I read a post recently talking about education leaders coming from teachers. That, in my experience, is a very difficult transition for really dedicated classroom teachers to make. They are too often consumed with doing what is needed to be a great classroom teacher. Even when professional education organizations recruit leaders for their own organizations on the state, or national levels, teachers from their ranks often cannot get enough release time from their individual schools to serve in the high-time-demanding positions required to move up the ladder of leadership in those organizations. Often times, administrators, or education consultants move into these organizational leadership positions.
I am not saying that Administrators are poor leaders, or bad people. I am pointing out that they have a unique perspective and often one not close to that of a classroom teacher. YES, there are exceptions, and every administrator reading this post probably sees himself, or herself as such an exception. The point here however is that, in many instances, the further away from a classroom that an Education leader gets, the less the leadership becomes about education and the more it is affected by other influences.
It is understandable how this change in perspective happens. Moving from the decisions about learning to the decisions about building management, staff management, budget management, public relations, labor relations, teacher observations, schedule maintenance, community relations, Board meetings, and political considerations as a focus to lead a school or district is a shift from learning considerations being the focus. Such is the stuff of administration, and understandably there is little time left for much else. It is no wonder that the average career lifespan in a district of an administrator is less than three years. Of course administrators leaving buildings and districts after such short periods of time complicates things even more in a negative way for a variety of reasons, but that requires another post.
Next, we need to consider the influence of technology on our leaders. Data is King. Administrative decisions can now be more easily made and numbers can be tallied in the blink of an eye. We can call it researched-based decision-making, because we have the ability to easily quantify things. We have the all-powerful numbers. The question facing our leaders would be what things to quantify. Do we have the right numbers answering the right questions? What should we be assessing and how do we do it? Does assessment always require testing?
Who gets to make up the questions becomes key. Our politicians are concerned with elections and they will be driven by whatever the popular sentiment is, whether or not it is based in fact, or if it has an impact on learning. Our business leaders will be driven by whatever is profit bearing, whether or not has any bearing on learning. Then we have the media leaders who are driven by both the leaders of politics, as well as the leaders of business, and of course popular sentiment will drive the entire bus with all on board.
There are many things that are wrong with our education system, which cries out for leadership and change. Of course the greatest negative influences on education, which are often overlooked, come from the outside. Issues like poverty, security, safety, nutrition, health, and family support are some of these issues. That is all further complicated by political interference, as well as a mythology built around learning, motivation, and real assessment of learning. How are these measured? How will any core curriculum or standardization change these factors of influence? Non-educators claiming enough knowledge about education constantly legislate, and mandate many things that prove to educators to be counter productive to learning. Why is this met with such little resistance from educators? A better question might be why have educators been quiet about their objections?
Why were educators removed from the national discussion on education? How did education leaders allow this to happen? Who stood up for education?
Ask educators today where they stand on standardized testing and compare that answer to the national agenda. I believe they will be diametrically opposing positions. Who are the education leaders that allowed this to get so far from where we should be going? I wish I could point to the leaders standing up for education. I wish we could point to specific people directing the reform movement beyond just Diane Ravitch, Michelle Rhee, Bill Gates, Arne Duncan, and Michael Bloomberg. Those are the voices that have a platform, but how many have an education portfolio of experience?
I know the standout leaders of connected educators who speak out on many issues. I know Keynote speakers and education authors at National and statewide Education Conferences who regularly express many of the same the same concerns. They all seem to be cheerleaders for the cause of education, but have not found a way to lead educators. Is it the lack of leaders or the lack of access to a medium to get the message out?
“Why is this post filled with so many unanswered questions?” is a question that a leader should answer. Who steps up for education? Where are our leaders? What medium do we use for the educator’s voice? Politicians, business people and media people always have access to media and the public audience. Educators after being demoralized in too many cases are limited and seem to be far less inclined to speak out about needed reforms in education. But then again, even if politicians, business people and media folks were to manage their own industries and get out of education, who will step up to fill the void? Who are the real educators who will lead the real reform for education?