COMMENTARY | This summer my school's head principal is retiring from his
position and moving on up to the district office, having been chosen as
the district's new Director of Secondary Education. In choosing his
successor, the district superintendent and campus
faculty and administrators have gone through a lengthy, complex process
of selecting which traits his replacement should possess. Individual
departments were asked to compile a list of their desires in a
candidate, which would be presented to the interview board by each
department head. My department was unanimously supportive of one of our
school's assistant principals, who had overseen our department for two
years and been an experienced teacher and coach at the same school years
before.
Eventually, the many candidates were whittled down to three by the board: A head principal of a slightly smaller local freshman school, a head principal of a similarly-sized high school in a similarly-sized city, and a head principal of a small high school in a small town nearby. When word came down regarding which candidate had been chosen as our new head principal, many teachers were unhappy. Oh, the drama of recruiting and promoting public school administrators!
According to The Daily Caller, many of America's education lags are due to administrative, rather than just teaching, woes. The Fordham Institute has found
that many districts are doing a poor job of recruiting and promoting
good principals. It alleges that school principals are underpaid, given
too little autonomy, and are too often recruited internally, which does
not allow for sufficient competition to boost job performance and gauge
talent. Basically, despite the fact that they can tremendously affect
teacher effort and performance, too many principals are undervalued
bureaucrats.
As almost any teacher would tell you, good
principals and assistant principals are an invaluable asset. A great
teacher can be stymied by a bad principal, and a bad teacher can be
tremendously improved by the actions of a conscientious, helpful
principal. School administrators promote a faculty and staff culture
that can improve a school and its performance...or sink it. Given all
this, is does make you wonder why we hear so much about teacher
recruitment and retention but so comparatively little about
administrator recruitment or retention.
Perhaps too many
"education reformers," having spent little or no time in the classroom
as K-12 public school teachers, think that good teachers and bad
teachers operate in a vacuum, unaffected by orders from above or a
general work culture.
While most of what the Fordham Institute
suggests is pretty standard boilerplate for reform, such as granting
principals greater autonomy and higher pay, an interesting discussion is
broached by the suggestion that more states and school districts allow
the recruitment of principals from outside the education field. The
Institute suggests that public schools take a page from the private
sector and seek great leaders from other fields, not just within
education. Corporations, after all, have little trouble seeking to
recruit CEOs from different fields, such as an aircraft manufacturing
CEO moving to head a car company.
I disagree that public school
principals should be brought in from outside the field of public
education, for the challenges of public schooling are unique and there
is little room for error. A business mogul or high-ranking military
officer may be a great leader, easily able to handle the leadership
tasks of being a high school principal, but the complexity of public
schooling, especially in today's education climate, would overwhelm
someone not experienced with the ins and outs of education policy. While
schools and school districts should more aggressively seek and develop
leadership talent, it would be extremely risky to think you could bring
in non-educators to run education policy.
On a practical
standpoint, teachers and other administrators would be very upset. After
investing decades on moving toward the position of head principal,
their dream job is now taken by a retired
CEO/general/lawyer/businessperson?! Talk about creating drama in the
workplace! Bitterness and anger would be the virtually universal
response at any large school, likely harming performance in the
classroom.
But recruiting outside the field of education does
show lots of promise...for recruiting teachers. As a post-baccalaureate
certified teacher, I was able to put my existing college degrees to
good use and become certified in only one year. Though I was a young
post-bac, many are experienced in a wide range of fields. My father, for
example, had been an accountant for fifteen years when he earned his
post-bac certification and became certified in all K-8 subjects. He
brought the real world into the classroom and had a wealth of knowledge
and experience.
If we want to focus on improving the quality of America's teachers we should consider more policies to recruit talent into
our schools by expanding post-baccalaureate teacher certification
programs. Currently, we focus on debating whether or not Colleges of
Education are sufficiently rigorous - perhaps we should focus on
recruiting teachers with real-world experience and seek a percentage of
such teachers on each secondary campus. After all, aren't we trying to
prepare students for the real world? What better way than to have
teachers who have worked there?
To recruit teachers from outside
the field of education we must examine which aspects of teaching in
public schools are encouraging or discouraging such recruitment. Do
teachers have enough pay? Enough autonomy? If we want the best talent in
the classroom we must make it worth their while. We need to pay
teachers more, give them more power and autonomy, and stop the witch
hunts that blame teachers for students' laziness and apathy.
Perhaps if we lighten up and make teaching an attractive job we will get the talent we so desperately seek! Just a thought...
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