CMSPMR01@NAUVM.BITNET (CMSPMR01 at NAUVM) (02/07/90)
In the Feb '90 _KAPPAN_, Larry Cuban is interviewed and discusses site/school based management. Many of the points made in the previous discussion are also made by Cuban. In addition, he notes that SOME teachers want more control while other beleive that principals are hired to do those things that "control the school." Again, the issue is cast in terms of a labor issue. However, juxtapose reading Cuban's remarks (and the disucussion on EDPOLYAN) with the article in the same _KAPPAN_ by Glasser and the importance of labor issues emerges as crucial to students doing quality work and receiving a quality education. I find it difficult to divorce the work issues of teachers from the instructional settings that they create. Oppressed teachers tend to oppress students -- the internalization of the values of oppressor appears to occur in most cases. I wonder how we turn these workplace issues into instructional and learning issues so they do have a predictable impact the learning process. I don't think they are irrelevant but how they are relevant and how we take advantage of their relevance to enhance learning is, to me, not especially clear.
AORXS@ASUACAD.BITNET (bob stout) (02/08/90)
Gene's point about redefining the site-based issue is interesting, but I think beside the point. If we wanted to make sure that teacher and principal intellects did not atrophy why not just give them the money and send them on sabbaticals to the University of Chicago or some other great place. The point has to continue to be: If I pay good tax money for the education of my kid, why can't I expect my kid to get a good education? Quit bothering me about the details and just do it! Bob Stout
AGBFM@ASUACAD.BITNET (Barbara Martinez) (02/08/90)
I response to the issue of site based management....It should be left to each s chool to decide. Ultimately this is what happens anyway. If a principal is in favor of SBM then they will act on it regardless of what the district dictat es and if they are not in favor of this approach they will take direction fro m the district.
ASMDM@ASUACAD.BITNET (margaret d marietti) (02/08/90)
yes, Gene, one does feel from time to time that teaching is not a profession at all but a job that can or cannot be done well for various reasons. I think tha t is what Bob was trying to say when he mentioned re-humanizing teachers....I t ook that to mean treating them as professionals with knowledge about their prof ssion and how to carry out what they are paidto do.I include principals in this ....they are asked to "lead" and be "responsible" but are not given the authori ty,or freedom if you will,to do so.Did i understand you correctly?
ATUXC@ASUACAD.BITNET (Ursula) (02/09/90)
Gene, I like the reformulation of the site-based management question you have p roposed, however, my concerns remain. Id like to extend your analogy. Suppose t he couple in this fictional marriage were to begin sharing their incomes and ma king joint decisions. The change is likely to improve their relationship and ce rtainly a happier relationship may be expected to lead to a happier household. One could assume , therefore, that the children would benefit, but not necessar ily, because the couple had become better parents. Similarly, I believe site-ba sed management is long overdue, but I dont think it will necessarily result in better instruction or better schools for children(regardless of how you determi ne that). I think the potential is there but we need to be watchful that in red ucing paternalism we dont just lower it to the next level so that district to t eacher paternalism is instead manifested teacher to student or parent.
ATUXC@ASUACAD.BITNET (Ursula) (02/09/90)
Barbara, Youre right that principals can do a lot to promote decision-making by the faculty, but SBM typically includes the transfer of some fund outlay respo nsibilities to the school. Teachers and administrators at the site then become responsible for the allocation of those funds. Of course, there are legal const raints that limit the range of decisions that can be made, nonetheless, site-ma de decisions may have important consequences for students. In order to benefit students such decisions need to be based on clear understanding of student need s, not just on what may be most convenient for decision-makers at the site.
AORXS@ASUACAD.BITNET (bob stout) (02/09/90)
Ursula--A fair amount of my experience and some reading suggests that teachers already treat parents and students in quite paternalistic ways. Bob Stout
AGD2M@ASUACAD.BITNET (Dewayne Matthews) (02/09/90)
------------------------------------------------------------ Dewayne Matthews Bitnet: AGD2M at ASUACVAX Arizona State University AGD2M at ASUACAD