well point out - inspiring leadership is all it takes. But, there have been many too many elaborate and meaningless "innovations" that obscure that simple, human, and humane learning community.
Thank you for highlighting the critical role principals play in the success of a school, in the success of each student. Clearly this job is not easy. As Principal Jones aptly said, "It's stressful." While it's clear from this story that this principal had an impact on his student, Maya, I wonder what kind of support Principal Jones had to enable him to have that conversation with Maya. How did he develop the leadership skills needed to run a school where teachers are creating their own curriculum? When we talk about the importance of principals, it's critical that we focus on the quality of the training they are receiving, and on the ongoing support they get from coaches, supervisors or others to help the principal continue to improve her leadership practice. The NYC Leadership Academy, www.nycleadershipacademy.org, a nonprofit organization, builds the capacity of educational leaders at every level of the system to confront inequities and create the conditions necessary for all students to thrive. Through our work over the last 14 years with educators in 150 school districts, state departments of education, universities and foundations across 30 states, we have learned that schools are most likely to thrive under leaders who know how to build strong school culture, lead instruction, and distribute leadership. Giving principals support and guidance in doing that work is critical to expanding the pool of strong principals in districts across the country.
1
By most reasonable accounts, the NYC Leadership Academy mostly provides prospective principals with the leadership skills to destroy schools.
1
Thank you for raising this important issue an pushing a little bit past the tired "failing schools" narrative that your paper (and virtually every other major media outlet) continues to push. We should stop focusing so much on the failures and look at the successes for what they are. Where schools succeed (and they do in many districts-- almost universally in the suburbs, but in urban areas as well) school culture is important, as are relations with a broader community. Principals (and superintendents and other administrators) are important stakeholders who drive that culture and build relationships withing and without. Two observations:
1) Many teachers-- full disclosure: I am one-- sometimes stereotype administrators as teachers who failed or couldn't wait to get out of the classroom. A variation of hackneyed old "If you can't do, teach" mentality. It's a hard job being an advocate for students, teachers and families, as well as being responsible for all of the students in your care. I admire anyone capable of handling so much. Just as teachers are usually portarayed as the professional equivalent of Reagan's "welfare moms," so are principals often portrayed as weak minded rules mavens (Think of Principal Skinner or The Breakfast Club). That has to stop.
2) The best way forward will be to take care of students in material ways to match the care they take: feed students, give them health care, show them that they are important enough to be worth the effort.
1) Many teachers-- full disclosure: I am one-- sometimes stereotype administrators as teachers who failed or couldn't wait to get out of the classroom. A variation of hackneyed old "If you can't do, teach" mentality. It's a hard job being an advocate for students, teachers and families, as well as being responsible for all of the students in your care. I admire anyone capable of handling so much. Just as teachers are usually portarayed as the professional equivalent of Reagan's "welfare moms," so are principals often portrayed as weak minded rules mavens (Think of Principal Skinner or The Breakfast Club). That has to stop.
2) The best way forward will be to take care of students in material ways to match the care they take: feed students, give them health care, show them that they are important enough to be worth the effort.
28
Really good article. But I question the source. The NY Times in general and Leonhardt in particular often write about evil rich white men and their big corporations. But reading his quotes in this article make me think as if they were written by Eva Moskowitz:
"And parents and students alike should not be trapped in a monopoly: They should have the ability to switch to a different public school if their local one isn’t a good fit."
"When that happens, it’s the single best strategy for fighting economic inequality."
"The progress has multiple causes, including a longer school day and school year and more school choices for families."
"... a huge increase in instructional hours."
"teachers matter enormously. Rigorous research has found that high-performing teachers don’t only help their students do better on the standardized tests everyone loves to hate; their students also graduate from college at a higher rate and earn more money as adults."
"Great teachers, quite simply, change lives... it’s too hard to fire those who fail to improve."
Maybe liberals should remember the point about choice and education being the best tool to fight inequality before villifying who have done well in life.
As to the point about the importance of principals, I don't think anyone would disagree. As Leonhardt pointed out, principal development was a part of NCLB.
"And parents and students alike should not be trapped in a monopoly: They should have the ability to switch to a different public school if their local one isn’t a good fit."
"When that happens, it’s the single best strategy for fighting economic inequality."
"The progress has multiple causes, including a longer school day and school year and more school choices for families."
"... a huge increase in instructional hours."
"teachers matter enormously. Rigorous research has found that high-performing teachers don’t only help their students do better on the standardized tests everyone loves to hate; their students also graduate from college at a higher rate and earn more money as adults."
"Great teachers, quite simply, change lives... it’s too hard to fire those who fail to improve."
Maybe liberals should remember the point about choice and education being the best tool to fight inequality before villifying who have done well in life.
As to the point about the importance of principals, I don't think anyone would disagree. As Leonhardt pointed out, principal development was a part of NCLB.
Eva Moskowitz may not be a white man, but she's certainly evil. In effect if not, perhaps, in intention.
1
No surprise here. International development agencies have long focused on school principals to achieve institutional strengthening and improve results. Principals are often more important than, inter alia, school infrastructure, learning materials, parental involvement, testing, addressing problem schools and students, teacher raining and pay, early childhood development and even teachers. Real education success requires an integrated approach involving all of these factors. But if you have to begin somewhere and have limited resources then principals followed closely by ECD and teachers are better than most.
Congratulations Chicago on your good work!
Congratulations Chicago on your good work!
It's no secret that we must support school leaders, formal and informal, in schools. District leaders have been evaluating principals for years, but by focusing only on the principal, we are missing a lot of what else is going on in the school. We need to focus on the various tasks, routines, and activities that support instruction and enhance student learning. We need to utilize a Distributed Leadership lens when assessing and supporting leadership. Principals need practical support--and having action-based data is a good way to accomplish this. www.leadershipforlearning.org
1
Just anecdotal information here. In my experience, more than half of the principals and assistant principals I worked with over a 30-year period started out as PE coaches.
Statistical data show that SAT scores are lower in the College of Education than in any other college in any university, and physical education majors score at the bottom of that cohort.
Yet these ambitious coaches take a couple of online education courses, receive an Ed.D (not a Ph.D) and set up a fiefdom that controls curriculum. teacher evaluation, funding and scheduling.
So next time you want to evaluate your child's school's progress, scratch the diploma on the principal's ego wall. See what his background is. His greatest achievement well might be diverting funds to the sports stadium and putting on impressive pep rallies in the gym.
Statistical data show that SAT scores are lower in the College of Education than in any other college in any university, and physical education majors score at the bottom of that cohort.
Yet these ambitious coaches take a couple of online education courses, receive an Ed.D (not a Ph.D) and set up a fiefdom that controls curriculum. teacher evaluation, funding and scheduling.
So next time you want to evaluate your child's school's progress, scratch the diploma on the principal's ego wall. See what his background is. His greatest achievement well might be diverting funds to the sports stadium and putting on impressive pep rallies in the gym.
3
I've heard people say again and again that students in the College of Education are the worst students, measured by SAT scores or grades or whatever else.
One of the few times I actually saw a source provided, it was a "study" that asked high school juniors what they planned to major in when they took the test. In case the ridiculousness of that is not clear to you, there's no way to tell how many of those kids failed to graduate, never went to college, or changed their intended major either before or after enrolling. It tells us nothing, really.
But people love to bash teachers, so it'll keep getting repeated as if it's fact.
One of the few times I actually saw a source provided, it was a "study" that asked high school juniors what they planned to major in when they took the test. In case the ridiculousness of that is not clear to you, there's no way to tell how many of those kids failed to graduate, never went to college, or changed their intended major either before or after enrolling. It tells us nothing, really.
But people love to bash teachers, so it'll keep getting repeated as if it's fact.
1
Some of the worst teachers I have ever experienced were experts in their fields but were completely unable to communicate their knowledge clearly to others - especially those without the innate ability of the so-called expert.
The reasons that graduation rates are climbing in urban districts has little to do with student progress or changes in teaching methods, curricula, or anything else. It has to do with principals pushing through students who have not met requirements (I've seen this many times) or who have otherwise disqualified themselves. And it is partly the result of gradually lowering standards for graduation. Finally, principals will simply pressure teachers to change students' grades, to make their records look better. I know these all from direct experience.
Once principals were required to provide accurate data on graduation rates, they started gaming the system in districts with low graduation rates.
It's amazing how many people buy the idea that teachers lower standards. They don't, unless they're burned out. Fish rots from the head in schools just as in the kitchen.
Once principals were required to provide accurate data on graduation rates, they started gaming the system in districts with low graduation rates.
It's amazing how many people buy the idea that teachers lower standards. They don't, unless they're burned out. Fish rots from the head in schools just as in the kitchen.
3
This has been going on in my high school for years. The students know it, and many take advantage of this knowledge by doing nothing only to be pushed through at the end....this is not helping students!
2
The principals, themselves, are under pressure to increase graduation rates.
The problem is neither principals nor teachers. It's that, as a society, we blame schools for poor parenting.
The problem is neither principals nor teachers. It's that, as a society, we blame schools for poor parenting.
1
"The school buys almost no outside curriculum guides, instead letting teachers write their own."
This is essential. Buying pre-packaged, for-profit curriculum guides as became standard practice in the rush to blame teachers under "No Child Left Behind" degraded the intellectual content and integrity of what was done in the classroom on a massive scale. We're much better off trusting even marginally well educated teachers to write curriculum than to trust either the fabulously bad or inadequate motivations of private enterprise or the muddle of design by well intentioned public committee. It's not only all right to have variation of curricula within one area of study even within a school, it actually promotes intellectual prowess as content and ideas mix and are pared and grow as students from different curricular backgrounds mix and remix in successive classes and schools and professions.
This is essential. Buying pre-packaged, for-profit curriculum guides as became standard practice in the rush to blame teachers under "No Child Left Behind" degraded the intellectual content and integrity of what was done in the classroom on a massive scale. We're much better off trusting even marginally well educated teachers to write curriculum than to trust either the fabulously bad or inadequate motivations of private enterprise or the muddle of design by well intentioned public committee. It's not only all right to have variation of curricula within one area of study even within a school, it actually promotes intellectual prowess as content and ideas mix and are pared and grow as students from different curricular backgrounds mix and remix in successive classes and schools and professions.
One of the best pick-me-up articles I read in a long time. GO CHICAGO.
I live in the burbs of Detroit. Bring it on Detroit?
I live in the burbs of Detroit. Bring it on Detroit?
18
It would be helpful to include the 95% confidence intervals on that chart for test score changes.
As it stands, that has got to be one of the worst offenders on how to lie with statistics that I've seen in awhile. Very small differences in % changes represented as huge visual differences. To be fair, that organization should have graphed it on a -50% to +50% scale.
The result is an op-ed built on questionable data that reduces down to anecdote.
As it stands, that has got to be one of the worst offenders on how to lie with statistics that I've seen in awhile. Very small differences in % changes represented as huge visual differences. To be fair, that organization should have graphed it on a -50% to +50% scale.
The result is an op-ed built on questionable data that reduces down to anecdote.
1
I've taught kindergarten for 16 years. We assess all kids in the first week. The difference in ability at five years old is breath taking. Some kids come into kindergarten with strong executive function skills--They can focus, persevere, and manage emotions. Kids who come into kindergarten with powerful executive functioning skills thrive in school. Kids with poor executive functioning skills fail.
Kids learn executive functioning skills between the ages of 1 and 4. After the age of 4 it becomes increasingly difficult to teach these skills. If you want successful kindergarteners, they need to be trained to have strong executive functioning skills during the ages of 1 and 4.
Parents need to know that the ages of 1-4 are critical to a person's ability to succeed in school and life. Parents need to know they need to explicitly model emotion regulation--spanking a kid is extremely poor modeling. Parents need to know that TV and video games harm a child's ability to focus and persevere. Parents need to know kids need time to practice executive functioning skills via play. Lastly, parents need to know how nutrition can vastly change a child's ability to function--having only Hot Cheetos for breakfast is not enough for child to have a successful day.
It is not possible to correct 5 years of neglect and abuse.
Kids learn executive functioning skills between the ages of 1 and 4. After the age of 4 it becomes increasingly difficult to teach these skills. If you want successful kindergarteners, they need to be trained to have strong executive functioning skills during the ages of 1 and 4.
Parents need to know that the ages of 1-4 are critical to a person's ability to succeed in school and life. Parents need to know they need to explicitly model emotion regulation--spanking a kid is extremely poor modeling. Parents need to know that TV and video games harm a child's ability to focus and persevere. Parents need to know kids need time to practice executive functioning skills via play. Lastly, parents need to know how nutrition can vastly change a child's ability to function--having only Hot Cheetos for breakfast is not enough for child to have a successful day.
It is not possible to correct 5 years of neglect and abuse.
5
Kids *begin* to learn executive function skills before kindergarten, but these skills continue develop through adolescence and young adulthood according to Harvard's Center on the Developing Child. To suggest that five-year-olds are beyond help is misleading.
http://developingchild.harvard.edu/resources/inbrief-executive-function/
http://developingchild.harvard.edu/resources/inbrief-executive-function/
To pretend that the difference between an 18-year-old who suffered five years of neglect at the beginning of his life and another who didn't is due to the schools is even more misleading.
1
Every member of every public school board of education in the entire nation needs to read this article. Principals are the key to improving the poor public schools that the children of the powerless are forced to attend. I could name the school and the city where my wife teaches, where a great majority of the children qualify for free lunch. In this school a 5th grade teacher couldn't take the stress and left-- in October. Until this week in March those children have been 'taught' by a succession of substitute teachers. On many days a substitute could not be found, and the children were distributed to other classes throughout the school. It;s the principal's job to find a permanent replacement teacher for these kids, --children who are losing an entire year of education. Many will suffer the consequences of this for the rest of their lives. Yet the principal still reigns with impunity
2
Given the current way we treat teachers, it's possible even a competent, conscientious principal could still have been unable to fill an opening for that long. Who would want to teach, given what we pay teachers and the abuse we heap on them?
Cue someone complaining that teachers have it easy and thereby demonstrating my point.
Cue someone complaining that teachers have it easy and thereby demonstrating my point.
2
As long as the principal has authority to go along with the responsibility, that is a formula for success. Unfortunately, in too many systems the principal is held responsible for the results but when he or she wants to make changes to correct the system, either the school board or the teacher'sd union says no way.
1
If the teachers' unions say "no way," the proposed changes likely wouldn't correct anything. The teachers' unions are comprised of teachers. Of any group, that's the one that knows the most about education and is most likely to champion good policy and protect kids from bad (which is what a union "no way" almost certainly represents).
2
Eric - Then, if the teachers have the authority, they should also bear the responsibility. To hold any person or group responsible for the results without giving them the authority to create the results wanted is to invite failure.
I would have no problem with the teachers setting policy, if they were rewarded for the success of the policy and punished for its failure. Instead of removing the principal of a failing school, remove the teachers if they control its policies. Instead of giving the principal a raise if the school succeeds, give the teachers raises.
I would have no problem with the teachers setting policy, if they were rewarded for the success of the policy and punished for its failure. Instead of removing the principal of a failing school, remove the teachers if they control its policies. Instead of giving the principal a raise if the school succeeds, give the teachers raises.
Teachers are far more tied to a school and therefore far more responsible for it than are principals, who can much more easily move to a new school. And unions, despite what you describe, have very limited power to set policy. In a few cases, they can mount a resistance to a policy and STOP its being set, but their power even there is limited.
I think it's safe to say, though, that when they've been able to block policy implementation, that's almost always benefited students. The unions are usually right.
I think it's safe to say, though, that when they've been able to block policy implementation, that's almost always benefited students. The unions are usually right.
1
I decided late in life that I wanted to finish my career as a teacher, something I always enjoyed in my experience in business and as a Sunday School teacher. By the time I got through my student teaching I was more enthralled by students than ever and admired my teaching colleagues like never before (my primary student teaching assignment was at a high school for kids who couldn't cut it at regular high schools for one reason or another).
Nevertheless, before I did any job interviews, I decided that teaching wasn't for me for three reasons. In no particular order, the reasons were: 1) the lack of support from school administrators for either teachers or students (administrators seemed mostly concerned about their own jobs and to hell with any teachers or students who might jeopardize that); 2) the politicizing of schools at every level (methods and curricula were being introduced to satisfy the loudest political constituents without any solid evidence of worth); and 3) parents who were becoming intrusive in non-productive ways (most of their kids' problems, according to parents. were attributable to the teachers).
Teachers, in recent years, have become increasingly burdened by efforts to improve student performance, some worthwhile and some not so worthwhile. It's nice to see the role of administrators getting some attention for a change.
Now, if we could just get politics out of learning and get parents focussed on the big picture instead of just their own child.
Nevertheless, before I did any job interviews, I decided that teaching wasn't for me for three reasons. In no particular order, the reasons were: 1) the lack of support from school administrators for either teachers or students (administrators seemed mostly concerned about their own jobs and to hell with any teachers or students who might jeopardize that); 2) the politicizing of schools at every level (methods and curricula were being introduced to satisfy the loudest political constituents without any solid evidence of worth); and 3) parents who were becoming intrusive in non-productive ways (most of their kids' problems, according to parents. were attributable to the teachers).
Teachers, in recent years, have become increasingly burdened by efforts to improve student performance, some worthwhile and some not so worthwhile. It's nice to see the role of administrators getting some attention for a change.
Now, if we could just get politics out of learning and get parents focussed on the big picture instead of just their own child.
2
It's been my experience over the course of 40 plus years of teaching that a principal can make all of the difference. In all of my time teaching I had one really great principal for 4 years of the 40. Unlike most of the principals under whom I served, he had a vision and the guts to carry it out. Unfortunately the standardized testing mania destroyed what he had created.
41
The Chicago Public Schools had the advantage of the pioneering original, independent and creative educational insight and wisdom of the late legendary Dr. Barbara Ann Sizemore.
Dr. Sizemore was a teacher, principal and district superintendent in the Chicago who believed in and expected academic excellence from poor black students. A graduate of Northwestern who received her PhD from the University of Chicago writing her thesis on community control in urban schools.
Dr. Sizemore became the Superintendent of the Washington D.C. Public Schools before moving on to teach and lead education at the University of Pittsburgh and DePaul University.
Go to the Principal Dr. Sizemore online to learn the primary principles of urban public school educational excellence unknown to the likes of both Arne Duncan and Betsy DeVos.
Dr. Sizemore was a teacher, principal and district superintendent in the Chicago who believed in and expected academic excellence from poor black students. A graduate of Northwestern who received her PhD from the University of Chicago writing her thesis on community control in urban schools.
Dr. Sizemore became the Superintendent of the Washington D.C. Public Schools before moving on to teach and lead education at the University of Pittsburgh and DePaul University.
Go to the Principal Dr. Sizemore online to learn the primary principles of urban public school educational excellence unknown to the likes of both Arne Duncan and Betsy DeVos.
5
It is nice to see a thoughtful education article that doesn't advocate the failed charter school approach (that only sees success when cherry-picking its students) or blames teachers for all the problems. Anyone who has much exposure to schools knows that Principals have become far too administrative. They do paperwork required by regulators, parent relations, and politics to get resource for their schools.
Interestingly, most Principals spend little time in classrooms (they don't have time for many evaluations) and they do almost no coaching as a result. Is it any wonder so many teacher leave the profession after a few years as they feel they get no support. Teachers are also set up to fail if they don't already have all the tools to succeed, because nobody is there for them. In many cases, they simply need a "manager" to change their focus, coach them on behavioral and academic strategies, etc.
Some on here have said to just leave teachers alone, but that is a mistake. Even good employees need to be managed as anyone in business knows - and yes, teaching is a job like business regardless of whether the product is a different service than most businesses. Including people from outside education is also a plus as educators do not necessarily make great managers and frequently can not see past their own prejudices.
Interestingly, most Principals spend little time in classrooms (they don't have time for many evaluations) and they do almost no coaching as a result. Is it any wonder so many teacher leave the profession after a few years as they feel they get no support. Teachers are also set up to fail if they don't already have all the tools to succeed, because nobody is there for them. In many cases, they simply need a "manager" to change their focus, coach them on behavioral and academic strategies, etc.
Some on here have said to just leave teachers alone, but that is a mistake. Even good employees need to be managed as anyone in business knows - and yes, teaching is a job like business regardless of whether the product is a different service than most businesses. Including people from outside education is also a plus as educators do not necessarily make great managers and frequently can not see past their own prejudices.
2
Leaving teachers alone would be preferable, though, to micromanaging them and forcing them to comply with bad ideas.
When you're in a hole, stop digging. Leaving teachers alone might not make things better, but it would stop making things worse.
When you're in a hole, stop digging. Leaving teachers alone might not make things better, but it would stop making things worse.
2
Should be retitled to "David Leonhardt Discovers the Role of Principals." This is about the education of David Leonhardt about education. One thing he has yet to learn about is standardized tests and "rigorous" research. Standardized tests are norm referenced which means that only 50% os those who take the test can achieve grade level or above. 50% must always fail NO MATTER how much they actually know! Chicago's test scores have gone up, but they probably were so low that they had no place to go but up. We know the incremental increases in test scores may look impressive but they do not tell you whether students can actually read fluently! Leonhardt joins the other NY Times columnists in their ignorance of education, but their entitlement to write about it anyway.
7
Unless you have taught for at least 5 or 10 years, you don't have a clue. But it's amazing how everyone is an expert on education, or thinks they are. And note, just because you were a student doesn't mean you have any real understanding of what it's like to be the teacher. I can assure you, you don't.
If you want to try and fix schools, let those in the business who are often called master teachers tell you what works.
Those with observed and recognized competence (which generally includes 10 to 20 years actual classroom experience).
A good principal who frequently has minimal years in the classroom themselves, will listen to and support the experienced teacher's methods and advice (again, I'm referring to those who have a demonstrated record of success with students over many years). The principal can set a tone of encouragement for students too, which is clearly important.
Teaching is a partnership among the student, the parents and the teachers and school in general. Each has to do their part to have successful outcomes. It can never be all on the school, teachers or the administration, at least 50% of the final outcome will be determined by the student's efforts to learn.
If they don't attend class, do their reading and homework and make an honest effort from their side, they don't learn much, regardless of what the teacher or principal does. This fact is almost forgotten in most articles on this subject today. Everybody has to do his or her part, the bottom line.
If you want to try and fix schools, let those in the business who are often called master teachers tell you what works.
Those with observed and recognized competence (which generally includes 10 to 20 years actual classroom experience).
A good principal who frequently has minimal years in the classroom themselves, will listen to and support the experienced teacher's methods and advice (again, I'm referring to those who have a demonstrated record of success with students over many years). The principal can set a tone of encouragement for students too, which is clearly important.
Teaching is a partnership among the student, the parents and the teachers and school in general. Each has to do their part to have successful outcomes. It can never be all on the school, teachers or the administration, at least 50% of the final outcome will be determined by the student's efforts to learn.
If they don't attend class, do their reading and homework and make an honest effort from their side, they don't learn much, regardless of what the teacher or principal does. This fact is almost forgotten in most articles on this subject today. Everybody has to do his or her part, the bottom line.
8
I have been a teacher for almost thirty years- both in primary classrooms and as a reading specialist. I have taught in inner-city, (Philadelphia, Providence) suburban and private schools. In all these settings, the principal was the key to how well the school functioned and how well teachers were able to do their jobs. Sadly, however, most of the principals i've had don't do a very good job. Either, they are not familiar with specific pedagogical practices because they have spend only a few years in the classroom or they taught a very different age group- middle school math teacher becomes principal and oversees first grade reading teacher. Some can't deal with the systemic demands needed to make schools run smoothly, with a sense of positive engagement by staff, students and parents. Some lack basic interpersonal skills. Others, hole up in their offices and rarely interact with students. Thus, if a teacher needs support-it's not there. And teachers dealing with the demands and stress of inner-city schools need support, believe me. I've had them all. My first principal in Philadelphia sat in his office drinking. My next forgot to make sure that staff had keys to the building-so that when he was absent one morning we were all locked out for two hours. I could go on and on, but honestly it's rare to have one who is good, and when it happens, it's wonderful. Maybe we should focus on improving principals as a start, instead of focusing on teachers' failings.
8
As a retired NYC high school administrator, we used an old Italian saying amongst ourselves to describe the functioning of a school:
"A fish stinks from the head"
True then and true now.
One day the Times or another news agency will investigate the damage wrought by former Mayor Bloomberg's "Leadership Academy" to the NYC system.
The system is still trying to cope with the damage caused by these ill prepared administrators.
"A fish stinks from the head"
True then and true now.
One day the Times or another news agency will investigate the damage wrought by former Mayor Bloomberg's "Leadership Academy" to the NYC system.
The system is still trying to cope with the damage caused by these ill prepared administrators.
7
I taught middle school for 42 years in 4 Northeast states. There were great,good,middling and poor principals. The great ones were people you wanted to lead you, who inspired you,and gave you the leeway to inspire your students your own way. The great ones were not always popular with the majority of teachers who just wanted to be left alone. That often resulted in an authoritarian type replacing the liberal leader type. For some reason,many teachers preferred the "boss" type. I never understood that but from the way our government is looking now,it seems to be the popular thing to have a bully in charge. I hope that changes and that we see more principals like the one featured in this article. Change takes time but it is imperative to save our schools and our country,now more than ever!
6
It seems that every article I read about improving education in this country revolves around what the teachers can do, what the principals can do, the curriculum, etc. Missing is the topic of student behavior. Disruptive students make it almost impossible to be able to teach the students who really want to learn. Students who make it clear that they do not want to be in the classroom, or who cannot control themselves should be put into an environment where they can receive help with this issue. Ignoring the fact that these students have a problem, be it with their mental health or their general health (like being poisoned with lead by their drinking water!) ruins the educational experience of the other students being subjected to their behavior, and leads to good teachers leaving the field. Simply sending these students to the principal's office, or suspending them does nothing to help them with the underlying reason for this behavior.
6
Blaming students, and by extension families, for disrupting"the other students'education" dismisses the need for all students to be educated, including those with challenging behaviors. It is the role of the principal and teacher to meet children where they are and engage all of them in learning.
1
> Disruptive students
Are protecting their minds from Progressive mind-disintegration.
Are protecting their minds from Progressive mind-disintegration.
If you read my comment carefully I am not blaming the students who cannot control themselves. However, to not help them with whatever is causing the problem does them a disservice, and, distracts the other students who are trying to be part of the learning process. I am not saying they should not be taught, but they need to be taught in an environment where they are can be educated AND helped. Obviously, you have not spent 5 minutes in a classroom as an educator. I have 2 children who taught school in Brooklyn, and they had students who bore the scars of seeing loved ones gunned down in front of their eyes. To force a child with PTSD to have to sit in a classroom while the flashbacks of this incident run through their minds is not helping them or their classmates.
Want to fix the schools ? Talk with the parents ! Talk with the students !
The failure of education in urban areas is not due to the quality of physical plant or the teachers. It is simply the value system of the students. They don’t respect education, teachers, or each other. They resent all forms of authority and shun the self discipline needed to learn. They view the world as the enemy. They revere the worst among them. They make bad life choices and blame others for them. They are looking for the easiest path, not the best.
They need to hear these hard truths.
I have friends who went to school on a boat floating in Hong Kong Harbor. Forty kids in the class, one teacher, one blackboard, a handful of text books. All the kids prospered and learned, even under these terrible conditions. They succeeded because of their respect for education and their desire to learn and, most of all, their willingness to work.
The failure of education in urban areas is not due to the quality of physical plant or the teachers. It is simply the value system of the students. They don’t respect education, teachers, or each other. They resent all forms of authority and shun the self discipline needed to learn. They view the world as the enemy. They revere the worst among them. They make bad life choices and blame others for them. They are looking for the easiest path, not the best.
They need to hear these hard truths.
I have friends who went to school on a boat floating in Hong Kong Harbor. Forty kids in the class, one teacher, one blackboard, a handful of text books. All the kids prospered and learned, even under these terrible conditions. They succeeded because of their respect for education and their desire to learn and, most of all, their willingness to work.
16
Respect is inspired not enforced, mutual not one-directional, and personal not pedagogical.
I started my career in the South Bronx where children came from very poor and mostly single parent families. Yes, values play a big part in how easy or hard it is to educate particular children but that variety comes with the territory. Because I taught kindergartners, I had the opportunity to create a classroom environment and develop strong relationships with the children and parents so that learning was taking place. Today's environment and strict accountability environment has led to a situation where teachers cannot take risks and try to meet the needs of their students through experimenting with new ways of teaching.
Wouldn't it be nice if all the children we taught were compliant and did not have any issues?
Wouldn't it be nice if all the children we taught were compliant and did not have any issues?
24
On David Leonhardt and the Frequency of Publication of His Columns and Its Similarity to an Otherwise Fine Photograph Wherein The Camera's Shutter Has Remained Open Too Long:
Nicely composed
But overexposed
Nicely composed
But overexposed
2
Ingenious. Thank you, sir.
Graduation rates alone mean absolutely nothing. How many Chicago graduates go on to college and earn an associate's, bachelor's or better degree?
If they graduate but are thoroughly unprepared for college work, that is NOT a success.
And a statistics nerd who influcted The Upshot on us all should have even passing acquaintance with the meaningless of percentage gains when the baseline performance has been poor.
You know what communities NEVER have any improvement in graduation rates? Affluent suburban districts that already graduate everybody, almost all college ready.
If they graduate but are thoroughly unprepared for college work, that is NOT a success.
And a statistics nerd who influcted The Upshot on us all should have even passing acquaintance with the meaningless of percentage gains when the baseline performance has been poor.
You know what communities NEVER have any improvement in graduation rates? Affluent suburban districts that already graduate everybody, almost all college ready.
3
For many students, particularly those in troubled and/or impoverished neighborhoods, college is prohibitively expensive. Basing results on college graduation doesn't mean much because they were financially able to attend in the first place.
1
It's not just getting in that counts, quite true, but tracking how much financial aid and net cost is something very, very few schools consider. Given the excesses of higher education pricing, and the fragility of federal grants, and the greed of higher ed loans, the real dollar value should be measured in real dollar costs.
"If they graduate but are thoroughly unprepared for college work, that is NOT a success." Not in California, where over 50% of the incoming freshman entering Cal State require remedial classes. And new legislation apparently [I think it passed] defers to "local" preference if non-english [it ain't Chinese either] is the primary language used...was at least bi-lingual before.
No greater measure of systems success than our very own Silicone Valley Yardstick where tens of thousands of H1-B visas are necessary to fulfill the business needs. And yet years ago when corporate America bemoaned the preparedness of newly-minted work force they were derided and vilified.
Go figure.
No greater measure of systems success than our very own Silicone Valley Yardstick where tens of thousands of H1-B visas are necessary to fulfill the business needs. And yet years ago when corporate America bemoaned the preparedness of newly-minted work force they were derided and vilified.
Go figure.
SCHOOL PRINCIPALS In Philly where I worked were mostly people to avoid at all costs. In my years there, I met two administrators I could trust, who treated their staff with dignity and respect. That was during a time span of over 30 years. A Superintendent came along who was the curriculum troll who turned principals into trolls and trollettes. That superintendent said that she did not want the principals to get too comfortable, so she mixed things up capriciously, exercising brute power rather than respectful change. Her top down style encourage principals to be more brutal toward teachers. A Spanish friend once asked my wife and me what classes principals taught. None, we said. She said that in Spain the teachers select the principal because, How could they respect a leader whose teaching they did not hold in high regard? It wouldn't hurt to give schools a massive infusion of cash that is going to the 1%. There are precious few jobs at the university level, so it's possible to get principals with outstanding talent and training to lead US schools. But Trump has appointed DeVos who is a Know Nothing leader with no financial experience who is to manage a $1 trillion educational budget. How long will it be before misallocation of funds is discovered? Ignorance, in this case is Blitz (as in Blitzkrieg).
6
It's hard to take someone seriously who lives in NJ and complains that the 1% are not taxed enough.
NJ has the highest property tax, and among one of the highest income and sales taxes. Those taxes have funneled billions of dollars from wealthier suburbs to urban (formerly Abbott) schools.
Newark for instance spends $25K per pupil, 30% more than the state average. Most of their funding comes from other state, rather than Newark, residents. They also received $100M from Mark Zukerberg which was promptly wasted. Despite ample budgets, their results are extremely poor and on the low end of graduation and skill testing.
So spare us the class politics. Money is not the solution as amply demonstrated in NJ.
NJ has the highest property tax, and among one of the highest income and sales taxes. Those taxes have funneled billions of dollars from wealthier suburbs to urban (formerly Abbott) schools.
Newark for instance spends $25K per pupil, 30% more than the state average. Most of their funding comes from other state, rather than Newark, residents. They also received $100M from Mark Zukerberg which was promptly wasted. Despite ample budgets, their results are extremely poor and on the low end of graduation and skill testing.
So spare us the class politics. Money is not the solution as amply demonstrated in NJ.
1
Even in NJ, the wealthy aren't taxed enough. That they might be undertaxed by a smaller percentage than elsewhere doesn't mean it's enough.
And throwing money at schools won't fix education. Since most of the problems in education arise in students' homes, nothing will. But some things can be done to partially mitigate those problems. Those things do cost money, though.
And throwing money at schools won't fix education. Since most of the problems in education arise in students' homes, nothing will. But some things can be done to partially mitigate those problems. Those things do cost money, though.
1
I draw your attention to:
http://newleaders.org/
"In 2001, New Leaders launched its flagship Aspiring Principals program with a small cohort of 14 participants. Since then, we’ve prepared nearly 2,400 outstanding education leaders who reach 450,000 students in more than 20 cities nationwide."
http://newleaders.org/
"In 2001, New Leaders launched its flagship Aspiring Principals program with a small cohort of 14 participants. Since then, we’ve prepared nearly 2,400 outstanding education leaders who reach 450,000 students in more than 20 cities nationwide."
1
Mostly it's not schools, teachers, or principals that need "fixing"; it's parents. Schools are not responsible for social chaos.
8
I agree that parents have an obligation to take a more active role in their children's development but that also presents challenges of their own.
Many parents themselves are products of the same failing education system and simply do not have the skills necessary to provide educational development for their children.
Furthermore, many parents are just scrapping by, they are working longer hours for less pay and this does not provide parents with a substantial amount of time to spend on developing their children. It is becoming increasing difficult for many parents to have the luxury of being stay at home parents. In many homes it is becoming increasingly more common for both parents to be working jobs.
While the ideal solution would allow parents to be more involved in their children's development the reality is few have the time because keeping your children fed and clothed is far more important than educating them.
Many parents themselves are products of the same failing education system and simply do not have the skills necessary to provide educational development for their children.
Furthermore, many parents are just scrapping by, they are working longer hours for less pay and this does not provide parents with a substantial amount of time to spend on developing their children. It is becoming increasing difficult for many parents to have the luxury of being stay at home parents. In many homes it is becoming increasingly more common for both parents to be working jobs.
While the ideal solution would allow parents to be more involved in their children's development the reality is few have the time because keeping your children fed and clothed is far more important than educating them.
There are instances of very poor communities of overworked parents that manage to get very good public education for their kids. Jews in NYC in the last century and Asians in San Francisco currently, for example.
The difference? Overwhelming community respect for education. If the community doesn't value education, its students will not be well educated.
The difference? Overwhelming community respect for education. If the community doesn't value education, its students will not be well educated.
"Many parents themselves are products of the same failing education system and simply do not have the skills necessary to provide educational development for their children."
Quite true. But what can we expect since they *enter* the "failing education system" as the progeny of a failed *social* system. For that reason, it seems to me that until we are willing to admit that the social system must be changed, and are prepared to take the steps -- no matter how painful -- that may be necessary to remake it, it is absolutely unrealistic to think that the problems within the education system can ever be remedied...
Quite true. But what can we expect since they *enter* the "failing education system" as the progeny of a failed *social* system. For that reason, it seems to me that until we are willing to admit that the social system must be changed, and are prepared to take the steps -- no matter how painful -- that may be necessary to remake it, it is absolutely unrealistic to think that the problems within the education system can ever be remedied...
As with our military, there's a tendency to think it'll work better if we spend more money on it. But as with our military, is how smart we are with our money than how much of it we spend.
2
We are not spending more on education. Just the opposite. Cuts, cuts and more cuts have been the routine for years.
1
How about fix the parents. Get them to raise their children so they study and work harder.
11
That would fix all the problems that we imagine exist in schools. It's about the only thing that really would.
But how?
But how?
3
Thanks. Of course the principal is the leader and sets the course. I know, after 25 years of teaching. It's about time we look at the folks at the helm.
4
There's a difference between Leadership and Management, as the latter is always a function of the former. Accountability is key. Performance not getting in touch with our feelings is critical.
Great leaders and managers, who create the climate conditions, that allow subordinates to deliver outstanding work, should be commended and financially rewarded.
Great leaders and managers, who create the climate conditions, that allow subordinates to deliver outstanding work, should be commended and financially rewarded.
2
As a public school teacher, I can tell you that Principals are key. I've had great ones and poor ones in my 30 year career. One huge difference is the salary. My administrators do earn a higher salary than I do, but it isn't much, and they work more days per year than I do.
Don't you think a supervisor should make more money than the people they supervise? In fact, since I have several "extra duty" contracts, I make more money than both our assistant Principals.
Money talks, and if you want outstanding school leadership pay them !
Don't you think a supervisor should make more money than the people they supervise? In fact, since I have several "extra duty" contracts, I make more money than both our assistant Principals.
Money talks, and if you want outstanding school leadership pay them !
8
Very rare district where a teacher can make more than any administrator.
1
NBER papers http://www.equality-of-opportunity.org/assets/documents/teachers_wp.pdf are not "rigorous research." First and most important, they're not peer-reviewed.
The most glaring weakness is that they use "administrative databases." The problem with administrative databases is that they give you associations. Association is not causation. Researchers claim that they correct for all the variables. Did they correct it successfully? You can't know, because it wasn't peer-reviewed.
Diane Ravich, who has examined all the studies, and who frequently writes op-eds for the NYT, said that the major factor associated with student performance is family income.
The most glaring weakness is that they use "administrative databases." The problem with administrative databases is that they give you associations. Association is not causation. Researchers claim that they correct for all the variables. Did they correct it successfully? You can't know, because it wasn't peer-reviewed.
Diane Ravich, who has examined all the studies, and who frequently writes op-eds for the NYT, said that the major factor associated with student performance is family income.
6
I was a textbook editor for 20 years. During that time, I learned the truth that this column covers--the main factor in getting students to achieve in elementary school is the principal of the school (it is somewhat less clear for secondary schools). Some principals simply "phone it in" and their teachers and students let themselves become mediocre or worse. Even those principals can make great strides forward if they are encouraged by the system. Glad to hear that Chicago is doing it the right way.
4
I spent two days in my daughter's first-grade classroom in the West Loop of Chicago this week helping her. She has 34 diverse learners in her classroom and no aids or building support. The principal can only do so much when the budget is so woefully inadequate. I have worked with schools for ages, but even back in Arizona, which is ranked extremely low in education, do we find that many children in a single elementary classroom. It is completely inadequate and unfair, especially as she is a first-year teacher. Think about it. The children are terrific, however. And I am very proud of my daughter and her contributions...
4
You can't discuss Chicago school reforms without looking their roll in Chicago's surge in violence.
- The school closures/moves few years ago forced A LOT of students to cross multiple gang territories every day to go to schoool, terrorizing these pre-teen students. (This was widely covered in This American Life and other places.)
- Now those terrorized pre-teens are traumatized teenagers, numbed by stress of adolescent violence. This numbness and stress I hear again and again in today's shooters.
If Chicago had not been so eager for school "reform" , perhaps more of their students would be alive today.
- The school closures/moves few years ago forced A LOT of students to cross multiple gang territories every day to go to schoool, terrorizing these pre-teen students. (This was widely covered in This American Life and other places.)
- Now those terrorized pre-teens are traumatized teenagers, numbed by stress of adolescent violence. This numbness and stress I hear again and again in today's shooters.
If Chicago had not been so eager for school "reform" , perhaps more of their students would be alive today.
2
It is certainly true that principals are important, and are often forgotten in the discussion on how to improve schools. But it is not true that it is too hard to fire bad teachers. In California, any new teacher - two year experience or less - can be fired without giving any cause. After that, there is a process to fire teachers that is not easy, but is doable for a principal willing to do her job well. Principals complain that the process takes too much time, but what area do they think is more important? There are far fewer bad teachers who should be fired than there are struggling teachers who need help. Good principals provide that help.
4
Thanks for writing this.
My spouse teaches for NYC DOE. Just last night we were discussing how the success of the city’s new “universal literacy” initiative will depend on principals. It doesn’t look good.
Last fall DOE selected 100 or so literacy specialists -- experienced educators already in the teacher pool -- and placed them in schools where students, most of them poor, struggle with reading.
We know of one literacy coach who is literally cleaning classrooms because the principal doesn’t want her there. In another school, a principal plundered the book budget for the literacy program -- five figures, on what nobody knows -- without the coach’s knowledge. DOE seems helpless to do anything about these administrators.
Principals tend to have little experience in the classroom, and the less competent the principal, the more likely s/he is to distrust or even undermine the best teachers, whom they tend to perceive as threats.
My spouse has worked under four NYC administrators. We would trust one of them to water our plants.
The truth is there are many principals who do well just to keep the lights on. They are under enormous pressure to produce “results” and lack the background and support to pull it off. What should be a structured and research-based learning environment is often a free-for-all, for teachers and students.
And of course, the best principals tend to in the wealthiest school districts, while the poorest kids get the poorest administrators.
My spouse teaches for NYC DOE. Just last night we were discussing how the success of the city’s new “universal literacy” initiative will depend on principals. It doesn’t look good.
Last fall DOE selected 100 or so literacy specialists -- experienced educators already in the teacher pool -- and placed them in schools where students, most of them poor, struggle with reading.
We know of one literacy coach who is literally cleaning classrooms because the principal doesn’t want her there. In another school, a principal plundered the book budget for the literacy program -- five figures, on what nobody knows -- without the coach’s knowledge. DOE seems helpless to do anything about these administrators.
Principals tend to have little experience in the classroom, and the less competent the principal, the more likely s/he is to distrust or even undermine the best teachers, whom they tend to perceive as threats.
My spouse has worked under four NYC administrators. We would trust one of them to water our plants.
The truth is there are many principals who do well just to keep the lights on. They are under enormous pressure to produce “results” and lack the background and support to pull it off. What should be a structured and research-based learning environment is often a free-for-all, for teachers and students.
And of course, the best principals tend to in the wealthiest school districts, while the poorest kids get the poorest administrators.
2
This is an encouraging story, I agree. Years ago, I heard (and accepted) the concept that while there might be a struggling school with a good principal, you cannot find a successful school with an incompetent principal.
However, when each and every school is so dependent on the quality of their principal, something is amiss. If a "failing" school is rescued by a great principal, what happens when the inevitable administrative turnover occurs. What typically remains is an underfunded school, because it resides in a relatively low- income area, and most places fund schools locally from property taxes. Wealthy communities fund their schools much better than poorer communities, and, somehow, superhuman principals are supposed to erase that gap.
We need great principals and great teachers. And we need to have a funding plan for schools that isn't so dependent on the neighborhood you happen to live in. Easier said than done.
However, when each and every school is so dependent on the quality of their principal, something is amiss. If a "failing" school is rescued by a great principal, what happens when the inevitable administrative turnover occurs. What typically remains is an underfunded school, because it resides in a relatively low- income area, and most places fund schools locally from property taxes. Wealthy communities fund their schools much better than poorer communities, and, somehow, superhuman principals are supposed to erase that gap.
We need great principals and great teachers. And we need to have a funding plan for schools that isn't so dependent on the neighborhood you happen to live in. Easier said than done.
2
This is the first time I've seen principals discussed in the paper. They are the guiding force in the climate and policy of a school. As such, they should be selected and evaluated just the way teachers are, but they are not. In today's article, "Obama Education Rules are Undone by Congress," appears a telling line: "...more emphasis is placed on holding schools accountable for providing access to advanced classes and for reducing student suspension rates." As I have seen this applied (by one school in particular), it means that the principals are pressuring teachers to do the discipline in the schools so that principals can say discipline is under control and schools can keep their ratings or funding. When teachers try to send students to the office, they are reprimanded for not controlling the students themselves. Even when students serve detention, if they come out of it upset, it's held to be the teacher's fault, not the students, not the principal's. This is how ratings are preserved, to the detriment of students who do not learn the relationship between cause and effect, and to the teachers who try their best to maintain an even tone. Even counselors refuse the participate nowadays in helping teachers get to the root causes of children's behavior. Children have many personalities. Some need more talk and some less, but it has always been the role of the principal to participate and lead the way, not to opt out to preserve ratings.
2
The one area that seems to be missed in the never ending debate on education is the influence of the family. Principals, teachers, and schools cannot assume parental responsibilities in raising children. Keeping kids on track and holding them accountable is the parent's job. I know it's an old fashioned idea but parents need to start parenting.
9
Actually this is mentioned ALL THE TIME
Unfortunately, usually as an excuse for doing nothing .
Unfortunately, usually as an excuse for doing nothing .
It's not mentioned enough.
And it's not an excuse for doing nothing. But good policy needs to be based on reality, and the reality is that most of the problems in our schools are brought with the kids from their homes. We've wasted lots of time, money, and effort trying to fix imaginary problems with schools and teachers. We should have put those resources toward addressing the real problems.
And it's not an excuse for doing nothing. But good policy needs to be based on reality, and the reality is that most of the problems in our schools are brought with the kids from their homes. We've wasted lots of time, money, and effort trying to fix imaginary problems with schools and teachers. We should have put those resources toward addressing the real problems.
1
I've worked under ten different principals on both coasts. So many principals are ex-gym teachers and ex-marines. I'm not saying such people cannot do well, but for my money you need someone from the classroom, who understands the core subjects. And no principal should ever completely leave the classroom. They ought to teach one class—a senior cap course on philosophy or something. Something.
I have to say some of them made me happy to go to work, other control-oriented number-crunchers took every iota of joy out of it.
I would not like their job. Enormous amounts of bureaucracy and legal responsibility. I remember Marguerite LaMotte, a vice principal when I taught in Sun Valley. I liked her—she was supportive, appreciative of hard work. I saw in the Los Angeles Times that she became a principal at, I think, Washington Prep—one of those four-thousand-student high schools. L.A. has 52 high schools—there were two murders while she was there, but she was fearless, walking kids into and out of the building. Even so, she was blamed. I don't see how you can be responsible for everything four thousand students are doing after school in the neighborhood. Even so, she ran for school board. I did happen to see that she passed away a few years ago. She died while attending a school conference in San Diego. She was 80. She cared.
Theirs is not a doable job. But then, even though none of ours is, not even the office staff, we do as well as possible. You can never give kids enough.
I have to say some of them made me happy to go to work, other control-oriented number-crunchers took every iota of joy out of it.
I would not like their job. Enormous amounts of bureaucracy and legal responsibility. I remember Marguerite LaMotte, a vice principal when I taught in Sun Valley. I liked her—she was supportive, appreciative of hard work. I saw in the Los Angeles Times that she became a principal at, I think, Washington Prep—one of those four-thousand-student high schools. L.A. has 52 high schools—there were two murders while she was there, but she was fearless, walking kids into and out of the building. Even so, she was blamed. I don't see how you can be responsible for everything four thousand students are doing after school in the neighborhood. Even so, she ran for school board. I did happen to see that she passed away a few years ago. She died while attending a school conference in San Diego. She was 80. She cared.
Theirs is not a doable job. But then, even though none of ours is, not even the office staff, we do as well as possible. You can never give kids enough.
19
Excellent comment. Very true.
Having been a HS Principal for over 20 years in a Chicago suburb, I would not disagree with the pivotal role principals play in setting the tone for a school. Although our school won a number of awards (Blue Ribbon) for excellence, I would also admit to my frustration with the lack of academic engagement of students in my school---yes, they were attending regularly, graduation rates were high---but most were going through the motions--they were doing school. There are a number of books out (my being one: Becoming A Strong Instructional Leader:http://www.amazon.com/Becoming-Strong-Instructional-Leader-Business/dp/0... that describe, in Susan Blum's book title how most students feel about school: "I love learning: I hate school." The entire egg-crate (self-contained, subject centered, teacher centered classrooms) platform of public schooling,or for that matter all schooling in America is a 20th century model that has no ability to engage the diverse talents, abilities, and interests of our student bodies. While I myself participated in some of the same practices described in this article, my background in educational psychology, told me that the design, incentive systems, and pedagogy of institutional schooling is not how students LEARN. To witness true learning in action observe students in extracurricular activities and then compare that with the current grammar of schooling.
1
Principal Jones does sound like a gem, but from my 36 years of experience in public education, he sounds, let's just say, unusual. I was a special education teacher for 32 years. When I retired I took a job as a teaching assistant as an individual aide to an autistic sixth grader. When that child moved to the high school I stayed on to substitute teach, only at the middle school where I've been working.
I loved being a teaching assistant and I love being a substitute because I'm no longer overloaded with paper work, micro-managed, and evaluated. I had an illustrative conversation with one of the teachers just a few days ago. She was crying, and as she is a close neighbor, I felt comfortable enough to ask her why. She told me that the principal had just castigated her for leaving work before the official time at 4:00 PM. She told me and I know it to be true because her car has left her driveway long before mine has left mine, that she shows up at work 45 minutes before the principal. I know how good she is and how hard she works because I've seen her.
My thinking is that she's now older and higher on the pay scale, making her more expensive, therefore, expendable.
The best principal I ever had, had the brains to spend much of his day in his office playing video games. The three years he did this the school ran itself quite well without his meddling. Most principals just make sure people who love their jobs learn to hate their jobs.
I loved being a teaching assistant and I love being a substitute because I'm no longer overloaded with paper work, micro-managed, and evaluated. I had an illustrative conversation with one of the teachers just a few days ago. She was crying, and as she is a close neighbor, I felt comfortable enough to ask her why. She told me that the principal had just castigated her for leaving work before the official time at 4:00 PM. She told me and I know it to be true because her car has left her driveway long before mine has left mine, that she shows up at work 45 minutes before the principal. I know how good she is and how hard she works because I've seen her.
My thinking is that she's now older and higher on the pay scale, making her more expensive, therefore, expendable.
The best principal I ever had, had the brains to spend much of his day in his office playing video games. The three years he did this the school ran itself quite well without his meddling. Most principals just make sure people who love their jobs learn to hate their jobs.
1
I've lost track of how many principals I've had in my years of teaching. Maybe eight? When I was a department chair a few years ago (before that department was eliminated), I remember a new principal asking us at the end of a dept. chair meeting, "What can we do as administrators to make your jobs easier?" My jaw literally dropped open. No principal had ever asked me that question - and none has since. He wasn't perfect, but he remains the best principal I've worked for in terms of raising student achievement school wide. I miss him.
Glad to see this getting some press. Teachers certainly are important, but we ultimately only control what goes on in our classrooms. Strong school wide cultures depend on strong administrators.
Glad to see this getting some press. Teachers certainly are important, but we ultimately only control what goes on in our classrooms. Strong school wide cultures depend on strong administrators.
3
With rare exception, students need parents, or at least one strong parent, to push them onwards. Living in a chaotic, or worse, environment kills the desire to learn. Years ago I read about a Chicago boy who came from such a home, where he was essentially the functioning "parent", but he was in a good high school and mentored by a staff member who got him out of his house and into a suburban boarding school, where he thrived and went on to college. Yes, a principal, or another person, can make a difference.
3
I had a great public education in NYC, including 3 years at Bronx Science and 4 years at CCNY. Later on, I received a Masters of Science in Teaching from CUNY. I am now retired from teaching after having taught for 39 years. I worked with about a dozen principals and hundreds of teachers. Just as scientists will tell you both the principals and the teachers can be placed on normally distributed curves. Some were great, a few were awful, and most were somewhere in between.
Great principals...especially the first one I worked for in a South Bronx elementary school...had two skills. They could help teachers be better teachers and they had effective skills related to student behaviors. Every single thing I learned about teaching during the course of my 39 years teaching (and earning two advanced degrees in teaching) was an amplification of something I learned from my first principal. I also had the "opportunity" to work for other really good principals and two simply awful ones. The awful ones simply hid in their offices and let teachers deal with problem students and problem parents without any assistance.
Great principals are not born that way. They are taught and mentored. Sadly, too many principal training programs are ineffective in teaching the skills principals actually need. The evidence supporting that conclusion can be found in far too many poorly performing schools run by poorly trained principals.
Great principals...especially the first one I worked for in a South Bronx elementary school...had two skills. They could help teachers be better teachers and they had effective skills related to student behaviors. Every single thing I learned about teaching during the course of my 39 years teaching (and earning two advanced degrees in teaching) was an amplification of something I learned from my first principal. I also had the "opportunity" to work for other really good principals and two simply awful ones. The awful ones simply hid in their offices and let teachers deal with problem students and problem parents without any assistance.
Great principals are not born that way. They are taught and mentored. Sadly, too many principal training programs are ineffective in teaching the skills principals actually need. The evidence supporting that conclusion can be found in far too many poorly performing schools run by poorly trained principals.
5
This sort of statistical spin is tiresome. Chicago is applauded because its reading and math scores went up 2.8%, second best performance on the graph. But, this is a derivative measure that tells nothing about how well Chicago stidents can read. For 2012 the U.S. Department of Education reported that 79% of Chicago 8th-grade students were not proficient in reading. Now, 76% of Chicago's 8th graders are not proficient in reading, a 2.8% improvement.
6
I've long thought some of the dysfunction in education comes from not trusting the managers -- principals. The idea that we need to evaluate teachers based on test scores is saying we don't trust their bosses (principals) to do it. The idea that we need to give teachers tenure is saying we don't trust their bosses (principals) to not fire them for trivial reasons.
2
Tenure allows good principals to fire bad teachers for good reasons, but prohibits bad principals from firing good teachers for bad reasons.
You're right about the stupidity of using test scores in evaluations, but tenure, despite a lot of misleading bad press, does far more good than harm.
You're right about the stupidity of using test scores in evaluations, but tenure, despite a lot of misleading bad press, does far more good than harm.
2
The problem with the public education system is that if fails to adequately prepare students for the realities of the economy and job market. Due to technological advancements low skill jobs will continue to decline in availability. We stop short of providing students with real skills that they can use to obtain jobs in our economy.
We teach them mathematics but do not teach them how to apply mathematics to disciplines such as engineering, physics or computer science. Instead we rely on colleges to provide those skills, but for many disadvantaged children college is financially out of reach.
We need to make college level education more accessible to a larger population of students by removing the barriers that prevent so many from continuing their education. We have to give them a path to succeed in the job market and provide them with valuable skills.
I do not feel the problem is primarily due to the quality of teachers and principals but fundamentally is a problem of curriculum. It’s not who is teaching our children but rather what we are teaching them.
We teach them mathematics but do not teach them how to apply mathematics to disciplines such as engineering, physics or computer science. Instead we rely on colleges to provide those skills, but for many disadvantaged children college is financially out of reach.
We need to make college level education more accessible to a larger population of students by removing the barriers that prevent so many from continuing their education. We have to give them a path to succeed in the job market and provide them with valuable skills.
I do not feel the problem is primarily due to the quality of teachers and principals but fundamentally is a problem of curriculum. It’s not who is teaching our children but rather what we are teaching them.
2
A less expensive solution & one that will unquestionably benefit the majority of kids in Chicago: keep the area around the Univ of Chicago in the city but place the remainder of the east side into a new and separate city. People who otherwise would spend huge sums on flight to protect their children might be willing to pay for setting up the new city. Time to recognize that not all people can assimilate and that there are significantly different capabilities among peoples.
2
Thank you for this important reminder that principals should be a huge part of our national discussion on education, and bravo to Chicago schools for recognizing this!
School leadership, teachers, and families are all critical to ensuring quality education. After visiting dozens of NYC schools in search of an elementary school for my son, a few formidable principals stood out as being the catalyst for progress in their schools. Sadly the school next door is failing because of its ineffective leadership. Fortunately we found a space in another neighborhood school with 900 (!) children and an amazing principal who knows the personal story behind every teacher, child, and parent, and leads her team with grace and patience and high standards. The children (including mine) are constantly greeting and hugging her, and she makes time to meet with every parent and potential outside partner and is open to ideas. Like most excellent principals, she is at the school until 10pm and on the weekends to catch up with her admin work, and she has equally high expectations of teachers, parents, and students. She is a hero in my eyes!
School leadership, teachers, and families are all critical to ensuring quality education. After visiting dozens of NYC schools in search of an elementary school for my son, a few formidable principals stood out as being the catalyst for progress in their schools. Sadly the school next door is failing because of its ineffective leadership. Fortunately we found a space in another neighborhood school with 900 (!) children and an amazing principal who knows the personal story behind every teacher, child, and parent, and leads her team with grace and patience and high standards. The children (including mine) are constantly greeting and hugging her, and she makes time to meet with every parent and potential outside partner and is open to ideas. Like most excellent principals, she is at the school until 10pm and on the weekends to catch up with her admin work, and she has equally high expectations of teachers, parents, and students. She is a hero in my eyes!
1
Principals can make a huge difference if they are more interested in students than their numbers. Having been in the education systems of inner city and bedroom communities, I can attest that principals have always worried about their numbers on test scores. In the 1960s and 1970s, all the teachers where I taught were told to use instructional reading time for school wide distributed practice worksheets. This school had the highest reading scores in the district until it was discovered that these worksheets contained test information. Forty years later I was asked to prepare reports about the number of students bussed to the school to justify lower test scores. One positive aspect of the schools mentioned in this article is that these principals take more of an interest in the students themselves.
2
My time teaching in seven different public schools dovetails with Leonhardt's thesis. The principal is the single biggest in-school factor related to school function. The principal sets the tone and nurtures the culture. S/he can create a framework of respect and accountability for all that actually supports teaching and learning. I have taught at schools with engaged, aware, educated principals whose schools clearly worked. I also have taught at schools where the principals could not lead. The difference was palpable, with great loss for the students.
6
Are you kidding me? This is a puff piece about Rahm Emmanuel. You failed to mention he closed 50 schools, is about to cut the school year short a month, and runs an ineffective and incompetent unelected school board.
7
You visited one school (near the University of Chicago)l, looked at some middling statistics and talked to the mayor. Visits throughout the system would have revealed a segregated school system in which students are usually out of control and have no interest in learning. I have substituted in Chicago. The average student spends a full year with substitutes before graduating.
My impression was a place of hopelessness. Except in the mostly white magnet schools.
My impression was a place of hopelessness. Except in the mostly white magnet schools.
43
So you threw in an ad hominen attack on white people at the end. Why is it that these schools CAN'T get full time teachers? Why are you teaching full time instead of subbing? Maybe it's the pay compared to ther professions with the same educatonal requirements? Maybe it's the hostile work environment with incompetant administrators?
Correct. But why is that? Are inner-city blacks merely victims of circumstance dependent on the goodwill of benevolent whites for a solution, or are they endowed with Free Will, and thus responsible...to a certain extent...for their present situation?
Certainly when other ethnic groups succeed in school (Jews, Indian-Americans), the success is not chalked up to the system, but to the values and work ethic of the ethnic group itself. Why, then, is failure not attributable to individual ethnic groups as well?
Certainly when other ethnic groups succeed in school (Jews, Indian-Americans), the success is not chalked up to the system, but to the values and work ethic of the ethnic group itself. Why, then, is failure not attributable to individual ethnic groups as well?
Someone fed Leonhardt a triple dose of journalism Kool-aid.
Not only are the statistics so non-indcativel But, the piece seems to be based on a few testimonials related to art and aesthetics.
Wow! Great principals can make a difference -- another triumph for investigative journalism.
Now we know!
Not only are the statistics so non-indcativel But, the piece seems to be based on a few testimonials related to art and aesthetics.
Wow! Great principals can make a difference -- another triumph for investigative journalism.
Now we know!
9
"“We can’t track 22,000 teachers,” Jackson, Chicago’s chief education officer, said."
Why not? You can see their absentee records; you can see the change in the test scores of their students; you can see whether drop out rates are associated with students' teacher sequences; you can see whether any of that is correlated or anti-correlated with teachers' advanced degrees. And on and on. Doesn't seem as if Jackson has brought Chicago IT into the 21st century.
Why not? You can see their absentee records; you can see the change in the test scores of their students; you can see whether drop out rates are associated with students' teacher sequences; you can see whether any of that is correlated or anti-correlated with teachers' advanced degrees. And on and on. Doesn't seem as if Jackson has brought Chicago IT into the 21st century.
7
So right? If you can't track 22,000 teachers, how do we trust you to track several hundred thousand students? That admission calls all of the cited statistics into question.
2
Yes, you can track all of those things. And none of them will tell you whether teachers are any good or not. You have to know something about teaching and go into their classrooms to watch them teach if you want to know that.
More and more data is collected in education, but we mostly look to it to answer questions it can't answer.
More and more data is collected in education, but we mostly look to it to answer questions it can't answer.
1
Enjoyed reading this article. Appreciate the principals, teachers, administrators, students, parents and community that are adding value to student success. Thanks to the NY Times for highlighting the good work being done. Much continued success as you replicate best practices throughout the system. @DrFollins1
4
I find it troubling that Mr. Leonhardt spoke with Rahm Emanuel but did not interview a single teacher for this article. It's analogous to interviewing Scott Pruitt about climate change and ignoring climate scientists.
Grade: C-
Grade: C-
32
A principal who engages with students??? How remarkable and unusual! I work with two principals who never come out of their offices, never speak to students or rarely to school staff. The schools are failing but no changes are made. There is no discipline and no interest in anything but crunching those test scores.
33
Centralizing authority and taking it away from teachers guarantees that soon there will be no good teachers in the public system. Those who can teach, those who can't become administrators-true ,more often than not. A good administrator can play the numbers game. The percent improvements described in this article are chicken feed or more technically within the margin of error of measurement
11
Great article--Unfortunately nothing new. Check out Dr. James Comer's book School Power. His school development program is a national model weaving child development concepts into the educational system. The book was written in 1968 and he added a Principal training program at Yale in 1983.
8
Discussing this is new.
Just because students are graduating means nothing. School has been dumbed down. The teachers are inflating grades. We need to really fix the problems!
42
The public schools have become the preserve for poor black African and Latino Americans thus the "we" who are neither do not care about somebody else's problem. The smart American people elected Donald Trump.
1
I just moved from Chicago after 6 years there. I have seen no evidence of pervasive grade inflation. In fact, we have strong evidence of the opposite from UoC studies of 9th graders. 32% of them received an F grade in at least one course, and only 23% had a 3.0 average at the end of 9th grade.
https://consortium.uchicago.edu/sites/default/files/publications/Middle%...
https://consortium.uchicago.edu/sites/default/files/publications/Middle%...
2
Grading polices are often set by administrators. They call a teacher out for giving out what they see as "too many" failing grades. With leadership like that, the teachers are stuck inflating grades.
2
I agree that the administrators create the environment that enables trust, performance and support. If in the end the principal can't change the teachers who won't or can't support the vision and community, then real change will never come.
If you want more respect for the "profession" of teaching, let the market determine compensation, tenure, and longevity. How many technology teachers are there over the age of 40? The reality is that the vast majority of them can't possibly keep up with the changes AND teach them.....but with tenure they will be there until they retire. There are kids in our AP CS class that know more than the teachers. The only one that serves is the tenured teacher who is protecting their retirement with little or no incentive to stay relevant.
Unions, and the attempts to circumvent them, have created a focus on school types, not performance. It's time to treat teachers like professionals. Pay the ones who perform, and weed out the ones who don't. When that happens, pride will return to the profession and capable professionals will decide to make a career teaching.
If you want more respect for the "profession" of teaching, let the market determine compensation, tenure, and longevity. How many technology teachers are there over the age of 40? The reality is that the vast majority of them can't possibly keep up with the changes AND teach them.....but with tenure they will be there until they retire. There are kids in our AP CS class that know more than the teachers. The only one that serves is the tenured teacher who is protecting their retirement with little or no incentive to stay relevant.
Unions, and the attempts to circumvent them, have created a focus on school types, not performance. It's time to treat teachers like professionals. Pay the ones who perform, and weed out the ones who don't. When that happens, pride will return to the profession and capable professionals will decide to make a career teaching.
24
Principals can change teachers. They can even fire them if they take the trouble to do so. But short of that, they can evaluate, observe, reassign, and require professional development. All this is in the union contracts that you so despise. I suggest that you visit the principal responsible for placing an ignorant teacher in your AP class and demand that he or she do the job for which they are more than adequately paid.
1
Why did you put quotes around the word, profession? Being a fine teacher requires excellent preparation in one's subject, a passion to communicate, respect and empathy for the students and their parents, effective techniques, wisdom, an understanding of the community, a kind heart, and the willingness to spend many hours beyond contract time every week to meet one's professional responsibilities.
My spouse worked as an engineer for many years, retired, certified in math and computer science, teaches computer science at a local public school, and I assure you that he is totally current with his field and has analytical skills far beyond those of his students in his AP classes.
Please don't scapegoat teachers for society's ills.
My spouse worked as an engineer for many years, retired, certified in math and computer science, teaches computer science at a local public school, and I assure you that he is totally current with his field and has analytical skills far beyond those of his students in his AP classes.
Please don't scapegoat teachers for society's ills.
3
There are a few teachers who are adequately paid. There are none who are "more than adequately paid."
And despite union or tenure status, they can be fired if they're not doing their jobs. Sometimes, bad administrators fail to get rid of bad teachers. Far more often, though, parents conclude that a teacher is bad because otherwise they'd have to admit their parenting is at fault.
And despite union or tenure status, they can be fired if they're not doing their jobs. Sometimes, bad administrators fail to get rid of bad teachers. Far more often, though, parents conclude that a teacher is bad because otherwise they'd have to admit their parenting is at fault.
2
Nailed it! Principals make all the difference. I have worked under a dozen principals at every kind of school: private, public, boarding, day, rural, urban, and the principal is the one factor which made the difference. Principals who leave their office to visit classrooms, who know all their teachers by name, who help the weaker teachers get better and get rid of those who don't care, who put huge energy into hiring the most committed and most talented teachers and administrators; those are the successful schools. To way too many principals, leading is about managing things like discipline and attendance and "successful" teachers are those who are loyal, don't make waves and keep their students in the classroom. My last school was amazing. The principal spent two hours every day visiting classrooms. He knew every kid and teacher by name, in a school of 1800. He had an administrative staff that knew what every teacher was doing in every classroom every day. There was true and genuine effort to make a school into a community. Every question in our principals meeting was followed by "is it best for kids?" That was the only guiding principle. This emphasis on the state and national level of punishing teachers and students based on test scores is horribly misguided. We need to create environments for learning with principals who are educational leaders. They do their job like my last principal and everything else will fall in place.
7
This is true everywhere. No one ever asks the people on the ground for their assessment based on-- surprise-- what is actually happening, what is being seen on a regular basis, what has worked and what has not. It's as though those in the upper echelon wouldn't dare ask the minions to part of any decision making process because, well, they're just there to do the bidding of the clueless in the ivory tower.
Of course, this breeds resentment because what is very obvious to a principal means nothing to someone far away and out of touch with the realities of day to day living among the regular working, not rich people in this country.
Trying to run schools like McDonald's is not going to work. A hamburger can taste the same in San Diego as it does in Utica, but there are so many variables attached when it comes to schools. Children are not widgets. Politicians and the like just don't get that. They view everything as a management problem and try to attach a one size fits all solution that does nothing but fail. Then they lash out and blame the people on the ground for the failure.
Of course, this breeds resentment because what is very obvious to a principal means nothing to someone far away and out of touch with the realities of day to day living among the regular working, not rich people in this country.
Trying to run schools like McDonald's is not going to work. A hamburger can taste the same in San Diego as it does in Utica, but there are so many variables attached when it comes to schools. Children are not widgets. Politicians and the like just don't get that. They view everything as a management problem and try to attach a one size fits all solution that does nothing but fail. Then they lash out and blame the people on the ground for the failure.
5
With regret, Mr. Leonhardt's thesis is anti-historical, if not absurd. In the world of education reform, the need for effective principals is viewed as second in importance only to the need for effective classroom teachers.
This newspaper's own hometown, in its desperation for effective school leadership, has for years run special programs to find and develop such talent,
http://schools.nyc.gov/AboutUs/workinginNYCschools/leadershippathways/Op...
Two of the most notorious are the NYC Leadership Academy and the Aspiring Principals Program, reported on by this very paper.
The real question, yet to be investigated in any serious way, is why these programs, and so many like them, have made no difference. At all.
This newspaper's own hometown, in its desperation for effective school leadership, has for years run special programs to find and develop such talent,
http://schools.nyc.gov/AboutUs/workinginNYCschools/leadershippathways/Op...
Two of the most notorious are the NYC Leadership Academy and the Aspiring Principals Program, reported on by this very paper.
The real question, yet to be investigated in any serious way, is why these programs, and so many like them, have made no difference. At all.
6
If you expect a reporter to know something about education before writing an article about education, you're usually going to be disappointed.
4
Reporters, as well as all other adults outside of the profession, are very confused about why so many inner city schools located in impoverished, drug and crime ridden neighborhoods with largely dysfunctional single mother families get mislabeled as "failing". Do these schools really "fail" to offer their students educational opportunities? And let's not forget that overall teacher quality is the same across the full spectrum of schools.
1
As a former public schools teacher in Detroit, believe me when I cry: IT IS THE PRINCIPAL STUPID! I strongly agree with Chicago's take on identifying the REAL and FOREMOST reason for the problem of failing public schools. At the end of the school day, if you have incompetent principals in the front offices, then incompetent teachers will continue to exist under the radar and our children will continue to fail and our Nation will suffer in ways yet to be determined. It was my observation and experience that most Principals are, to a devastating degree, politicians.
9
The state in the article confirmed large cities like NY are not doing the jobs in public schools. As for Maya, the gal in the article. Hopefully she won't be killed by a stray bullet in a warzone city like Chicago.
3
Your average public school is doing its job. But its job is to offer kids an education. The education is being offered. It's available.
The reason people argue that public schools aren't doing their jobs is because those people have bought the misguided notion that schools can be held responsible not just for teaching, but for learning, too. Learning is the students' job. Schools can (and should) encourage it and try to provide an environment that supports learning, but nobody can make a student learn who's determined not to.
The reason people argue that public schools aren't doing their jobs is because those people have bought the misguided notion that schools can be held responsible not just for teaching, but for learning, too. Learning is the students' job. Schools can (and should) encourage it and try to provide an environment that supports learning, but nobody can make a student learn who's determined not to.
5
Graduation rates are easily manipulated; lower standards enough, and everyone graduates. College enrollment is nearly as easy, since more and more high schools are requiring application or even enrollment as a condition of graduation.
There's lots of attention on education from people like Leonhardt and Emmanuel, who don't really understand the system well enough to know what's going on, so they look at factors like those. And since educators' jobs depend on those potentially-misleading indicators, that shifts effort away from teaching kids and toward manipulating those indicators.
Want to do what's best for kids? Fund public schools instead of endless, redundant, and usually inferior charter schools and other choice schemes. Put principals in place with long experience in education, not with "non-traditional backgrounds." Start listening to educators on school policy, not politicals hacks like Emmanuel or principals with a background in public policy and six months' classroom experience. All the time, money, and effort spent trying to "reform" education in the last 20 years has mostly made things worse, and it's only the fact that non-educators pay too much attention to indicators that poorly reflect actual education that obscures that fact.
There's lots of attention on education from people like Leonhardt and Emmanuel, who don't really understand the system well enough to know what's going on, so they look at factors like those. And since educators' jobs depend on those potentially-misleading indicators, that shifts effort away from teaching kids and toward manipulating those indicators.
Want to do what's best for kids? Fund public schools instead of endless, redundant, and usually inferior charter schools and other choice schemes. Put principals in place with long experience in education, not with "non-traditional backgrounds." Start listening to educators on school policy, not politicals hacks like Emmanuel or principals with a background in public policy and six months' classroom experience. All the time, money, and effort spent trying to "reform" education in the last 20 years has mostly made things worse, and it's only the fact that non-educators pay too much attention to indicators that poorly reflect actual education that obscures that fact.
8
To sum up, adults - parents, teachers, mentors - matter when it comes to kids' educations. Thanks, we didn't know that.
Irony aside, how many principals should be expected to be "great", on the level of Mr. Jones?
Why do more kids graduate now? Because standards have fallen. http://www.nytimes.com/2009/10/30/education/30educ.html
Irony aside, how many principals should be expected to be "great", on the level of Mr. Jones?
Why do more kids graduate now? Because standards have fallen. http://www.nytimes.com/2009/10/30/education/30educ.html
7
"When that happens, it’s the single best strategy for fighting economic inequality."
This makes for a great column, but you've got it completely backwards. Our economic system is broken and schools in economically broken communities will reflect that reality, at least in part, relative to their wealthier counterparts in more economically stable communities. "Want to Fix Schools?" Are you kidding me?
This makes for a great column, but you've got it completely backwards. Our economic system is broken and schools in economically broken communities will reflect that reality, at least in part, relative to their wealthier counterparts in more economically stable communities. "Want to Fix Schools?" Are you kidding me?
4
I agree. Another problem is that our broken economic system makes it such that people often have to relocate to take advantage of their education, living in economic insecurity in some large city that is already overpopulated. Sure, you make more money then you would closer to home, but at what cost. To spend most of your income on high rents and cost of living. Too much economic activity is situated in and around large cities, forcing the most qualified and talented to abandon the communities in which they grew up, rather than returning home and using those skills to help stimulate the local economy. Small businesses were once the lifeblood of our economy and without them we are doomed. Seems like every small business that closes is replaced by a chain and now even the chains are closing because how many people can afford $5 coffee and $12 sandwiches. Getting an expensive college education to work at the mall is absurd, but becoming more prevalent by the day.
2
What would happen if journalists and pundits who know nothing about education stopped writing it about for entertainment value, slow news day filler or moral superiority?
Funny, how everyone everyone with a megaphone and/or a lot of money is an instant an education expert.... Then again, when we pay teachers less than cops, the profession won't command much respect.
Funny, how everyone everyone with a megaphone and/or a lot of money is an instant an education expert.... Then again, when we pay teachers less than cops, the profession won't command much respect.
4
The profession will command more respect when colleges of education tighten up the curriculum and admittance rates. It will not attract the best students until this happens. As for paying teachers more than police, in this area teaching pays more. When my daughter started working teachers just starting out made much more than their peers in the working world.
Teachers' peers in the working world are other college graduates. And other college graduates are always paid more than teachers. That's nearly always true of cops as well, who might occasionally draw lower salaries than teachers but are paid overtime.
The idea that teachers are poor students rests on hearsay and propaganda masquerading as research, and is usually produced and cited to justify people's attacks on teachers.
The idea that teachers are poor students rests on hearsay and propaganda masquerading as research, and is usually produced and cited to justify people's attacks on teachers.
3
The teacher "pipeline" is about to run dry. States will be forced to create so many different alternative routes to certification that just about anyone who wants a teaching job will be able to get one.
This is inspiring. I strongly agree that the right principal sets the tone for the education in the school.
Here are a few more thoughts (I work with high school students outside the classroom setting, and several family members are educators, so I have some familiarity with the topic)
-let teachers teach. Stop micromanaging them. Yes, remove the incompetents, but carefully distinguish between "incompetent" and "not playing by the middle manager checklist".
-severely prune people who are purportedly in the education field but who do not daily engage with students in a classroom setting. That means many, many "managers" in state and federal departments of education have to go. Return to the classroom, bureaucrats. That's the quickest and easiest way to reduce the student-teacher ratio. Stop offering your pablum from on high.
-for similar reasons, pare the number of "specialists". That does not mean reducing help for children with special needs, nor reducing art and music education. But if you look at a list of positions, particularly in larger school districts, it seems that percentage of actual teachers of content in the classroom setting is remarkably low. Change that!
-get testing in perspective. Testing is important, but recent trends have it overwhelming teaching. Kids need first to be taught things that they then can be tested about.
Kudos to Principal Jones.
Here are a few more thoughts (I work with high school students outside the classroom setting, and several family members are educators, so I have some familiarity with the topic)
-let teachers teach. Stop micromanaging them. Yes, remove the incompetents, but carefully distinguish between "incompetent" and "not playing by the middle manager checklist".
-severely prune people who are purportedly in the education field but who do not daily engage with students in a classroom setting. That means many, many "managers" in state and federal departments of education have to go. Return to the classroom, bureaucrats. That's the quickest and easiest way to reduce the student-teacher ratio. Stop offering your pablum from on high.
-for similar reasons, pare the number of "specialists". That does not mean reducing help for children with special needs, nor reducing art and music education. But if you look at a list of positions, particularly in larger school districts, it seems that percentage of actual teachers of content in the classroom setting is remarkably low. Change that!
-get testing in perspective. Testing is important, but recent trends have it overwhelming teaching. Kids need first to be taught things that they then can be tested about.
Kudos to Principal Jones.
87
I agree with your proposals but those special teachers are needed. School psychologists determine what level of extra help students can get at school. Speech/language teachers help students with their speech problems. School librarians help students with research and computer skills along with providing a good book collection and promoting reading. Counselors keep up with academic progress and scheduling and provide an ear to those students who need help with social and emotional problems. PE teachers promote strong bodies and healthy living. Music, art and drama teachers provide many students with a reason to want to go to school. Foreign language teachers give students a window into other cultures. These specials are needed.
1
David,nice article.
But I'm also afraid that under President Trump who wants to do away with Common Core not knowing what it is, and also under billionaire Betsy DeVos our current secretary of education, our educational priorities will receive a soft handed approach with no real brains put into it and thus make the whole system of teaching and taking care of our failed students as Maya Space like you mentioned here, so rudimentary with no real changes but the same old emphasis on investing more money into hiring more teachers but not on good principals like Mr. Gregory Jones,principal of Kenwood Academy High School in Chicago as you rightly referred to in your article as a role model among all the Principals of this country.
My hat also goes off to Mr. Rahm Emanuel, the Mayor of Chicago who is hellbent on making the Chicago school districts the best in the country.
But all these good approaches will go nowhere unless there is a strong leadership in Washington.
With Mr. Trump bogged down in the White House with his own business ventures and other trivial matters instead of doing the job for which only 60+ million voters voted for him compared to Hillary's 64+ million voters, it doesn't seem like we'll see any real resolve from him towards improving our school curriculum or in the job of appointing good principals for all the schools, not just the schools in affluent neighborhoods where he and Ms. DeVos live.
Let's all hope that Trump won't stay president for long time.
But I'm also afraid that under President Trump who wants to do away with Common Core not knowing what it is, and also under billionaire Betsy DeVos our current secretary of education, our educational priorities will receive a soft handed approach with no real brains put into it and thus make the whole system of teaching and taking care of our failed students as Maya Space like you mentioned here, so rudimentary with no real changes but the same old emphasis on investing more money into hiring more teachers but not on good principals like Mr. Gregory Jones,principal of Kenwood Academy High School in Chicago as you rightly referred to in your article as a role model among all the Principals of this country.
My hat also goes off to Mr. Rahm Emanuel, the Mayor of Chicago who is hellbent on making the Chicago school districts the best in the country.
But all these good approaches will go nowhere unless there is a strong leadership in Washington.
With Mr. Trump bogged down in the White House with his own business ventures and other trivial matters instead of doing the job for which only 60+ million voters voted for him compared to Hillary's 64+ million voters, it doesn't seem like we'll see any real resolve from him towards improving our school curriculum or in the job of appointing good principals for all the schools, not just the schools in affluent neighborhoods where he and Ms. DeVos live.
Let's all hope that Trump won't stay president for long time.
2
Reality check...
Chicago Tribune reported, the majority of Illinois high school grads were unprepared for college work. The Tribune article stated, less than 50% of Illinois high school graduates were ready for university courses.
Chicago Tribune reported, the majority of Illinois high school grads were unprepared for college work. The Tribune article stated, less than 50% of Illinois high school graduates were ready for university courses.
5
That would be the state of Illinois, not the city of Chicago
Allow to clarify... :)
Where did Chicago Public School high school graduates rank in readiness for college level work, last.
Where did Chicago Public School high school graduates rank in readiness for college level work, last.
I taught for 30 years in a public high school in Ohio. My best, most productive, most effective years in the classroom were working for and with a principal who worked with me. She gave me the tools I needed to work with students. She listened to me. She asked my advice and often took it. She made students accountable for their learning and teachers responsible for instruction. A good principal is the key to an effective school for both teachers and students.
35
Personalization is a key component to reach students of whatever background and ability, but especially those without parental guidance and exposure to a wider world. Talking, apart from academics, can make that connection. I agree that the principal can be the catalyst for change and create a committed, cohesive climate, but the teacher is key. Too many colleges churn out teachers who are incapable of instructing young minds. We need to make an education degree more challenging and admissions more selective. My children's experience with teachers without any intellectual awareness created some school years without meaningful education and a robotic approach to presenting the material where any deviation would throw the teacher off track. And get rid of overcrowded classrooms which not only overwhelm education and create anonymity but are breeding grounds for sicknesses.
1
I don't know why the importance of a good principal is so overlooked in the education debate. Anyone who has worked in a school on a part-time basis, as a substitute teacher or visiting artist, for example, knows immediately what a school will be like after meeting the principal. Why is that lost on everyone else? I have been in well-run schools in slummy areas and chaotic schools in better neighborhoods. It all depended on the principal.
11
I find it hard to believe that 85% graduate from this Chicago High School, at least without some sort of dumbing down of the curriculum. Can we safely assume that the great majority of the students come from a single parent family, with an extremely low or non-existent income? That adds up to some manipulated statistics. And Maya, her mother being an assembler at Ford, I would also assume that her wage of $60,000+ (if the rumors of what I have heard about plant workers are true), has a very distinct advantage over most of the students.
I wish them the best. But I have some serious doubts about the actual facts.
I wish them the best. But I have some serious doubts about the actual facts.
5
So they go to college.
Please do a report on how well they do in college and what they are studying. And what is their employment rate following high school/ college? Follow them up a little longer than high school, please.
Please do a report on how well they do in college and what they are studying. And what is their employment rate following high school/ college? Follow them up a little longer than high school, please.
2
I would hate to be a principal. How do you get teachers to work effectively when you have almost no power to reward them for effective teaching or punish them for failing their students.
1
Getting teachers to work effectively is not a major problem in education. If they were primarily motivated by money, as you seem to suggest, they'd have majored in anything else and gotten an easier, more respected job that paid more.
I'm sure you'd hate to be a principal, as you'd bump into your misconceptions. But you'd probably hate to be a teacher more.
I'm sure you'd hate to be a principal, as you'd bump into your misconceptions. But you'd probably hate to be a teacher more.
2
Every young teacher I speak to says that principals and other administrators are not being overlooked as a source of help. On the contrary, they instead want to stay under the radar and not rock the boat when it comes to such serious issues as discipline in the classroom.
When teachers complain to the principal about disciplinary issues, they are told to suck it up and deal with it (lest the principal face the wrath of parents or superiors, or suffer some other unpleasant fate). As a result, teachers are hamstrung when troubled students use their cellphones in class, are abusive to teachers and students, or are generally disruptive. Everyone in the classroom suffers while the principal goes unscathed.
It's time for principals and other school administrators to earn their pay, act like the strong managers they are supposed to be and take some responsibility for maintaining a productive and orderly educational environment.
When teachers complain to the principal about disciplinary issues, they are told to suck it up and deal with it (lest the principal face the wrath of parents or superiors, or suffer some other unpleasant fate). As a result, teachers are hamstrung when troubled students use their cellphones in class, are abusive to teachers and students, or are generally disruptive. Everyone in the classroom suffers while the principal goes unscathed.
It's time for principals and other school administrators to earn their pay, act like the strong managers they are supposed to be and take some responsibility for maintaining a productive and orderly educational environment.
10
There are many factors that help to contribute to a school (and by extension the student's) success. Having a good and dedicated principal is only one. I would go one further and say that continuity at the top with a good and dedicated superintendent is also key. I have been in a contractor in an incur city school for 15 years servicing elementary school students. Yes the principal is important. But more so is the home life. The kids come into school a year to a year-and-a-half behind. They do not know their alphabet, how to hold a book, they lack basic coping skills. You cannot put that all on the principal. Parents need to take responsibility to raise their children properly.
3
I agree. Recent article in the WSJ about funding cuts to schools in upstate NY, discussed how in some districts the children not only need even more academic resources (such as all the kids need math tutoring). The real problem was that too many of these children had seriously dysfunctional home lives. Several had at least one incarcerated parent, several had a parent with mental illness, there were a few in foster care or homeless. How can you expect a child to come to school prepared to learn or even concerned about learning, when they don't have secure housing or food, let alone parenting/nurturing. The schools are given an awful and underfunded burden of being expected to educate children and provide extensive social services to far too many children.
2
Principals are only only as good as the people they surround themselves with!!
2
Many of the students that schools are being called upon to serve these days, especially urban schools in low-income areas, are unbelievably needy. By that, I mean the students live chaotic, deprived lives with dysfunctional caretakers. These students have absolutely no vision of a productive future. To seriously try to educate these students is extremely staff-intensive, and many of them are going to fail despite best efforts. We can either write them off, or reconcile ourselves to providing vastly more support to these overwhelmed schools, knowing they are never going to save every child.
Neither choice is politically palatable, so we kick the can down the road, blame the teachers, and set up another blue-ribbon commission.
Neither choice is politically palatable, so we kick the can down the road, blame the teachers, and set up another blue-ribbon commission.
7
I taught for 37 years and during that time I worked for 13 principals. The personalities and styles of those individuals covered just about every range of possibilities. I had principals who were highly authoritarian and ego driven, principals who believed in shaming their staff, principals who lied to parents, a principal who hid in her office all day long and took vacations at busy times in the school year, and even a principal who carried a gun to school. Fortunately, none of those individuals lasted very long in their positions. Also, none of these individuals were effective at leading their schools. I've also worked for some wonderful people. I've worked for principals who believed in the professionalism and opinion of their teachers and staff. Principals who backed up teacher decisions with trust. Principals who welcomed debate and discussion. Principals who taught classes right along with the rest of us. Principals who laughed with the kids who were having problems while finding ways to help those kids. The principal sets the tone for the school. Administrators need to look for people who respect teachers, families, and students, and not those people who see the job as an ego trip. I'm happy to say the majority of my career was spent with hard working and caring principals, and not the insecure Trumps of the world of education.
92
Focusing on graduation rates creates the perception that we can wait until students are in 9th grade to assess whether or not they are "on track." Elementary education is the most grossly neglected and critical piece of our current system. When reading is reduced to "skills" and instructed with dry, corporate curriculum children learn not to like reading. Their elementary school teachers have already learned not to like math. It is their principals on whom we are counting most.
I spent close to 20 years in private industry as an executive before changing careers to take a job in the NYC DOE. My first impression was how poorly trained and how ineffective the Principals were. The first principal I worked with wanted miracles from his teachers but gave no substantive guidance on how this was to be accomplished. He often provided an article that he read in one of the trade journals as training material. He insisted that more students pass their classes and that more students graduate. Teachers lowered their standards and more students passed and went to college but a greater amount of students were unprepared to be successful in college. It was a toxic environments.
I changed schools and found a young Principal who was in his second year as an administrator. He had a different approach. He worked on creating a safe environment that was respectful of students and teachers. He did not take the approach that he knew what was best but asked thoughtful non-judgmental questions. He allowed autonomy in the classroom and saw himself as providing the tools and resources to make teachers successful. His teachers modeled his behavior in the classroom. I am convinced that the success of the school is because of the culture that was set by the Principal. The school was highly rated by NYCDOE during the last quality review.
I recently learned that the other school will be closed.
I changed schools and found a young Principal who was in his second year as an administrator. He had a different approach. He worked on creating a safe environment that was respectful of students and teachers. He did not take the approach that he knew what was best but asked thoughtful non-judgmental questions. He allowed autonomy in the classroom and saw himself as providing the tools and resources to make teachers successful. His teachers modeled his behavior in the classroom. I am convinced that the success of the school is because of the culture that was set by the Principal. The school was highly rated by NYCDOE during the last quality review.
I recently learned that the other school will be closed.
9
Never forget, that behind every "bad" teacher stands a principal who culled resumes, interviewed and vetted candidates, hired their best candidate, observed and evaluated them for three+ years, granted them tenure, and continued to observe and evaluate. Don't blame the "bad" teacher - blame the principal because it is a management problem. I have worked for very few principals who were good at this very important aspect of the job.
6
Teachers have been saying this forever. Especially in struggling schools, the principals are notorious for being ineffective.
However, our current principal training programs are sorely lacking - just like our current teacher training programs. Taking someone who's a good teacher, putting them through a few years of school and expecting them to be a strong school leader is crazy.
Instead, principals need live coaches to teach them the soft skills needed to be successful at their jobs -- the same way that teachers do. And no, I'm not talking about the highly paid consultants or people from the district office who come in, have a conversation and leave. I'm talking about coaches who break down the skills into actionable pieces, model them, and then elbow coach the principal to do them.
We won't have consistently effective schools until we have consistently effective principals. And that can only come from better training and support.
However, our current principal training programs are sorely lacking - just like our current teacher training programs. Taking someone who's a good teacher, putting them through a few years of school and expecting them to be a strong school leader is crazy.
Instead, principals need live coaches to teach them the soft skills needed to be successful at their jobs -- the same way that teachers do. And no, I'm not talking about the highly paid consultants or people from the district office who come in, have a conversation and leave. I'm talking about coaches who break down the skills into actionable pieces, model them, and then elbow coach the principal to do them.
We won't have consistently effective schools until we have consistently effective principals. And that can only come from better training and support.
3
THANK YOU for writing an article about principals. This is an aspect of education that is never truly explored in depth, and it matters immensely. In NC schools, teachers are often heard saying that the dregs get pushed upstream. Too often, principals are teachers who couldn't hack it in the classroom so they go back to get their masters in administration (a woefully inadequate degree), or they are the most ambitious (and far too often least talented) people entering the field who just want to "advance" their resume and move to the next school without worrying about the lives they leave in their wake. I've worked for both.
In 8 years in the field I have worked for 5 principals (and I've only been at 2 schools). As a teacher, when you are working for someone who is competent, who cares for kids, who understands your curriculum and the challenges you face, who truly manages behavior, and who supports you in doing your job, somehow teaching is actually fulfilling. When you work for someone who cannot do any of the above, teaching is horrific. Principals make the difference.
In 8 years in the field I have worked for 5 principals (and I've only been at 2 schools). As a teacher, when you are working for someone who is competent, who cares for kids, who understands your curriculum and the challenges you face, who truly manages behavior, and who supports you in doing your job, somehow teaching is actually fulfilling. When you work for someone who cannot do any of the above, teaching is horrific. Principals make the difference.
10
Love this story. Just goes to show that the solution to our education problem is not throwing money at at.
2
It's funny how, no matter what the facts are, people will say that the facts support their foregone conclusions.
The solutions to our education problems cost money, since what we mostly need are more teachers, and, while they work for very close to "free," it's not quite there. Of course, many of our problems (like endless, redundant "choices" in the form of privatized alternatives that are usually not as good as the public schools they replace) cost money, too.
We should absolutely throw money at the solutions that make education better. Though we should, admittedly, stop throwing money at the things that make it worse.
The solutions to our education problems cost money, since what we mostly need are more teachers, and, while they work for very close to "free," it's not quite there. Of course, many of our problems (like endless, redundant "choices" in the form of privatized alternatives that are usually not as good as the public schools they replace) cost money, too.
We should absolutely throw money at the solutions that make education better. Though we should, admittedly, stop throwing money at the things that make it worse.
3
Want to attract the best teachers into the neediest systems with significantly better pay? . . . without costing districts a single dime?
Simple idea that would work: After earning tenure, teachers work TAX FREE.
If they leave the district, they lose their tax free status. This would increase the pool of teaching candidates and allow principals to be more selective in hiring the best and brightest.
However, anyone that has worked in a high needs school knows that burn-out is very difficult to combat. The chaos and dysfunction of the families becomes the work environment - with no relief from the underlying stress of working with large groups of troubled and damaged children.
Simple idea that would work: After earning tenure, teachers work TAX FREE.
If they leave the district, they lose their tax free status. This would increase the pool of teaching candidates and allow principals to be more selective in hiring the best and brightest.
However, anyone that has worked in a high needs school knows that burn-out is very difficult to combat. The chaos and dysfunction of the families becomes the work environment - with no relief from the underlying stress of working with large groups of troubled and damaged children.
5
Two weeks ago this paper had an article on how universities were using big data to identify why students succeed or fail
Access to quality academic advising was number one. Students at risk should meet with their advisors every month.
Access to quality academic advising was number one. Students at risk should meet with their advisors every month.
1
Show me a bad student [reckless behavior bad]- and I'll show you a bad parent every time.
2
I believe there is widespread studies showing the importance of principals in delivering quality education. But the principals need to be empowered and not constrained by union rules that benefit teachers but not students.
Please stop saying Denver Public Schools are innovative. The current DPS administration has extolled charters over neighborhood schools, increased testing to an absurd level, disrespected parents, teachers, and students, and mismanaged its money. The voters passed a bond issue to repair and replace older schools, and the majority of the money went to a new administration building. DPS is not in good shape, despite their claims.
2
I couldn't agree more. I worked in a K-12 school as a psychologist for 30 years and thus saw many principals come and go as well as having worked closely with some. The best ones had a personal relationship with the school/community. They were "there" on the prowl (one's nickname was "The Cat" because of his tendency to prowl!). Under my favorite principal bullying was virtually eliminated, or went so far underground as to be undetectable. Her method was beautiful in its simplicity: every time a bully was sent to her office she gave him/her the exact same 15 minute lecture about bullying. After a few trips to her office the bully figured the few moments of "fame" in the schoolyard weren't worth the tedium of the encounter with her! She was tough (like a drill sergeant) but also warm and kind but most of all you knew what to expect from her. Children, and adults, can thrive under a tough regime as long as the rules are fairly applied and the environment is consistent. I'm sure this principal was as bored as the bullying student as she dealt out her lecture but from a psychological view point she was instituting an "extinction" paradigm in which the person does not receive reinforcement for their behavior (for some students being disciplined is can come to be the only attention the receive). While not as satisfying as venting your ire by chewing someone out this technique works.
1
Agree that with a focus on evaluating principals' effectiveness. In my 11 years of teaching, the single defining factor in my success was the leadership and support of a good principal. To this day, I find those individuals to have been guiding forces in not only in my professional growth but also in the leadership abilities that allowed me to guide students and families towards success.
1
Any teacher or retired teacher will tell you the same. I worked in the same school for more than twenty years, and we had good times and bad times, all dependent on who our administrators were, not just the principal but the assistant principals too. One principal was noticeably often absent: we began to hear that he was spending more and more time in bars. We still survived until he was replaced because of three strong and focused and smart assistant principals. Unfortunately, our best teachers were not the teachers aspiring to administrative positions. Too often incompetent teachers become incompetent administrators.
87
What my neighbor tells me here in Maine. He left teaching when he couldn't deal with ignorant and stupidly doctrinaire administrators, although his students' parents called him one of the best on the faculty in terms of motivating their kids.
While having a good principal is essential, there are many complicated issues in education that dictate success.
The first and foremost is the lack of funding. Schools are not equitably funded which means that schools that are of a higher socio-economic basis have more money, their students come to school with much less trauma and better prepared and can hire "better" teachers or teachers that went to stay long term.
Also related to funding is what is being funded. I appreciate this article mentioning the arts but there is too much emphasis on reading and math because I'd high stakes testing which can disrupt funding a school.
Another issue are class sizes. There is decisive research that links lower class sizes to increased student success. But since there is not the funds provided for lower class sizes, it is the students who suffer, teachers who are over wired and administration's left to creatively deal with the issues.
Those are a few issues that's schools and education faces.
The first and foremost is the lack of funding. Schools are not equitably funded which means that schools that are of a higher socio-economic basis have more money, their students come to school with much less trauma and better prepared and can hire "better" teachers or teachers that went to stay long term.
Also related to funding is what is being funded. I appreciate this article mentioning the arts but there is too much emphasis on reading and math because I'd high stakes testing which can disrupt funding a school.
Another issue are class sizes. There is decisive research that links lower class sizes to increased student success. But since there is not the funds provided for lower class sizes, it is the students who suffer, teachers who are over wired and administration's left to creatively deal with the issues.
Those are a few issues that's schools and education faces.
25
Funding has not been correlated with academic outcome
Average per pupil funding in the US is higher than other countries that have better outcomes
Average per pupil funding in the US is higher than other countries that have better outcomes
Countries with better outcomes typically have student populations without the high percentages of student poverty that the US has. Also, many other countries have social safety nets that are separate from the schools, while in the US, much of poor kids' food and even healthcare is classed as "education spending" and taken from school budgets.
Saying that funding isn't correlated with outcomes and other countries get better results with lower funding reveals quite a lot of ignorance about the complexities of the situation. It's not a false statement per se, but it's an astoundingly ignorant one.
Saying that funding isn't correlated with outcomes and other countries get better results with lower funding reveals quite a lot of ignorance about the complexities of the situation. It's not a false statement per se, but it's an astoundingly ignorant one.
1
You are absolutely right: the principal makes a difference. After working in schools in both suburban Chicago and in rural Oregon, I had my own quick & dirty assessment program. If a principal is a poor one, the teachers take every possible day off. They want to come to work when its a good situation. Over simplified, but I saw it in every school I worked in.
2
Having a leader at the school with a strong vision and positive management style is crucial in making the students believe that they are important and helping to keep the top faculty members. Unfortunately these people are often promoted out of their jobs into paperwork shuffling admin (with much higher pay) and they are replaced by people with lesser skills. This leads to students possibly choosing other schools or just not caring as much, and to high faculty turnover. Very basic but often overlooked.
1
Certainly a feel-good story, but it fails to mention the financial mess of the Chicago Public Schools which plans to furlough teachers in the next few months since the state of Illinois has no new budget. Pretty hard to be a principal when there are no teachers.
1
Principals have a low profile in the debates about education because they have a far smaller impact on student learning than teachers. The only school-based factor that consistently shows a statistically significant difference in student learning is the quality of the teaching. This is not to say that principals do not impact student learning, but they do it largely through the teachers they hire or fire.
Between my husband and myself we have taught in public schools for 71 years in a total of 5 states. Apart from their function as the front-line managers of teachers, principals can help set the tone of their schools by the way they ensure students feel safe and secure. If they fail in providing that safety and security then students cannot learn up to their potential. This column shows just how important that role can be, and how a good or great principal can truly have a big impact on certain students. Both my husband and I had the good fortune to work primarily in schools with competent principals, though each of us worked with principals who were less than competent. The difference between schools...even schools in the same neighborhood...run by competent administrators versus ones with less competence is readily seen in the number of students in the halls without permission, the number of fights (both physical and verbal) between students, and the number of classes where students are busily working on their primary tasks of learning to read, write, and compute.
Between my husband and myself we have taught in public schools for 71 years in a total of 5 states. Apart from their function as the front-line managers of teachers, principals can help set the tone of their schools by the way they ensure students feel safe and secure. If they fail in providing that safety and security then students cannot learn up to their potential. This column shows just how important that role can be, and how a good or great principal can truly have a big impact on certain students. Both my husband and I had the good fortune to work primarily in schools with competent principals, though each of us worked with principals who were less than competent. The difference between schools...even schools in the same neighborhood...run by competent administrators versus ones with less competence is readily seen in the number of students in the halls without permission, the number of fights (both physical and verbal) between students, and the number of classes where students are busily working on their primary tasks of learning to read, write, and compute.
3
Our schools, teachers, and administrators are just fine. The problem is the students: some are smart, some are not smart, most are just average. If we just accept reality we will stop trying to change Nature and find ways to educate all our children without expecting all of them to be brilliant. There is no way to make anyone smarter, despite what we wish were true.
58
Even if you are right (and there's a lot of debate about that), it is not possible in early years to say definitely who's "smart" and who isn't. Some people take a while to catch on to certain subjects (math, for example) and then really take off. This article is about not giving up on young people early, but working hard to help them discover their real abilities and interests.
2
Having grown up in Arizona, I can assure you that the schools are not just fine. Not everyone is brilliant, but most can be taught to think critically. Arizona kids deserve more than this defeatist attitude.
4
Educating all of our children has ALWAYS been the job of educators; I'm horrified that you are just now grasping this insight. And, what in the world makes you think that teachers and administrators are any more intelligent than the students in your schools? They are just the same - as are you, and you apparently did not learn much from them, or you would not be making such an ignorant statement. I hope and pray that you are not an educator.
1
School administration might be better if it weren't necessary to graduate from the ranks of teaching. Chicago has apparently gone outside the sphere in some cases (not clear how many) in appointing principals from other professions.
The use of percentages in lauding Chicago's reading and math is likely deceptive. If you're at the bottom then a percentage gain is easier.
The use of percentages in lauding Chicago's reading and math is likely deceptive. If you're at the bottom then a percentage gain is easier.
2
You might find the occasional principal who didn't come from teaching and looks good, since the job is largely political. But if you're going to do the job well, you need to be an educator. The fact that we're increasingly pulling principals from other lines of work and letting people without extensive classroom experience run schools is a big problem, not something to celebrate.
2
My son grew up in an exceptionally good school system where I was almost always impressed with the teachers he had. Watching that, I have grown increasingly angry at the lack of respect and support teachers get in our society - including from the parents of the students they teach. Thanks for this article extending my thinking to the role of principals as well.
My advice to principals would be the same I would give to anyone with management responsibility - let the good teachers teach and be prepared to support and develop those that are not at that level. Having teachers develop their own curriculum is an important part of both.
My advice to principals would be the same I would give to anyone with management responsibility - let the good teachers teach and be prepared to support and develop those that are not at that level. Having teachers develop their own curriculum is an important part of both.
222
We tend to overlook the fact that a principal is less a manager, although that is very important, but the principal teacher, whose primary task is to teach teachers how to teach and follow through with observations of what is going on in the classroom. In the Forties and Fifties, principals in New York City worked their way up the ladder by starting in elementary school and progressing from there to become the principal educator in a high school, having had an actual internship in education. They learned how to be a principal by experience. Seasoned principals who have worked their way through the complications of dealing with discipline, teacher evaluation, building management, staff relations and dealing with union demands, will themselves have learned on the job, but primarily, the principal's chief responsibility is to encourage teachers to use the best methods in their classrooms and then letting them do their jobs.
3
We're increasingly hiring principals with little or no teaching experience because non-educators have been saying for decades, without the slightest idea what they're talking about, that schools need to be run like businesses.
It's no surprise they can't do an educator's job. They're not educators.
It's no surprise they can't do an educator's job. They're not educators.
1
This high school is the local public school for both Barack Obama and Louis Farrakhan.
This neighborhood abuts the Hyde Park domain of the University of Chicago where Mr. Obama taught and Mrs. Obama worked and their daughters went to school.
This neighborhood abuts the Hyde Park domain of the University of Chicago where Mr. Obama taught and Mrs. Obama worked and their daughters went to school.
1
I worked on the publishing and professional development side of education for decades and I saw up close how critical principals are to the success of a school. As I always say, a child can survive a bad teacher, but a school can't survive a bad principal.
44
The question is, "Are good Principals as hard to find as good men?"
1
Yes there are! Mine is amazing and I fear the day he retires, which we know will be soon. I've worked under several and he is hands down the best - hands on, receptive to input, willing to let you innovate, is gracious under pressure, has a great sense of humor and is immensely supportive. Everyone loves him; the parents, the kids and the teachers. I would work anywhere in any conditions for my principal. He IS THAT GOOD.
A good principal make a whole school shine. A weak or insecure one will wreck it and destroy moral. The connection to that and productivity it critical for folks to pay attention to. I've seen great schools slide into mediocrity based on pettiness disguised as strength. The staff, students and scores suffer.
And best of all he remembers the classroom struggle. That seems to be the biggest issues I've seen and heard within the field. Some principals teach maybe 3 - 4 years before moving up the ranks. That's not enough time to really get a handle on the nuances of teaching. Then they forget the struggle when they evaluate new or struggling teachers who need support, not criticism.
There are horror stories about leadership and its a good thing that now they are being looked at as well as teachers. However, the problem will always be whether or not someone has the leadership skills to juggle a staff and building without being punitive. As long as the gallows blade is over their head there will be some who pursue and harass in order to get short term gains.
A good principal make a whole school shine. A weak or insecure one will wreck it and destroy moral. The connection to that and productivity it critical for folks to pay attention to. I've seen great schools slide into mediocrity based on pettiness disguised as strength. The staff, students and scores suffer.
And best of all he remembers the classroom struggle. That seems to be the biggest issues I've seen and heard within the field. Some principals teach maybe 3 - 4 years before moving up the ranks. That's not enough time to really get a handle on the nuances of teaching. Then they forget the struggle when they evaluate new or struggling teachers who need support, not criticism.
There are horror stories about leadership and its a good thing that now they are being looked at as well as teachers. However, the problem will always be whether or not someone has the leadership skills to juggle a staff and building without being punitive. As long as the gallows blade is over their head there will be some who pursue and harass in order to get short term gains.
My really good education came from Mary Catherine Stewart at Cornell Heights Elementary School and Theresa Folger at Fairview High School. There were some really good teachers and a few wretched teachers involved, too, but these two principals fostered learning for all.
These two women were even more important for my brother. He is a dyslexic born in 1951, so his school years were before the condition was identified. He clashed often with the wretched teachers and so spent many hours in Miss Stewart's office. She didn't know what exactly the problem was either, but she recognized him as a well meaning kid and knew which of her teachers weren't good at seeing that. The summer before he started high school he signed up to take Biology in summer school at Fairview, skipping General Science. Miss Folger asked me (a returning senior) what I thought, I said that he would do much better studying the subject that he had an interest in, and she let him do it with good results. It was an auspicious start to his high school years.
These two women were even more important for my brother. He is a dyslexic born in 1951, so his school years were before the condition was identified. He clashed often with the wretched teachers and so spent many hours in Miss Stewart's office. She didn't know what exactly the problem was either, but she recognized him as a well meaning kid and knew which of her teachers weren't good at seeing that. The summer before he started high school he signed up to take Biology in summer school at Fairview, skipping General Science. Miss Folger asked me (a returning senior) what I thought, I said that he would do much better studying the subject that he had an interest in, and she let him do it with good results. It was an auspicious start to his high school years.
48
I was and bred black and poor on the South Side of Chicago and I am a product of the Chicago Public Schools K-12.
My mighty inspiring educational teaching role models were Barbara Sizemore, Byron Minor, Emmett Sims, William English, Nina Jones, Powhatan Collins and Irene Ryan.
My mighty inspiring educational teaching role models were Barbara Sizemore, Byron Minor, Emmett Sims, William English, Nina Jones, Powhatan Collins and Irene Ryan.
1
I was BORN and bred......
1
Back in the olden days of the 1950s, women didn't have a lot of career choices. If they were educated and wanted to work, teaching was one of the options. Fortunately, women have more choices today. Unfortunately, that means we have to re-think how we recruit teachers. There has been a lag in catching up with this reality.
Thanks. To hear/read the local media stories here, CPS is a mess, Emmanuel is a disaster, and there is no hope. Nice to know they are actually improving things.
So very often when one sees an upbeat story about a particular school it is the principal who is in the forefront - out there greeting the kids, exhorting them, checking in with them. Individual teachers can influence only those in that class, but yes, principals can set a tone, buoy the teachers while creating energy and team spirit in the faculty, and motivating the kids. A bad/unfair/indifferent principal can demoralize the faculty, and change the whole tone of the place in destructive ways.
So very often when one sees an upbeat story about a particular school it is the principal who is in the forefront - out there greeting the kids, exhorting them, checking in with them. Individual teachers can influence only those in that class, but yes, principals can set a tone, buoy the teachers while creating energy and team spirit in the faculty, and motivating the kids. A bad/unfair/indifferent principal can demoralize the faculty, and change the whole tone of the place in destructive ways.
86
It's no secret that once you apply oversight, as well as accountability to all sides, from the top down, that you create an environment to learn, ( it certainly helps if it is a safe environment with few distractions.
Students\Kids are savvy to work the system in their favor, but if you create no space for them to manipulate, then that is more than half the battle won.
That pressure\attention has to be constant from the top down. ( Principals to teachers to parents ) All must make a concerted effort of time, understanding and accountability for the children to succeed.
True choice comes not necessarily from charter schools, but from the environment created from above. Put the money into the public school system and hold people accountable. The results will flood in.
Action, reaction.
Students\Kids are savvy to work the system in their favor, but if you create no space for them to manipulate, then that is more than half the battle won.
That pressure\attention has to be constant from the top down. ( Principals to teachers to parents ) All must make a concerted effort of time, understanding and accountability for the children to succeed.
True choice comes not necessarily from charter schools, but from the environment created from above. Put the money into the public school system and hold people accountable. The results will flood in.
Action, reaction.
34
yes- hold the bar high - high expectations are key! do not forget the hard work of people in the early childhood education centers who set the bar high for positive outcomes for school success.
1
You undoubtedly do not know this, being an Irish citizen in Ireland, but in the US, we spend MORE per child than any other nation on earth (but with much worse results; we are ranked No. 37 internationally).
We spend over $20,000 per child, and in low income districts like Newark or Camden NJ, it can rise to over $30,000 per child.
The results are dismal. We get worse results than many poorer nations than spend 50-70% LESS overall on schools, education, taxes, teacher salaries, etc.
Isn't it time to ASK WHY? instead of just throwing more and more money at the problem?
We spend over $20,000 per child, and in low income districts like Newark or Camden NJ, it can rise to over $30,000 per child.
The results are dismal. We get worse results than many poorer nations than spend 50-70% LESS overall on schools, education, taxes, teacher salaries, etc.
Isn't it time to ASK WHY? instead of just throwing more and more money at the problem?
1
Those of us interested in answers have already asked "why" and found out: our spending isn't as high as the tinfoil-hat crowd insists, and much of it is wasted on "education reform" like endless testing and redundant charter schools, bad ideas championed by the idiots complaining we spend too much. There's also lots of "education spending" that goes to sports (not usually tied to schools in other countries), or free lunches, or healthcare, compensating for the American disparity in wealth that's unheard of in other developed countries. That's not wasted money, per se, but it's not really spent on education.
Those uninterested in answers, who only want to ignorantly tear down educators' attempts to help kids, will pose as concerned citizens and complain about spending.
Those uninterested in answers, who only want to ignorantly tear down educators' attempts to help kids, will pose as concerned citizens and complain about spending.
2
Ron Edmonds, African-American professor who died in 1983, championed central importance of principal in his Effective Schools research and work. Edmonds was a pioneer and still too little credited. If we, as a society, want to improve schools serving low-income children, we need to ensure each school has an effective leader. This is so fundamental as to be heartbreaking it appears to be news today.
When I served on Boston School Committee, I kept repeating the most important people to both support and hold accountable were the superintendent and our 127 school principals. In a talent, resource rich and desirable city such as Boston, all 127 should be exemplary leaders.
When I served on Boston School Committee, I kept repeating the most important people to both support and hold accountable were the superintendent and our 127 school principals. In a talent, resource rich and desirable city such as Boston, all 127 should be exemplary leaders.
14
And, the principals should have been teachers first. Not just "barely making it" teachers, but good ones. Having been in the school system for over 40 years, I learned a lot about would be principals. The weakest, most inept, least creative new teachers found out quickly that they didn't have what it takes to be in a classroom day to day doing the real work. Many, in their first year, began taking the courses to qualify for an administrative credential. They couldn't wait to get out of the classroom. In my last few years of teaching, when everyone carried a lap top, these people would give the children in their classroom busy work and then open their laptops and do whatever assignment they needed to have done. They did not teach! So, our future principals had no feel for what was right, or what worked to help kids. They stole that time from the kids in their classes to get paid while moving up the food chain to become administrators and make more money. Many of these did become principals. As you can guess, not good ones. When there were enough complaints about them from real teachers and from involved parents , these useless people were not fired. They were moved from school to school for a while. Finally moved to the district office and given a 9-5 desk job at much higher pay, and with no work expectations. There, they vegged until they were old enough to retire.
1
Blah, blah, blah. If you read carefully, it sounds as though the turnaround here was the result of some thinking done by Maya herself and her decision to make different choices. In the end, students are autonomous human beings - they have to do the learning; they have to live the lives they decide to make for themselves. Schools can only provide opportunities; it can't guarantee results. When did we lose contact with this basic reality?
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And she made these decisions in a bubble, without any outside influences. Having a principal, teachers and a mother who cared played no role in the decisions a high school student made.
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Students also need guidance. It's not at all clear that Maya would have turned herself around without the intervention of her principal, who cared enough to help get her back on track.
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The problem with this line of thinking is that when you look at data on a large scale, you notice trends that have no biological basis.
I think there's inevitably a limit in looking at single-student data (particularly narrative data like this) to make any kind of evaluative claim; here her narrative is used, I assume, simply because it IS a narrative - it's something readers can connect with. The limits of this narrative as evidence of the claims, however, does not interfere with the actual evidence of the claims made here: namely, that principals can make a big impact because they can substantially support both teachers and students, and that because being a principal is an incredibly difficult, enormously stressful job, it's worth debating the best ways of developing good principals.
I think there's inevitably a limit in looking at single-student data (particularly narrative data like this) to make any kind of evaluative claim; here her narrative is used, I assume, simply because it IS a narrative - it's something readers can connect with. The limits of this narrative as evidence of the claims, however, does not interfere with the actual evidence of the claims made here: namely, that principals can make a big impact because they can substantially support both teachers and students, and that because being a principal is an incredibly difficult, enormously stressful job, it's worth debating the best ways of developing good principals.
3
The education reforms in New York City ushered in by Bloomberg meant the following regarding the quality of principals: Large schools were broken up so four or five principals were needed to head small schools thus lowering the quality of the "principal pool;" A Leadership Academy was instituted to train new principals, but much attention was paid on instructing new hires to fault teachers reflecting popular sentiment of pundits, politicians, and foundations; Principals' feet were held to the fire requiring them to have steadily increasing graduation rates in order to keep their jobs resulting in grade inflation, pressure on teachers to compromise standards, and outright cheating; and "Old School" who actually knew how to run the large schools were forced out of the system. This article may focus on principals, but still brings up the same tired special interest solution of school choice. I suggest true reform can only occur by ridding the system of educational industry profiteers and looking to a different model for education than the business model that has been influential these last two decades.
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Outside of some "double dippers"...most teachers and administrators retire at an average age of 52 -- 30 years and out.
Therefore...there are no "Old School" folks, or "dinosaurs" left. There is nobody hardly left from the Baby Boomer generation in teaching/administration. It's all Gen X now and younger. If you are 52 today, you were born in 1964 or 1965....and most people in public education are younger than this.
The problem is now that virtually nobody actively working in education even REMEMBERS when things were different -- when US schools were ranked first in the world -- when we graduated the Greatest Generation -- when nearly every child learned to read, write, Speak ENGLISH! and do math.
Today, they don't care about failure because lazy, gold-bricking public union teachers can never be fired nor even disciplined and there are NO requirements whatsoever that they be successful, word hard, or actually educate any kids to keep their cushy jobs with lavish benefits.
Therefore...there are no "Old School" folks, or "dinosaurs" left. There is nobody hardly left from the Baby Boomer generation in teaching/administration. It's all Gen X now and younger. If you are 52 today, you were born in 1964 or 1965....and most people in public education are younger than this.
The problem is now that virtually nobody actively working in education even REMEMBERS when things were different -- when US schools were ranked first in the world -- when we graduated the Greatest Generation -- when nearly every child learned to read, write, Speak ENGLISH! and do math.
Today, they don't care about failure because lazy, gold-bricking public union teachers can never be fired nor even disciplined and there are NO requirements whatsoever that they be successful, word hard, or actually educate any kids to keep their cushy jobs with lavish benefits.
1
You are exactly correct. Bloomberg claimed he was all about the data. The data says that after parent income, and parent education level, the third most important predictor of student success is teacher experience. So Bloomberg attacked experienced teachers. He changed budgeting for schools so that instead of a school getting a certain number of teachers, each school would get a set dollar amount to be split among its teachers. This made an experienced teacher more than twice as expensive as an inexperienced teacher. Soon the "rubber room" was more than half teachers making top pay as principals attacked them to make room for new teachers at half the pay.
Well, "Concerned Citizen" has spouted off with some more fantasy.
Somebody who's been teaching 30 years is pretty "OId School," whether those thirty years' experience find that person at 52 or 72. Those are probably the best teachers.
One wonders, however, why they'd be so quick to retire and escape "cushy jobs with lavish benefits." I mean, if CC's fantasies were true. I realize they're not, but is it too much to ask that your anti-teacher rants at least be internally consistent?
Somebody who's been teaching 30 years is pretty "OId School," whether those thirty years' experience find that person at 52 or 72. Those are probably the best teachers.
One wonders, however, why they'd be so quick to retire and escape "cushy jobs with lavish benefits." I mean, if CC's fantasies were true. I realize they're not, but is it too much to ask that your anti-teacher rants at least be internally consistent?
1
[[The goal is to create the kind of support and options that upper-middle-class parents all over the country give to their own children. When that happens, it’s the single best strategy for fighting economic inequality.]]
The single best strategy for fighting economic inequality is to delay pregnancy and parenthood, finish your basic education and start a career path. When you decide to have children, do it in a committed relationship with someone who made similar life choices.
If you're low income and start having kids as a teen and you try raise your kid as a single parent, odds are you're doomed and so is your kid.
The single best strategy for fighting economic inequality is to delay pregnancy and parenthood, finish your basic education and start a career path. When you decide to have children, do it in a committed relationship with someone who made similar life choices.
If you're low income and start having kids as a teen and you try raise your kid as a single parent, odds are you're doomed and so is your kid.
96
This reflects a reality, and to an extent, I agree that people should accept the consequences for certain actions - i.e., having children too young and/or financially unstable. I disagree, however, with the fatalistic viewpoint that your "doom" ought to extend to "your kid" - it's not the kid's fault if the parents made financially precarious life decisions, and that should not impede the kid's opportunity as much as it does.
That's where education comes in.
That's where education comes in.
Third.Coast, with all due respect, don't you see how the two go hand in hand? The first, helps lead to the second.
1
Birth control and family planning are key here. Do teen agers and ore teens get any?
As a retired Superintendent who led public school districts in the early 1980s I fond this column brought back memories of the Effective Schools movement that swept a large swath of the country at that time. Ron Edmonds, a Michigan State professor and researcher identified five elements that existed in an effective public school... and number one on that list was strong administrative leadership at the SCHOOL level, for Ron Edmonds believed that the SCHOOL was where change needed to occur. Mr. Edmonds also promoted the notion that ALL children can learn given sufficient time and appropriate instruction, a notion that flew in the face of some of the research findings from a decade earlier. This idea displaced the more pessimistic findings of the Coleman report and Christopher Jenks' research. Edmonds had one idea that never caught on, though: equity... the notion that public schools serving children raised in poverty should have the same array of services and courses as schools serving middle class children. That idea required more spending, and the conventional wisdom for decades has been "throwing money" at the problem won't do any good.
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Mr. Gersen, you are a man after my own heart.I began teachng in 76, as you can imagine I've had a few principals. Reading this article and your response I immediately thought about and compared the qualities of the good and the bad principals WITH whom I've worked...there have been those few I worked FOR. Everyone of those good ones created a healthy environment in the school. We all enjoyed being there. I was infectious. It always reminded me of what Haim Ginott said. "“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.”
4
Except -- once again -- we did all that. It just did not work.
Today poor schools get MORE money per child than rich districts -- they just waste it. Even when the tax base is low, the Federal government and State governments make up for any shortfalls.
In my region....the schools in my suburb are old and run-down. But next door, in the urban district (one of the poorest in the state)....they have glossy brand-new schools all built with Federal grants. They have the latest computers, science labs, etc. One of these schools is my polling place for elections, so I get to see it every year. It's gorgeous, anything any would want in a school building.
But walk a block outside the school, and you see the area is impoverished....adults hanging around home all day. Panhandlers. Abandoned storefronts. Children born to unwed teen mothers. In the high school, you clearly see that maybe 20% of the girls are VISIBLY pregnant. 95% of the kids are on free lunch programs.
But just try and talk about this dysfunction. You will get put down and called names.
Today poor schools get MORE money per child than rich districts -- they just waste it. Even when the tax base is low, the Federal government and State governments make up for any shortfalls.
In my region....the schools in my suburb are old and run-down. But next door, in the urban district (one of the poorest in the state)....they have glossy brand-new schools all built with Federal grants. They have the latest computers, science labs, etc. One of these schools is my polling place for elections, so I get to see it every year. It's gorgeous, anything any would want in a school building.
But walk a block outside the school, and you see the area is impoverished....adults hanging around home all day. Panhandlers. Abandoned storefronts. Children born to unwed teen mothers. In the high school, you clearly see that maybe 20% of the girls are VISIBLY pregnant. 95% of the kids are on free lunch programs.
But just try and talk about this dysfunction. You will get put down and called names.
1
We always have money to throw at the military though. And even off-budget money when we decide we have to invade somewhere.
Wonderful: it's 2017 and the US school system is just figuring out that good leadership is key to performance? Astounding. Were they, up to now, counting on having pixie dust at a high level of parts per million in the school hallways to make the difference?
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Public unions say that things like being smart, or having leadership skills, do not matter as much as seniority. In a union, seniority trumps every other consideration.
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Leadership is but one component. But classroom teachers are the foundation. Until such time as good and truly qualified people sign up to be teachers, there will be huge problems. I don't deny existence of dedicated teachers but they are too few. It is too much to ask that the US go to Finland's model of professionalism. But until we do, there will continue to be a lot of Deadwood in colleges of education. Finally, without strong family life inculcating respect for education and the work ethic, education will continue to be the slippery slope.
1
States with the strongest union presence in education produce the best educational results. States without strong unions produce the worst. What was your point again?
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"Yet principals have a strangely low profile in the passionate debates about education."
This is not to dispute Mr. Leonhardt's view. I concur wholeheartedly. As a matter of fact, there is a considerable literature and recognition that a highly effective principal is necessary for a highly effective school. Indeed this point was recognized in Chicago's backyard (so to speak) by the Effective Schools movement based in Okemos, Michigan in the sixties, no less. A corollary discovery has been that there are no effective schools without an effective principal, though there are effective principals in ineffective schools.
What is REALLY STRANGE is the lack of focus on effective superintendents. Last time I looked, the average tenure of superintendent was three and a half years. EVEN MORE STARTLING is the lack of recognition for the keystone role of effective SCHOOL BOARDS! Nancy Walser's research and findings on school boards establishes that student (and school) success depends on having a school board with a laser focus on student achievement as a primary goal.
School boards control policy, hiring and firing, and allocation of resources. That's exactly where the buck stops in educational organizations as it does in any other organization, public or private, profit or non-profit, large or small.
[How about that, Mr. Leonhardt!]
This is not to dispute Mr. Leonhardt's view. I concur wholeheartedly. As a matter of fact, there is a considerable literature and recognition that a highly effective principal is necessary for a highly effective school. Indeed this point was recognized in Chicago's backyard (so to speak) by the Effective Schools movement based in Okemos, Michigan in the sixties, no less. A corollary discovery has been that there are no effective schools without an effective principal, though there are effective principals in ineffective schools.
What is REALLY STRANGE is the lack of focus on effective superintendents. Last time I looked, the average tenure of superintendent was three and a half years. EVEN MORE STARTLING is the lack of recognition for the keystone role of effective SCHOOL BOARDS! Nancy Walser's research and findings on school boards establishes that student (and school) success depends on having a school board with a laser focus on student achievement as a primary goal.
School boards control policy, hiring and firing, and allocation of resources. That's exactly where the buck stops in educational organizations as it does in any other organization, public or private, profit or non-profit, large or small.
[How about that, Mr. Leonhardt!]
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Good point. A horrible or ignorant Superintendent or school board can decimate departments, curricula, instruction, morale, and progress build over years in a few short months, sort of like our crisis-generating Trump administration.
Not buying it. There's no secret recipe. School outcomes are determined more from what happens outside of school then inside of it.
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That must be why there are so many schools out there that consistently produce extraordinary results despite facing the same enormous challenges that struggling schools face (high ELL populations, high-crime neighborhoods, poverty & homelessness, single-parent (or no-parent) households, psychological trauma, etc.)
The schools that "produce extraordinary results despite facing the same enormous challenges" are rarely actually facing the same challenges. In any group of kids, there are ones primed to succeed and others primed to fail. The numbers may differ, but there are poor, uneducated parents reading to their kids and putting them on the path to succeed and rich, educated parents neglecting their kids and setting them up for failure. All the evidence of the huge effect of parent factors on education shows us is that those cases are the exceptions--they still exist.
And the schools getting "extraordinary results" with apparently disadvantaged kids from poor neighborhoods are usually just grouping those exceptions together and excluding the kids that would make the school look bad.
And the schools getting "extraordinary results" with apparently disadvantaged kids from poor neighborhoods are usually just grouping those exceptions together and excluding the kids that would make the school look bad.
4
Everything matters, but the issue is whether or not everything inside of school is functioning properly or even at the best it should. Principles can amplify bad things outside of school: poorly though-out policies and accountability schemes. Or they can botch helpful policies because of their incompetence or unconcern or both.
1
Do you want to fix schools.
Hire teachers who know their subject as opposed to those who have taken biomass courses in how to teach a subject.
Get the Mickey Mouse out of the schools and let the teachers, teach.
While the converse is not always true if you don't know the subject matter you can not teach that subject.
No principal no matter how dedicated can make up for a teacher who does not know the subject he /she is trying to teach.
Unfortunately too many principals who do not know the subject try to force teachers to use an unproductive curriculum.
Teaching reading with whole language instead of phonics and de-emphasizing ARITHMETIC [knowing one's addition and multiplication tables] and replacing these computational skills with sets, and different bases and rotational symmetry and adding by making tens are examples of unproductive nonsense..
Reduce class size.
Anyone who has taught knows there is a tremendous difference between teaching a class of less than 20 with teaching a class of 30-40.
But reducing class size and paying salaries to attract and retain good teachers costs money.
And the people who control the funding of the inner city schools [but of course do not send their little darlings to these underfunded schoosl] do not want to spend money educating OTHER peoples' children.
So instead we look for gimmicks.
Hire teachers who know their subject as opposed to those who have taken biomass courses in how to teach a subject.
Get the Mickey Mouse out of the schools and let the teachers, teach.
While the converse is not always true if you don't know the subject matter you can not teach that subject.
No principal no matter how dedicated can make up for a teacher who does not know the subject he /she is trying to teach.
Unfortunately too many principals who do not know the subject try to force teachers to use an unproductive curriculum.
Teaching reading with whole language instead of phonics and de-emphasizing ARITHMETIC [knowing one's addition and multiplication tables] and replacing these computational skills with sets, and different bases and rotational symmetry and adding by making tens are examples of unproductive nonsense..
Reduce class size.
Anyone who has taught knows there is a tremendous difference between teaching a class of less than 20 with teaching a class of 30-40.
But reducing class size and paying salaries to attract and retain good teachers costs money.
And the people who control the funding of the inner city schools [but of course do not send their little darlings to these underfunded schoosl] do not want to spend money educating OTHER peoples' children.
So instead we look for gimmicks.
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On any given day, half of Baltimore high schoolers are truant from their $15,000-per-pupil schools (near the big city top).
2
Everything you recommend here has been tried, and tried, and tried -- at great cost! -- and failed.
"Whole language" teaching of English and reading has led to an illiterate generation. (Phonics failed miserably too, many years back.)
Small classes? Many schools have this, often classes as small as 15 kids AND you ignore the fact that larger classes have 1-2 "aides" as well as a teacher.
When I was a kid in the 1960s, we had ONE teacher, no aides ever (I never met a classroom aide!) and my class photos substantiate that we had an average of 40 kids per room, and sometimes a few extras -- yet every single child learned to READ, write, do math. A miracle!
Things were even more primitive when my parents went to school during the Great Depression, along with many non-English speaking immigrant children. My mother started school in 1932, age 6 -- there was no kindergarten back then, so it was first grade -- and she did not speak a word of English. No bilingual ed, because the kids were from a hundred different places. No pampering. No special snowflakes. Mom was speaking English perfectly with no accent, and getting straight A's in six months.
Sorry, but the public teacher unions OWN THIS. They wanted high pay, lavish benefits and no accountability -- no firings, no disciplines, raises every year regardless of talent or performance -- and now they have it.
BTW: average teacher salary in Chicago is over $100K at mid-career.
"Whole language" teaching of English and reading has led to an illiterate generation. (Phonics failed miserably too, many years back.)
Small classes? Many schools have this, often classes as small as 15 kids AND you ignore the fact that larger classes have 1-2 "aides" as well as a teacher.
When I was a kid in the 1960s, we had ONE teacher, no aides ever (I never met a classroom aide!) and my class photos substantiate that we had an average of 40 kids per room, and sometimes a few extras -- yet every single child learned to READ, write, do math. A miracle!
Things were even more primitive when my parents went to school during the Great Depression, along with many non-English speaking immigrant children. My mother started school in 1932, age 6 -- there was no kindergarten back then, so it was first grade -- and she did not speak a word of English. No bilingual ed, because the kids were from a hundred different places. No pampering. No special snowflakes. Mom was speaking English perfectly with no accent, and getting straight A's in six months.
Sorry, but the public teacher unions OWN THIS. They wanted high pay, lavish benefits and no accountability -- no firings, no disciplines, raises every year regardless of talent or performance -- and now they have it.
BTW: average teacher salary in Chicago is over $100K at mid-career.
1
I completely agree across the board. You have the wisdom earned in the teaching trenches. I believe you will agree, however, that just as the teacher can create an environment that is either a paradise or hell in the classroom; the principal can do the same in terms of the teaching environment and the student environment.
2
Principals would be legitimately important beyond the oddity such as Kenwood's reforming Gregory Jones if BECOMING one didn't require many years baking in a stultifying educational environment making few enough waves to secure serial promotions because s(he) didn't threaten the interests of those who make such decisions. Natural selection makes principals of Jones’s caliber the rare exception, not the rule.
The basic error in David's panegyric to principals is that even a significant proportion of them are ANYTHING like as effective as Jones. We will always be able to point to the rare inner-city school that excels because it was lucky enough to have a few exceptional teachers or an exceptional principal; but the ability to point to the outrider doesn’t address the systemic problem. If you want to have a meaningful impact on that systemic problem, you need a systemic solution which doesn’t depend for its success on one outstanding player.
Of course, we could try to incentivize retired and successful small-business leaders to take up principal positions as an EXTREMELY valuable public service; but that would threaten the vested interests of careerists and the self-protective get-along modalities of educational bureaucracies. Can’t have that.
The basic error in David's panegyric to principals is that even a significant proportion of them are ANYTHING like as effective as Jones. We will always be able to point to the rare inner-city school that excels because it was lucky enough to have a few exceptional teachers or an exceptional principal; but the ability to point to the outrider doesn’t address the systemic problem. If you want to have a meaningful impact on that systemic problem, you need a systemic solution which doesn’t depend for its success on one outstanding player.
Of course, we could try to incentivize retired and successful small-business leaders to take up principal positions as an EXTREMELY valuable public service; but that would threaten the vested interests of careerists and the self-protective get-along modalities of educational bureaucracies. Can’t have that.
19
[[If you want to have a meaningful impact on that systemic problem, you need a systemic solution which doesn’t depend for its success on one outstanding player.]]
I recommend a system of two-parent households as the norm.
I recommend a system of two-parent households as the norm.
11
There is no doubt strong school leadership is essential to creating a culture of success in schools-for students, teachers, parents and the broader community. In New York City we started to realize that over 20 years ago when PENCIL, the non-profit I now lead, started its first Principal for a Day program to invite business and civic leaders to shadow school leaders to better understand the challenges and opportunities in our public schools. As a result, many offered their talents and expertise to help strengthen schools and put students on a path to future success.
As the column rightly points out, things have gotten better in the last 20 years in many public schools, in part because of heightened awareness of the needs and potential of public schools and their students, and the contributions of so many civic minded volunteers.
Perhaps because we now need to be reminded of the continued need to invest in public education for our collective well being, PENCIL will relaunch Principal for a Day this May. If you want to do your part to help, consider joining us to see the work principals and their teams do every day.
As the column rightly points out, things have gotten better in the last 20 years in many public schools, in part because of heightened awareness of the needs and potential of public schools and their students, and the contributions of so many civic minded volunteers.
Perhaps because we now need to be reminded of the continued need to invest in public education for our collective well being, PENCIL will relaunch Principal for a Day this May. If you want to do your part to help, consider joining us to see the work principals and their teams do every day.
3
Ask any teachers about "who gets to become a principal and why -- how that individual is chosen out of the many, many teachers who yearn for that promotion and all the money, perks & power associated with it".
Short answer: favoritism...nepotism sometimes...."log rolling"....as you say, the kind of teacher who plays along to get along. People who are individualistic, outsiders, creative -- they won't ever get promoted to principal. That's why really good effective principals are rare. In a closed union system, only "yes men" and "yes women" get the promotions.
Short answer: favoritism...nepotism sometimes...."log rolling"....as you say, the kind of teacher who plays along to get along. People who are individualistic, outsiders, creative -- they won't ever get promoted to principal. That's why really good effective principals are rare. In a closed union system, only "yes men" and "yes women" get the promotions.
3
Mr. Leonhardt is absolutely on the mark re the importance of principals. They don't seem to make a lot of money though:
"Average annual pay for the position was $86,970 as of May 2011, according to the U.S. Bureau of Labor Statistics."
http://work.chron.com/duties-responsibilities-school-principals-7885.html
How much does a starting, inexperienced law school graduate make in his or her first year? It is likely that principals put in more hours (including at home) and are under more pressure.
Maybe reverse the pay scales.
"Average annual pay for the position was $86,970 as of May 2011, according to the U.S. Bureau of Labor Statistics."
http://work.chron.com/duties-responsibilities-school-principals-7885.html
How much does a starting, inexperienced law school graduate make in his or her first year? It is likely that principals put in more hours (including at home) and are under more pressure.
Maybe reverse the pay scales.
148
Why would you want to punish the law school grad, or anyone else for that matter? Sounds spiteful. Raise principals' pay, by all means, but don't make it a zero sum game.
3
We desperately need more good principals. We have an enormous surplus of law school grads who can't find jobs. Why? Law school grads expected high salaries. If you want high-quality talent you have to pay for it.
2
Those numbers are (deliberately) misleading, like average of teacher salaries that blend numbers from poor rural areas with big urban regions.
In my modest Rustbelt suburb, the principals make six figure salaries, and many MANY of them "double dip" -- get full 90% pensions at age 52 (30 years "and out"), then keep working. I know of at least one high school principal (and most schools have several principals today!) who makes $250K a year this way -- a $115K pension AND $135K salary (plus lavish benefits that would blow most average American's minds) -- and she is 55 years old.
Chicago being a big larger and wealthier system, it is likely the huge salaries, lavish benefits and pay are even more pronounced there.
The right questions begin when you ask "how much do ordinary working class families in Chicago pay in property taxes, that go 90% to the salaries/benefits of teachers and administrators?"
In my modest Rustbelt suburb, the principals make six figure salaries, and many MANY of them "double dip" -- get full 90% pensions at age 52 (30 years "and out"), then keep working. I know of at least one high school principal (and most schools have several principals today!) who makes $250K a year this way -- a $115K pension AND $135K salary (plus lavish benefits that would blow most average American's minds) -- and she is 55 years old.
Chicago being a big larger and wealthier system, it is likely the huge salaries, lavish benefits and pay are even more pronounced there.
The right questions begin when you ask "how much do ordinary working class families in Chicago pay in property taxes, that go 90% to the salaries/benefits of teachers and administrators?"
4
And Maya, stay in Chicago. Grambling State is academic suicide.