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Distinguished School Principals 10/18/89 [OA 3536]
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6
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
October 18, 1989
REMARKS BY THE PRESIDENT
TO DISTINGUISHED SCHOOL PRINCIPALS
Room 450
Old Executive Office Building
10:28 A.M. EDT
THE PRESIDENT: Thank you, Mr. Secretary. One of the
joys of my job is working with our Secretary of Education, Dr.
Cavazos, and we're in sync, we agree on the priorities, and thank you
very much for presiding today.
To Sam Sava, the Executive Director of the National
Association of Elementary School Principals, welcome to the White
House, sir. And to my friend, Paul O'Neill, to whom I will refer in
just a minute.
I'm delighted to welcome this distinguished group to the
White House. I know there's one educator here today whose thoughts
are focused on his kids and schools back home, Ray Tolcacher,
Superintendent of Windsor Union School District in San Francisco.
Where is he? Right over here.
One of the reasons I've kept you all waiting is our
concerns in dealing with a few little things regarding this situation
in the Bay Area. And we just hope that your kids and your schools
and all the families are safe and sound, and I know it's a matter of
national concern -- this disaster that hit yesterday.
I want you to know also that we will do whatever we can
to help. I'm going from here over to FEMA, the emergency center, and
I've talked this morning to our Vice President and to Sam Skinner,
who flew all night to join Dan Quayle out there. And we're working
closely with the state officials. So it is a matter of grave
national concern.
I expect your students are all thrilled that you're in
Washington. (Laughter.) And you all have demonstrated that you have
mastered a job that most people couldn't begin to cope with. Imagine
being CEO, Paul, of a corporation where the rank and file average age
is about eight -- (laughter) -- and half of them don't bring their
lunch money. (Laughter.) And you juggle all this -- everything from
substitute teachers to bus schedules, and many of you still find time
to get into that classroom every single day.
And there's always energy for something extra, whether
it's Jane Wakukawa getting out with the crossing guards every morning
to talk to parents that are walking their kids to school -- or
Anthony Link and Sally Liechty lecturing at colleges in their
communities after the school day is over.
And that's what puts you at the head of the class, and
that's what makes your schools the most successful. Because more
than any other factor, what sets a school apart is you -- the
principal. And the simple fact is, there is no substitute -- under
our system of education there is no substitute for a strong principal
-- one who gives students and teachers a sense of direction, and one
who helps develop through them a sense of learning for the children
and learn the lessons in character that apply in and out of the
classroom. Character is shaped by all of you.
MORE
- 2 -
And I know for you and your family and friends, this is a
proud day. It should be. All those years of hard work and
dedication paying off -- and you've earned all the recognition that's
going to come your way. And enjoy it -- because when you get back,
you know what it's going to be like. (Laughter.)
No, but educators from schools all over your state are
going to want to know, we hope, the secret of your success. Share it
with others. Each of you is a case study in what does work -- and
we've got to learn -- we have to learn from you in order to make all
our schools better.
And what works is what matters. And you all know how
deeply -- I hope you do by now -- how deeply Barbara and I both care
about the quality of learning in our classrooms. And as you know,
and Larry alluded to this, I asked the governors from each state to
meet with me at that education summit for two days of intense
discussions there in the beautiful setting -- the University of
Virginia in Charlottesville. And we came out of that summit in a
very united way -- Democrat, Republican, liberal, conservative --
whatever. We came out with a new sense of resolve, with a new
consensus on what we have got to do to strengthen our schools. And
the governors and I agreed that we've got to work together to raise
overall performance and cut the tangle of red tape that keeps you and
your teachers from doing the best possible job.
And that does mean expanded -- I heard this over and over
again when I first got to be President and began hearing it from Dr.
Cavazos -- but I've heard it from so many people and all of the
governors -- expanded flexibility on the state and local level.
Greater choice -- more power in the hands of parents and their
children to decide which schools and what kind of education is right
for them. And I am convinced that choice can spur innovation and
educational excellence. And we aren't going to tell you what works
best from Washington. That was the clearest message I got out of
that conference. Just the opposite. The whole point of flexibility
and choice is to see that decisions affecting our schools are made
where the interest and expertise is the greatest -- right there in
your schools and in your communities.
And as all of you know, our schools and our communities
prosper most when they join together in common cause, when one of the
lessons our children learn is community consciousness -- the
importance of getting out of the classroom and getting involved in
community service. And, of course, every community is a rich source
of expertise and support for our schools.
And that's why I'm also pleased to single out today my
dear friend -- one of the busiest men in America -- Paul O'Neill to
announce his appointment to serve as Chairman of the President's
Education Policy Advisory Committee. This committee -- the first
created in my administration -- includes leaders from business --
and here is Paul, head of Alcoa -- from business and labor, educators
at every level, state and local officials, as well as representatives
from the media.
And Paul has served in top positions in government
before, and in the private sector, and he and I have been talking
about this since before I became President. He is deeply concerned
about helping to bring quality education to all Americans. We've
discussed the work that he's doing at Alcoa to enhance the literacy
of the work force -- of the people that work at Alcoa. I am
confident that under his dedicated leadership, this committee will
not be just one more advisory committee, but this Education Advisory
Committee will provide us with an abundance of excellent advice. And
I know Paul's going to leave here today with a greater appreciation
of the difference that first-rate principals can make.
One final point. As a nation we do need to give greater
MORE
- 3 -
recognition to the role that principals and teachers play in our
society. And that means greater rewards and it means greater respect
from the community. It means greater recognition of the best in the
business -- and that's why I've invited you today. It's an example
to others.
You are the best, and you know what it takes to make our
schools even better. And so I want to thank you for setting an
example for kids to admire and especially for other educators to
emulate. My congratulations to every one of you. My thanks for
making a difference -- making a difference for every single child who
walks into your schools.
Thank you and God bless you all. Thank you so much for
coming. (Applause.)
END
10:37 A.M. EDT
THE WHITE HOUSE
WASHINGTON
October 17, 1989
MEMORANDUM FOR THE PRESIDENT
THROUGH: CHRISS WINSTON cw
FROM:
DAN MCGROARTY our
SUBJECT: NATIONAL DISTINGUISHED PRINCIPALS AWARDS
I. SUMMARY
On Wednesday, October 18, at 10:00 a.m. you will
address the 60 winners of the National Distinguished
Principals awards in the Rose Garden. Secretary Cavazos
will introduce you.
II. DISCUSSION
The 60 award winners are elementary school principals,
representing all 50 states and the District of Columbia,
plus private and overseas schools. The awards program was
started in 1984 to recognize outstanding principals, and to
highlight the important role that they play in the
development of their students.
In the remarks, you will announce the appointment of
Paul O'Neill, Chairman and CEO of ALCOA Corp., to head the
President's Education Policy Advisory Committee.
###
McGroarty/Dooley
October 17, 1989
2:30 pm
[PRINS]
PRESIDENTIAL REMARKS:
DISTINGUISHED PRINCIPALS VISIT
THE ROSE GARDEN
OCTOBER 18, 1989
10:00 AM
Thank you, Mr. Secretary. Sam Sava [SAVV-UH], Executive
Director of the National Association of Elementary School
Principals. I am delighted to welcome such a distinguished group
of educators to the White House.
I know your students are all thrilled that you're here in
Washington. /// After all -- no matter what they do -- this is
one day they can't get sent to see the principal. ////
[[But the fact is, kids do look up to you. Think how many
would rather be Principal for a day than President for a day.
Sure, I've got my own limo -- but you're the ones who get to talk
on the PA system any time you like
]]
You've mastered a job that most people couldn't begin to
cope with. Imagine being CEO of a corporation where the rank and
file's average age is 8 -- and half of them forget to bring their
lunch money.
2
You juggle everything from substitute teachers to bus
schedules -- and many of you still find time to visit every
classroom every day. And there's always energy for something
extra: whether it's Jane Wakukawa [WAH-KOO-KAH-WAH] getting out
with the crossing guards every morning to talk to parents walking
their kids to school -- or Anthony Link and Sally Liechty [LICK-
TEE], lecturing at colleges in their communities after the school
day is over.
But that's what puts you at the head of the class -- and
it's what makes your schools among the most successful. Because
more than any other factor, what sets a school apart is you: the
principal. The simple fact is this: there is no substitute for
a strong principal -- one who gives students and teachers a sense
of direction. One who helps our children develop a love of
learning -- and learn the lessons in character that apply in and
out of the classroom.
I know for you and your family and friends, this is a proud
day. All those years of hard work and dedication have paid off -
- and you've earned all the recognition that's going to come your
way. Enjoy it -- because when you get back to your communities,
the real work begins. Educators from schools all over your state
are going to want to know the secret of your success. Each of
you is a case study in what works -- and we've got to learn from
you in order to make all our schools better.
3
And what works is what matters. You all know how deeply I
care about the quality of learning in our classrooms. As you
know, I asked the Governors from each of your states to meet with
me at the recent Education Summit, for two days of intense
discussions. We emerged from that summit with a new sense of
resolve -- with a new consensus on what we must do to strengthen
our schools. The governors and I agreed that we've got to work
together to raise overall performance -- and cut the tangle of
red tape that keeps you and your teachers from doing the best
possible job.
That means expanded flexibility on the state and local level
-- and it means greater choice -- more power in the hands of
parents and their children to decide which schools and what kind
of education is right for them. I am convinced that choice can
spur educational innovation -- and educational excellence. But
make no mistake: we aren't going to tell you what works best
from Washington. Just the opposite. The whole point of
flexibility and choice is to see that decisions affecting our
schools are made where the interest and expertise is greatest:
in your schools and communities.
As all of you know, our schools and our communities prosper
most when they join in common cause, when one of the lessons our
children learn is community-consciousness -- the importance of
4
getting out of the classroom, and getting involved in community
service. And, of course, every community is a rich source of
expertise and support for our schools.
That's why I am also pleased to announce this morning the
appointment of Paul O'Neill -- who is here with us today -- to
serve as Chairman of the President's Education Policy Advisory
Committee. This advisory committee -- the first created in my
Administration -- includes leaders from business and labor,
educators at every level, state and local officials as well as
representatives from the media.
Paul O'Neill has served in top positions in government and
in the private sector -- and he is deeply concerned about
bringing quality education to all Americans. Paul and I have
discussed the work he's doing at Alcoa to enhance the literacy of
all their employees. I am confident that under his dedicated
leadership, this education advisory committee will provide us
with an abundance of excellent advice. And I know Paul's going
to leave here today with a greater appreciation of the difference
first-rate principals can make.
Let me make one final point today. As a nation we need to
give greater recognition to the role that principals and teachers
play in our society. That means greater rewards. It means
greater respect from the community. It means greater recognition
5
of the best in the business -- and that's why I've invited you
here today.
You are America's best, and you know what it takes to make
our schools even better. I want to thank you for setting an
example for kids to admire -- and for other educators to emulate.
My congratulations to every one of you -- and my thanks for
making a difference for every single child who walks into your
schools.
Thank you. God bless you, and God bless the United States
of America.
# # #
DISTIN GUISHED PRINCIPALS VISIT
THE ROSE GA RDEN / OCT. 18. 1989 / 10 A.M.
ThaNK YOU, MR. SECRETARY. SAM SAVA [SAVV-UH].
EXECUTIVE DIRECTOR OF THE NATIONAL ASSOCIATION OF
ELEMENTARY SCHOOL PRINCIPALS I "M DELIGHTED TO
WELCOME SUCH : DISTINGUISHED GROUP OF EDUCATORS TO THE
WHITE HOUSE.
=
I KNOW THERE IS ONE EDUCATOR HERE TODAY WHOSE
THOUGHTS ARE FOCUSSED ON HIS SCHOOLS AND STUDENTS BACK
HOME. RAY TOLCACHER. ITOIL KA CHER] SUPERINTENDENT OF
k INDSOR UNION SCHOOL DISTRICT IN THE SAN FRANCISCO
AREA. RAY, WC ALL HOPE YOUR STUDENTS, YOUR SCHOOLS AND
ALL THE FAMILIES IN YOUR COMMUNITY ARE SAFE AND SOUND -
- AND I WANT YOU TO KNOW I'LL DE DOING EVERYTHING I CAN
T) HELP THE PEOPLE OF CALIFORNIA RECOVER FROM LAST
NIGHT'S EARTHOUAKE
- 2 -
I KNOW YOUR STUDENTS ARE ALL THRILLED THAT YOU'RE
HERE IN WASHINGTON. /// AFTER ALL -- NO MATTER WHAT
THEY DO -- THIS S ONE DAY THEY CAN'T GET SENT TO SEE
THE PRINCIPAL. illl
[[BUT THE FACT IS, KIDS DO LOOK UP TO YOU. THINK
HOW MANY WOULD RATHER BE PRINCIPAL FOR A DAY THAN
PRESIDENT FOR A DAY. SURE, I'VE GOT MY OWN LIMO -- BUT
YOU'RE THE ONES WHO GET TO TALK ON THE PA SYSTEM ANY
TIME YOU LIKE 1]
- 3 -
YOU'VE MASTFRED A JOB THAT MOST PEOPLE COULDN'T
BEGIN TO COPE WITH. IMAGINE BEING CEO OF A CORPORATION
WHERE THE RANK AND FILE'S AVERAGE AGE IS 8 -- AND HALF
OF THEM FORGET TO BRING THEIR LUNCH MONEY.
You JUGGLE EVERYTHING FROM SUBSTITUTE TEACHERS TO
BUS SCHEDULES -- AND MANY OF YOU STILL FIND TIME TO
VISIT EVERY CLASSROOM EVERY DAY.
- 4 -
AND THERE'S ALWAYS ENERGY FOR SOMETHING EXTR. WHETHER
IT'S JANE WAKUKAWA [WAH-KOO-KAH-WAH] GETTING OUT WITH
THE CROSSING GUARDS EVERY MORNING 70 TALK TO PARENTS
WALKING THEIR KIDS TO SCHOOL -- CR ANTHONY LONK AND
SALLY LIECHTY [LICK-TEE], LECTURING AT COLLE ES IN
THEIR COMMUNITIES AFTER THE SCHOOL DAY IS OVER.
BUT THAT'S WHAT PUTS YOU AT THE HEAD OF HE
CLASS -- AND IT'S WHAT MAKES YOUR SCHOOLS AM NG THE
MOST SUCCESSFUL.
- 5 -
BECAUSE MORE THAN ANY OTHER FACTOR, WHAT SETS A SCHOOL
APART IS YOU: THE PRINCIPAL. THE SIMPLE FACT IS THIS:
THERE IS NO SUBSTITUTE FOR A STRONG PRINCIPAL -- ONE
WHO GIVES STUDENTS AND TEACHERS A SENSE OF D. RECTION.
ONE WHO HELPS OUR CHILDREN DEVELOP A LOVE OF
LEARNING -- AND LEARN THE LESSONS IN CHARACTER THAT
APPLY IN AND OUT OF THE CLASSROOM.
- 6 -
I KNOW FOR YOU AND YOUR FAMILY AND FRIENDS, THIS IS
A PROUD DAY. ALL THOSE YEARS OF HARD WORK AND
DEDICATION HAVE PAID OFF -- AND YOU'VE EARNED ALL THE
RECOGNITION THAT'S GOING TO COME YOUR WAY. ENJOY IT --
BECAUSE WHEN YOU GET BACK TO YOUR COMMUNITIES, THE R AL
WORK BEGINS. EDUCATORS FROM SCHOOLS AL. OVER YOUR
STATE ARE GOING TO WANT TO KNOW THE SECRET OF YOUR
SUCCESS.
- 7 -
EACH OF YOU IS A CASE STUDY IN WHAT WORKS -- AND WE'VE
GOT TO LEARN FROM YOU IN ORDER TO MAKE ALL OUR SCHO LS
BETTER.
AND WHAT WORKS IS WHAT MATTERS. You ALL KNOW HOW
DEEPLY I CARE ABOUT THE QUALITY OF LEARNING IN OUR
CLASSROOMS. As YOU KNOW, I ASKED THE GOVERNORS FROM
EACH OF YOUR STATES TO MEET WITH ME AT THE RECENT
EDUCATION SUMMIT, FOR TWO DAYS OF INTENSE DISCUSSIONS.
- 8 -
WE EMERGED FROM THAT SUMMIT WITH A NEW SENSE OF RESOLVE
-- WITH A NEW CONSENSUS ON WHAT WE MUST DO TO
STRENGTHEN OUR SCHOOLS. THE GOVERNORS AND I AGREED
THAT WE'VE GOT TO WORK TOGETHER TO RAISE OVERALL
PERFORMANCE -- AND CUT THE TANGLE OF RED TAPE THAT
KEEPS YOU AND YOUR TEACHERS FROM DOING THE BEST
POSSIBLE JOB.
- 9 -
THAT MEANS EXPANDED FLEXIBILITY ON THE STATE AND
LOCAL LEVEL -- AND IT MEANS GREATER CHOICE -- MORE
POWER IN THE HANDS OF PARENTS AND THEIR CHILDREN TO
DECIDE WHICH SCHOOLS AND WHAT KIND OF EDUCATION IS
RIGHT FOR THEM. I AM CONVINCED THAT CHOICE CAN SPUR
EDUCATIONAL INNOVATION -- AND EDUCATIONAL EXCELLENCE.
BUT MAKE NO MISTAKE: WE AREN'T GOING TO TELL YOU WHAT
WORKS BEST FROM WASHINGTON. JUST THE OPPOSITE.
- 10 -
THE WHOLE POINT OF FLEXIBILITY AND CHOICE IS TO SEE
THAT DECISIONS AFFECTING OUR SCHOOLS ARE MADE WHERE THE
INTEREST AND EXP ERTISE IS GREATEST: IN YOUR SCHOOLS
AND COMMUNITIES.
As ALL OF YOU KNOW, OUR SCHOOLS AND OUR COMMUNITIES
PROSPER MOST WHEN THEY JOIN IN COMMON CAUSE, WHEN ONE
OF THE LESSONS OUR CHILDREN LEARN IS COMMUNITY-
CONSCIOUSNESS - THE IMPORTANCE OF GETTING OUT OF THE
CLASSROOM, AND GETTING INVOLVED IN COMMUNITY SERVICE.
- 11 -
AND, OF COURSE, EVERY COMMUNITY IS A RICH SOURCE OF
EXPERTISE AND SUPPORT FOR OUR SCHOOLS.
THAT'S WHY I AM ALSO PLEASED TO ANNOUNCE THIS
MORNING THE APPOINTMENT OF PAUL O'NEILL -- WHO IS HERE
WITH US TODAY -- TO SERVE AS CHAIRMAN OF THE
PRESIDENT'S EDUCATION POLICY ADVISORY COMMITTEE.
- 12 -
THIS ADVISORY COMMITTEE -- THE FIRST CREATED IN MY
ADMINISTRATION -- INCLUDES LEADERS FROM BUSINESS AND
LABOR, EDUCATORS AT EVERY LEVEL, STATE AND LOCAL
OFFICIALS AS WELL AS REPRESENTATIVES FROM THE MEDIA.
PAUL O'NEILL HAS SERVED IN TOP POSITIONS IN
GOVERNMENT AND IN THE PRIVATE SECTOR -- AND HE IS
DEEPLY CONCERNED ABOUT BRINGING QUALITY EDUCATION TO
ALL AMERICANS.
- 13 -
PAUL AM ) I HAVE DISCUSSED THE WORK HE'S DOING AT ALCOA
TO ENHANCE THE LITERACY OF ALL THEIR EMPLOYEES. I AM
CONFIDENT THAT UNDER HIS DEDICATED LEADERSHIP, THIS
EDUCATION ADVISORY COMMITTEE WILL PROVIDE US WITH AN
ABUNDANCE OF EXCELLENT ADVICE. AND I KNOW PAUL'S GOING
TO LEAVE HERE TODAY WITH A GREATER APPRECIATION OF THE
DIFFERENCE FIRST-RATE PRINCIPALS CAN MAKE.
- 14 -
LET ME MAKE ONE FINAL POINT TODAY. As A NATION WE
NEED TO GIVE GREATER RECOGNITION TO THE ROLE THAT
PRINCIPALS AND TEACHERS PLAY IN OUR SOCIETY. THAT
MEANS GREATER REWARDS. IT MEANS GREATER RESPECT FROM
THE COMMUNITY. IT MEANS GREATER RECOGNITION OF THE
BEST IN THE BUSINESS -- AND THAT'S WHY I'VE INVITED YOU
HERE TODAY.
You ARE AMERICA'S BEST, AND YOU KNOW WHAT IT TAKES
TO MAKE OUR SCHOOLS EVEN BETTER.
- 15 -
I WANT TO THANK YOU FOR SETTING AN EXAMPLE FOR KIDS TO
ADMIRE -- AND FOR OTHER EDUCATORS TO EMULATE. MY
CONGRATULATIONS TO EVERY ONE OF YOU -- AND MY THANKS
FOR MAKING A DIFFERENCE FOR EVERY SINGLE CHILD WHO
WALKS INTO YOUR SCHOOLS.
THANK YOU. GOD BLESS YOU, AND GOD BLESS THE UNITED
STATES OF AMERICA.
# # #
Document No.
081954SS
WHITE HOUSE STAFFING MEMORANDUM
10/16/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
10/17/89 10:00 AM
PRESIDENTIAL REMARKS: DISTINGUISHED PRINCIPALS VISIT
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
ROGICH
BATES
UNTERMEYER
CARD
ROGERS
WINSTON
CICCONI
PINKERTON
DEMAREST
FITZWATER
PETERSMEYER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm.
122, x2930, no later than 10:00 AM, Tuesday, October 17, with
a copy to my office. Thank you.
RESPONSE:
No
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
Document No. 08195455
WHITE HOUSE STAFFING MEMORANDUM
10/17/89
---
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
PRESIDENTIAL REMARKS: DISTINGUISHED PRINCIPALS VISIT
THE ROSE GARDEN, WED., OCT. 18, 1989
(10/17 - 2:30 pm draft)
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
ROGICH
BATES
UNTERMEYER
ROGERS
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST
PETERSMEYER
FITZWATER
GRAY
HAGIN
REMARKS:
The attached has been forwarded to the President.
RESPONSE:
LE :8v 81 100 68
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
THE WHITE HOUSE
WASHINGTON
1039 OCT 17 01 5: 14
October 17, 1989
MEMORANDUM FOR THE PRESIDENT
THROUGH: CHRISS WINSTON cw
FROM:
DAN MCGROARTY our
SUBJECT: NATIONAL DISTINGUISHED PRINCIPALS AWARDS
I. SUMMARY
On Wednesday, October 18, at 10:00 a.m. you will
address the 60 winners of the National Distinguished
Principals awards in the Rose Garden. Secretary Cavazos
will introduce you.
II. DISCUSSION
The 60 award winners are elementary school principals,
representing all 50 states and the District of Columbia,
plus private and overseas schools. The awards program was
started in 1984 to recognize outstanding principals, and to
highlight the important role that they play in the
development of their students.
In the remarks, you will announce the appointment of
Paul O'Neill, Chairman and CEO of ALCOA Corp., to head the
President's Education Policy Advisory Committee.
###
McGroarty/Dooley
October 17, 1989
2:30 pm
[PRINS]
PRESIDENTIAL REMARKS:
DISTINGUISHED PRINCIPALS VISIT
THE ROSE GARDEN
OCTOBER 18, 1989
10:00 AM
Thank you, Mr. Secretary. Sam Sava [SAVV-UH], Executive
Director of the National Association of Elementary School
Principals. I am delighted to welcome such a distinguished group
of educators to the White House.
I know your students are all thrilled that you're here in
Washington. 111. After all -- no matter what they do -- this is
one day they can't get sent to see the principal. ////
[[But the fact is, kids do look up to you. Think how many
would rather be Principal for a day than President for a day.
Sure, I've got my own limo -- but you're the ones who get to talk
on the PA system any time you like
]]
You've mastered a job that most people couldn't begin to
cope with. Imagine being CEO of a corporation where the rank and
file's average age is 8 -- and half of them forget to bring their
lunch money.
2
You juggle everything from substitute teachers to bus
schedules -- and many of you still find time to visit every
classroom every day. And there's always energy for something
extra: whether it's Jane Wakukawa [WAH-KOO-KAH-WAH] getting out
with the crossing guards every morning to talk to parents walking
their kids to school -- or Anthony Link and Sally Liechty [LICK-
TEE], lecturing at colleges in their communities after the school
day is over.
But that's what puts you at the head of the class -- and
it's what makes your schools among the most successful. Because
more than any other factor, what sets a school apart is you: the
principal. The simple fact is this: there is no substitute for
a strong principal -- one who gives students and teachers a sense
of direction. One who helps our children develop a love of
learning -- and learn the lessons in character that apply in and
out of the classroom.
I know for you and your family and friends, this is a proud
day. All those years of hard work and dedication have paid off -
- and you've earned all the recognition that's going to come your
way. Enjoy it -- because when you get back to your communities,
the real work begins. Educators from schools all over your state
are going to want to know the secret of your success. Each of
you is a case study in what works -- and we've got to learn from
you in order to make all our schools better.
3
And what works is what matters. You all know how deeply I
care about the quality of learning in our classrooms. As you
know, I asked the Governors from each of your states to meet with
me at the recent Education Summit, for two days of intense
discussions. We emerged from that summit with a new sense of
resolve -- with a new consensus on what we must do to strengthen
our schools. The governors and I agreed that we've got to work
together to raise overall performance -- and cut the tangle of
red tape that keeps you and your teachers from doing the best
possible job.
That means expanded flexibility on the state and local level
and it means greater choice -- more power in the hands of
parents and their children to decide which schools and what kind
of education is right for them. I am convinced that choice can
spur educational innovation -- and educational excellence. But
make no mistake: we aren't going to tell you what works best
from Washington. Just the opposite. The whole point of
flexibility and choice is to see that decisions affecting our
schools are made where the interest and expertise is greatest:
in your schools and communities.
As all of you know, our schools and our communities prosper
most when they join in common cause, when one of the lessons our
children learn is community-consciousness -- the importance of
5
of the best in the business -- and that's why I've invited you
here today.
You are America's best, and you know what it takes to make
our schools even better. I want to thank you for setting an
example for kids to admire -- and for other educators to emulate.
My congratulations to every one of you -- and my thanks for
making a difference for every single child who walks into your
schools.
Thank you. God bless you, and God bless the United States
of America.
# # #
Document No. 081954SS
WHITE HOUSE STAFFING MEMORANDUM
10/16/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY: 10/17/89 10:00 AM
PRESIDENTIAL REMARKS: DISTINGUISHED PRINCIPALS VISIT
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER N/C
DARMAN
ROGICH
BATES N/C
UNTERMEYER
ROGERS
CARD
WINSTON
CICCONI
DEMAREST
PINKERTON N/C
FITZWATER
PETERSMEYER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm.
122, x2930, no later than 10:00 AM, Tuesday, October 17, with
a copy to my office. Thank you.
RESPONSE:
20 : Sd 91 100 68
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
McGroarty/Dooley
October 16, 1989
1989 OCT 16 PM 4: 27
4:00 pm
[PRINS]
PRESIDENTIAL REMARKS: DISTINGUISHED PRINCIPALS VISIT
THE ROSE GARDEN
OCTOBER 18, 1989
1:00 PM
title?
Thank you, MR. Secretary
(SAVV-UH)
[Introductory acknowl edgements. Sam Sava, National
Association of Elementary School Principals, Secretary Cavazos. ]
I am delighted to welcome such a distinguished group of educators
to the White House.
I know your students are all thrilled that you're here in
Washington. /// After all -- no matter what they do -- this is
one day they can't get sent to see the principal. ////
[[But the fact is, kids do look up to you. Think how many
would rather be Principal for a day than President for a day.
Sure, I've got my own limo -- but you're the ones who get to talk
on the PA system any time you like
...
]]
You've mastered a job that most people couldn't begin to
cope with. Imagine being CEO of a corporation where the rank and
file's average age is 8 -- and half of them forget to bring their
lunch money.
2
You juggle everything from substitute teachers to bus
schedules -- and many of you still find time to visit every
classroom every day. And there's always energy for something
[WAH- KO0-KAH-WAD
extra: whether it's Jane Wakukawa getting out with the crossing
guards every morning to talk to parents walking their kids to
(LICK-TEE]
school -- or Anthony Link and Sally Liechty, lecturing at
colleges and in their communities after the school day is over.
But that's what puts you at the head of the class -- and
it's what makes your schools among the most successful. Because
more than any other factor, what sets a school apart is you: the
principal. The simple fact is this: there is no substitute for
a strong principal -- one who gives students and teachers a sense
of direction. One who helps our children develop a love of
learning -- and learn the lessons in character that apply in and
out of the classroom.
I know for you and your family and friends, this is a proud
day. All those years of hard work and dedication have paid off -
- and you've earned all the recognition that's going to come your
way. in the next few days. Enjoy it -- because when you get back
to your communities, the real work begins. Educators from
schools all over your state are going to want to know the secret
of your success. Each of you is a case study in what works --
and we've got to learn from you in order to make all our schools
better.
3
And what works is what matters. You all know how deeply I
care about the quality of learning in our classrooms. As you
know, I asked the Governors from each of your states to meet with
me at the recent Education Summit, for two days of intense
discussions. We emerged from that summit with a new sense of
resolve -- with a new consensus on what we must do to strengthen
our schools. The governors and I agreed that we've got to work
together to raise standards -- and cut the tangle of red tape
that keeps you and your teachers from doing the best possible
job.
That means expanded flexibility on the state and local level
-- and it means greater choice -- more power in the hands of
parents and their children to decide which schools and what kind
of education is right for them. I am convinced that choice can
spur educational innovation -- and educational excellence. But
make no mistake: we aren't going to tell you what works best
from Washington. Just the opposite. The whole point of
flexibility and choice is to see that decisions affecting our
schools are made where the interest and expertise is greatest:
in your schools and communities.
You're Lare America's best, and you know what it takes to make
our schools even better. I want to thank you for setting an
example for kids to admire -- and for other educators to emulate.
nation
Land let memake one final point. Usa society, we need to give
greater recognition to the nole that principals and teachers play in
our society. That means greater rewards. 11 means greater
respect from the community. It means greater recognition,
of the best in the business. That's why I've
invited you here today.
4
My congratulations to every one of you -- and my thanks for
making a difference for every single child who walks into your
schools.
Thank you. God bless you, and God bless the United States
of America.
# # #
THE WHITE HOUSE
WASHINGTON
October 17, 1989
MEMORANDUM FOR CHRISS WINSTON
FROM:
ROGER B. PORTER
RBP
SUBJECT:
Distinguished Principals Visit: The Rose Garden
I have reviewed the draft remarks for the Distinguished
Principals Visit and have one minor editorial suggestion --
that we change "raise standards" in the first paragraph on page
three to "raise our level of performance." This will avoid the
possibility of some thinking that the President supports
national standards in education, which he does not.
In addition, as Joe Hagin may have mentioned to you, we
have decided to announce the members of the President's
Education Policy Advisory Committee tomorrow and have the
President introduce at this event Paul O'Neill who he has
selected to chair this committee.
You are the best judges of where in the President's remarks
he might most appropriately make this announcement. In doing
so, I recommend the following draft language:
"I am also pleased to announce this morning the appointment
of Paul O'Neill to serve as Chairman of the President's
Education Policy Advisory Committee. This committee, the first
presidential advisory committee created in my Administration,
includes leaders from business and labor, educators at every
level, state and local officials, as well as representatives
from the media.
"Paul O'Neill is familiar with the world of education, as
well as with both the public and private sectors. His
distinguished career includes service at the top of government
and at the top of the business world. What is common in his
service throughout his career is his commitment to excellence
and to providing educational opportunities for all Americans.
He and I have discussed the work that he is doing at Alcoa to
enhance the literacy of all their employees. I am confident
that with his dedication and leadership this education advisory
committee will provide us with much excellent advice."
If you have any questions or I can assist in any way
please let me know.
26:1d 11,130.68
CC: James W.Cicconi
Document No. 081954SS
WHITE HOUSE STAFFING MEMORANDUM
10/16/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY: 10/17/89 10:00 AM
PRESIDENTIAL REMARKS: DISTINGUISHED PRINCIPALS VISIT
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
ROGICH
BATES
UNTERMEYER
ROGERS
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST
FITZWATER
PETERSMEYER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm.
122, x2930, no later than 10:00 AM, Tuesday, October 17, with
a copy to my office. Thank you.
RESPONSE:
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
McGroarty/Dooley
October 16, 1989
1989 OCT 16 PM 4: 27
4:00 pm
[PRINS]
PRESIDENTIAL REMARKS:
DISTINGUISHED PRINCIPALS VISIT
THE ROSE GARDEN
OCTOBER 18, 1989
1:00 PM
[Introductory acknowledgements. Sam Sava, National
Association of Elementary School Principals, Secretary Cavazos.]
I am delighted to welcome such a distinguished group of educators
to the White House.
I know your students are all thrilled that you're here in
Washington. /// After all -- no matter what they do -- this is
one day they can't get sent to see the principal. ////
[ [But the fact is, kids do look up to you. Think how many
would rather be Principal for a day than President for a day.
Sure, I've got my own limo -- but you're the ones who get to talk
on the PA system any time you like
]]
You've mastered a job that most people couldn't begin to
cope with. Imagine being CEO of a corporation where the rank and
file's average age is 8 -- and half of them forget to bring their
lunch money.
3
And what works is what matters. You all know how deeply I
care about the quality of learning in our classrooms. As you
know, I asked the Governors from each of your states to meet with
me at the recent Education Summit, for two days of intense
discussions. We emerged from that summit with a new sense of
resolve -- with a new consensus on what we must do to strengthen
our schools. The governors and I agreed that we've got to work
together to raise standards -- and cut the tangle of red tape
that keeps you and your teachers from doing the best possible
job.
That means expanded flexibility on the state and local level
-- and it means greater choice -- more power in the hands of
parents and their children to decide which schools and what kind
of education is right for them. I am convinced that choice can
spur educational innovation -- and educational excellence. But
make no mistake: we aren't going to tell you what works best
from Washington. Just the opposite. The whole point of
flexibility and choice is to see that decisions affecting our
schools are made where the interest and expertise is greatest:
in your schools and communities.
INSERT
You're America's best, and you know what it takes to make
our schools even better. I want to thank you for setting an
example for kids to admire -- and for other educators to emulate.
INSERT
Speaking of communities, as you know I have spent a lot of time
since the Inagural speaking of the importance of community
service. When I launched my "Points of Light initiative last
summer, I said that my goal was to make community service
national policy, so that community service becomes central to the
life and work of every individual and "institution" in America.
Community service is serving food in soup kitchens, providing
clothing to homeless shelters and counseling unwed pregnant
teens. But community service is also playing an active role in
educating our children.
That is why I am especially pleased to note recent developments
most dramatically illustrated in Chicago, where parental and
volunteer interest is extraordinarily high in reforming the
school system, to ensure that each child, no matter his or her
background, race or financial circumstances, receives a quality
education second to none.
By doing your part as elementary school principals to encourage
parents to play an active, hands-on role in the classroom and at
home as full partners with you and teachers in the educational
process, and by encouraging others in the community to do so,
from business leaders to ministers, from union members to Boy
Scouts and Girl Scouts, you will help immeasurably not only to
instill the ethic of service throughout the nation, but also to
make the future bright for our greatest natural treasure, our
young people.
And community service should become a way of life not just for
parents and other adults, but for young people themselves. As
principals, you and the colleagues whom you represent have
enormous influence over the hearts and minds of the young.
I applaud in particular those of you who have used your own bully
pulpit to harness the seemingly boundless energy, enthusiasm and
idealism of the young and channel it in a positive direction. I
applaud those of you who teach the young that a life of serving
others is a life full of meaning and adventure, those of you who
teach that any definition of a "successful" life must include
serving others.
Not far from every school, there is someone in need whom even the
youngest child can help. There is the lonely grandfather whose
days would be lengthened by visits from a little friend. There
are sick children who would welcome a card, a drawing or even a
smile from a little pal. No one is too young to make a
difference in someone else's life; no one is too young to be a
"point of light".
4
My congratulations to every one of you -- and my thanks for
making a difference for every single child who walks into your
schools.
Thank you. God bless you, and God bless the United States
of America.
# # #
THE WHITE HOUSE
WASHINGTON
Date: 10/16/86
TO:
Chriss Winston
FROM:
CLARK KENT ERVIN
Office of National Service
(KG
x6266
Action
Your Comment
Let's Talk
FYI
Attached me an commeter with repeet
to the Presidect! renture to
distinguished principals. Given in the
The Wackyton Post realthy. I that that
endaced Amy Selevary editorial
the payment insect is not only approvite the
pow f CARY.
but also printing the We applyment tr
Document No. 081954SS
WHITE HOUSE STAFFING MEMORANDUM
10/16/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY: 10/17/89 10:00 AM
PRESIDENTIAL REMARKS: DISTINGUISHED PRINCIPALS VISIT
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
ROGICH
BATES
UNTERMEYER
ROGERS
CARD
WINSTON
CICCONI
)
PINKERTON
DEMAREST
FITZWATER
PETERSMEYER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm.
122, x2930, no later than 10:00 AM, Tuesday, October 17, with
a copy to my office. Thank you.
RESPONSE:
86 6v LI 100 68
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
McGroarty/Dooley
October 16, 1989
1989 OCT 16 PM 4: 27
4:00 pm
[PRINS]
PRESIDENTIAL REMARKS:
DISTINGUISHED PRINCIPALS VISIT
THE ROSE GARDEN
OCTOBER 18, 1989
1:00 PM
[Introductory acknowledgements. Sam Sava, National
Association of Elementary School Principals, Secretary Cavazos.]
I am delighted to welcome such a distinguished group of educators
to the White House.
I know your students are all thrilled that you're here in
Washington. /// After all -- no matter what they do -- this is
one day they can't get sent to see the principal. ////
[[But the fact is, kids do look up to you. Think how many
would rather be Principal for a day than President for a day.
Sure, I've got my own limo -- but you're the ones who get to talk
on the PA system any time you like
]]
You've mastered a job that most people couldn't begin to
cope with. Imagine being CEO of a corporation where the rank and
file's average agé is 8 -- and half of them forget to bring their
lunch money.
2
You juggle everything from substitute teachers to bus
schedules -- and many of you still find time to visit every
classroom every day. And there's always energy for something
extra: whether it's Jane Wakukawa getting out with the crossing
guards every morning to talk to parents walking their kids to
school -- or Anthony Link and Sally Liechty lecturing at
colleges and in their communities after the school day is over.
(Idalfa.
a
phonetic
But that's what puts you at the head of the class -- and here)
it's what makes your schools among the most successful. Because
more than any other factor, what sets a school apart is you: the
principal. The simple fact is this: there is no substitute for
a strong principal -- one who gives students and teachers a sense
of direction. One who helps our children develop a love of
learning -- and learn the lessons in character that apply in and
out of the classroom.
I know for you and your family and friends, this is a proud
day. All those years of hard work and dedication have paid off -
- and you've earned all the recognition that's going to come your
way in the next few days. Enjoy it -- because when you get back
to your communities, the real work begins. Educators from
schools all over your state are going to want to know the secret
of your success. Each of you is a case study in what works --
and we've got to learn from you in order to make all our schools
better.
INSERT
Speaking of communities, as you know I have spent a lot of time
since the Inagural speaking of the importance of community
service. When I launched my "Points of Light initiative last
summer, I said that my goal was to make community service
national policy, so that community service becomes central to the
life and work of every individual and "institution" in America.
Community service is serving food in soup kitchens, providing
clothing to homeless shelters and counseling unwed pregnant
teens. But community service is also playing an active role in
educating our children.
That is why I am especially pleased to note recent developments
most dramatically illustrated in Chicago, where parental and
volunteer interest is extraordinarily high in reforming the
school system, to ensure that each child, no matter his or her
background, race or financial circumstances, receives a quality
education second to none.
By doing your part as elementary school principals to encourage
parents to play an active, hands-on role in the classroom and at
home as full partners with you and teachers in the educational
process, and by encouraging others in the community to do so,
from business leaders to ministers, from union members to Boy
Scouts and Girl Scouts, you will help immeasurably not only to
instill the ethic of service throughout the nation, but also to
make the future bright for our greatest natural treasure, our
young people.
And community service should become a way of life not just for
parents and other adults, but for young people themselves. As
principals, you and the colleagues whom you represent have
enormous influence over the hearts and minds of the young.
I applaud in particular those of you who have used your own bully
pulpit to harness the seemingly boundless energy, enthusiasm and
idealism of the young and channel it in a positive direction. I
applaud those of you who teach the young that a life of serving
others is a life full of meaning and adventure, those of you who
teach that any definition of a "successful" life must include
serving others.
Not far from every school, there is someone in need whom even the
youngest child can help. There is the lonely grandfather whose
days would be lengthened by visits from a little friend. There
are sick children who would welcome a card, a drawing or even a
smile from a little pal. No one is too young to make a
difference in someone else's life; no one is too young to be a
"point of light".
3
And what works is what matters. You all know how deeply I
care about the quality of learning in our classrooms. As you
know, I asked the Governors from each of your states to meet with
me at the recent Education Summit, for two days of intense
discussions. We emerged from that summit with a new sense of
resolve -- with a new consensus on what we must do to strengthen
our schools. The governors and I agreed that we've got to work
together to raise standards -- and cut the tangle of red tape
that keeps you and your teachers from doing the best possible
job.
That means expanded flexibility on the state and local level
-- and it means greater choice -- more power in the hands of
parents and their children to decide which schools and what kind
of education is right for them. I am convinced that choice can
spur educational innovation -- and educational excellence. But
make no mistake: we aren't going to tell you what works best
from Washington. Just the opposite. The whole point of
flexibility and choice is to see that decisions affecting our
schools are made where the interest and expertise is greatest:
in your schools and communities.
INSERT
You're America's best, and you know what it takes to make
our schools even better. I want to thank you for setting an
example for kids to admire -- and for other educators to emulate.
4
My congratulations to every one of you -- and my thanks for
making a difference for every single child who walks into your
schools.
Thank you. God bless you, and God bless the United States
of America.
# # #
THURSDAY, OCTOBER 12, 1989 A23
Amy E. Schwartz
Can Citizens Save
Chicago's Schools?
ker was willing
through a reces-
lation. It worked,
CHICAGO-Even in a city known
or. "No machine," says an organizer, "can
for political vigor, trying to recruit candi-
grab 6,000 slots."
Jimmy Carter en-
dates for 6,000 simultaneous election
The 11-person councils are to draw
chemotherapy, and
generally refrained
races is something of a novelty. Pumped
up "school improvement plans" that the
But it's unlikely that
up by skepticism and adrenaline, the or-
principal must implement; the law gives
ganizers of Chicago's radical new school
principals more on-site power, and the
ould have had the guts to
reform plan overshot the mark. This
council controls the principal's contract.
the medicine themselves.
week no fewer than 17,000 candidates
As to whether the bureaucracy will actu-
the
past decade, the American
are on the ballot for 540 newly created
ally allow council or principal to make
system has become even
"local school councils"-the keystone of
substantive changes-in curriculum,
self-indulgent and short-sight-
than it was in 1979. Reagan and
a reform plan that will put each separate
say-the trainers are irritatingly vague.
ATURI
school in Chicago's horrendously deterio-
It finally dawns on the frustrated ques-
Bush have taught the country to
believe that no short-term sacrifice
rated system under the direct control of
tioner that they simply don't know.
its parents, teachers and neighbors.
At times, the training sessions deteri-
is ever necessary for any long-term
NISH
That, of course, will be only the begin-
orate into a wrangle between practical
benefit. It is laughable to suppose
ning. Can parents, teachers and neigh-
pessimists and well-meaning techno-
that the president and Congress,
who are now cooking up yet another
bors run a public school? Can they re-
crats. Elias Walker, principal of a dis-
bit
tax cut in the face of a $140 billion
vive what former education secretary
tressed school and one of the few of his
gument
nocratic.
deficit, could be trusted with the
William Bennett once called the worst
ilk to come to the training sessions in-
long fuse.
power to create a short-term rush of
school system in the country? The re-
stead of trying to block them, asks about
the Federal
formers have met the
the building engineers
prosperity any time they wanted,
Congress
and damn the aftereffects.
challenge with parent
who now hold school
the rules. The
The 1980 Republican platform
training-in schools, in
keys. Won't they still
presentative
de-
churches, in the halls of
be able to block late
fuses of various
sternly declared: "The independence
50 major employers.
meetings? Who, exact-
of the Federal Reserve Board must
House elected ev-
And in one such session
ly, will force them to
to the life-tenured
be preserved." By 1984, "The Fed-
on a clear blue Septem-
relinquish a power
interpreting a Con-
eral Reserve Board's destabilizing
ber Saturday at Dunbar
they so value? Trainer
self is protected from
actions must stop," declared the
High School on the
Deborah Potts, a white
mocratic storms but
piatform, which also called ominous-
city's south side, a scene
teacher from the sub-
democratic climate.
ly for "coordination between fiscal
is unfolding that looks
urbs, says he's just be-
ewhere between the
and monetary policy." In 1988 the
like the playing out of
ing negative: "You
Administration and
platform said blandly: "To keep mar-
the naysayers' most
make this all sound so
of Appeals.
kets on an even keel, we urge objec-
cynical nightmares.
difficult." "This is a dif-
1
tive Federal Reserve policies to
In a simulated council
ficult problem," re-
long-run price stability."
meeting, a middle-aged
sponds black candidate
This is a veiled reference to some-
white parent in cap and
Sandalo Jackson,
thing like a gold standard. But you
khakis has launched a
whose four sons attend
be sure that the next time such
long rant against stan-
a high school with an
objective policy produced a
dardized testing. His
80 percent dropout
politicians of both parties
singsong tone and com-
rate.
complain about "destabilizing
bative posture suggest
There are reasons
the habitual gadfly. "I
the theory could actu-
The deverness of the Fed ar-
don't think the Iowa
ally triumph-and it
sugment is that politicians can
reading tests got noth-
isn't just that the
about monetary discipline
ing to do with nothing,"
schools can't get any
cas't stop #. That is an advan-
he argues, sounding like
worse, though this is
tage, not just for the country but for
a malicious joke a critic
widely agreed. A previ-
the politicians themselves. No won-
might tell about parent
control. 1 say we wipe
BY KATY KELLY
ous reform creating
der Treasury Secretary Nicholas
advisory "local school
Brady says he'd just as soon not
tests out of the schools.
have a vote on the Fed, thanks all
"No machine
improvement councils"
They're disrespecting
did little concrete, but
the same. That is also the Fed's
our children."
it reenergized the
greatest democratic defect: not so
But wait. The group
can grab 6,000
PTAs and put a net-
much that unelected officials make
resists. They converge
work in place. The
the key decisions, but that elected
on the malcontent, argu-
slots.'
business community is
officials don't have to take responsi-
ing him to a standstill.
deepiy involved, with
bility for the consequences. Still,
"To improve, you've got to measure
many major employers offering paid
who'd want to give these guys that
something," says Barbara Judson, a black
time off for employees to campaign
kind of responsibility?
educator with red-tinted hair and violet-
and serve. Mayor Richard M. Daley
© 1989, UFS/The New Republic, Inc.
tinted glasses. "Maybe the tests aren't
and his interim school board are out
so good, maybe they should be revised."
stumping.
A local minister chimes in: "You take
Follow-through is spotty. A young
something like that away, you need to
minister named Thomas Sanders is so
put something in its place." The discus-
fired up by the Dunbar session that he
sion moves on to building security.
says he'll take the message to a place
At least one premise of the massively
he sometimes preaches, an evangelical
ncy
complicated legislation has been bol-
group called Mission for Christ in the
stered: the parents in the neighborhoods
poverty-blasted depths of the South
may be inexperienced and undereducat-
Side. He gives a reporter directions:
block two roads but not a third because, that third road
ed, but they're not so dumb. Though the
Mission for Christ meets in a decaying
portant, there might have been trouble. That was a
law runs hundreds of pages, its main
living-room-sized sanctuary with a pia-
tely to produce what it did produce: U.S. complicity in
thrust is this faith in parents, its attempt
no and a sagging gold velvet couch,
to flush out large numbers of potentially
which is there, says the Rev. W. H.
Nunn (D-Ga.) says dryly that sometimes we should
competent people. In a sense it is a test,
Campbell, "till somebody comes along
for our policy to succeed. But was encouraging a
not of any education theory per se, but of
who needs one, then I guess they'll
"policy"? Words do not constitute policy. There
the whole ethic of community volunta-
take it." In fact, Sanders never shows
up. But another community group has
cine
themselves.
week no fewer than 17,000 candidates
As to whether the bureaucracy was
decade, the American
are on the ballot for 540 newly created
ally allow council or principal to make
system has become even
"local school councils"-the keystone of
substantive changes-in curriculum,
-indulgent and short-sight-
a reform plan that will put each separate
say-the trainers are irritatingly vague.
than é it was in 1979. Reagan and
school in Chicago's horrendously deterio-
It finally dawns on the frustrated ques-
ush have taught the country to
rated system under the direct control of
tioner that they simply don't know.
believe that no short-term sacrifice
its parents, teachers and neighbors.
At times, the training sessions deteri-
That, of course, will be only the begin-
orate into a wrangle between practical
is ever necessary for any long-term
ning. Can parents, teachers and neigh-
pessimists and well-meaning techno-
NISH
bors run a public school? Can they re-
crats. Elias Walker, principal of a dis-
tressed school and one of the few of his
vive what former education secretary
William Bennett once called the worst
ilk to come to the training sessions in-
school system in the country? The re-
stead of trying to block them, asks about
the building engineers
formers have met the
who now hold school
lenge with parent
keys. Won't they still
atform
training in schools, in
be able to block late
churches, in the halls of
meetings? Who, exact-
Board must
50 major employers.
ly, will force them to
The
Fed-
And in one such session
relinquish a power
destabilizing
on a clear blue Septem-
Board's
ber Saturday at Dunbar
they so value? Trainer
stop, declared the
High School on the
Deborah Potts, a white
which also called ominous-
city's south side, a scene
teacher from the sub-
"coordination between fiscal
is unfolding that looks
urbs, says he's just be-
and for monetary policy." In 1988 the
like the playing out of
ing negative: "You
platform said blandly: "To keep mar-
kets on an even keel, we urge objec-
the naysayers' most
make this all sound SO
cynical nightmares.
difficult." "This is a dif-
tive Federal Reserve policies to
In a simulated council
ficult problem," re-
On
the
achieve long-run price stability."
state of
meeting, a middle-aged
sponds black candidate
This is a veiled reference to some-
white parent in cap and
Sandalo Jackson,
person
way.
Ten
thing like a gold standard. But you
khakis has launched a
whose four sons attend
the Federal
can be sure that the next time such
long rant against stan-
a high school with an
worth. On Oct.
an objective policy produced a
dardized testing. His
80 percent dropout
nan Paul Volcker
squeeze, politicians of both parties
singsong tone and com-
rate.
Fed would "tar-
would complain about "destabilizing
bative posture suggest
There are reasons
pply rather than
actions."
the habitual gadfly. "I
the theory could actu-
almost all mone-
The cleverness of the Fed ar-
don't think the Iowa
ally triumph-and it
its, this was a
rangement is that politicians can
reading tests got noth-
isn't just that the
will masked as a
complain about monetary discipline
ing to do with nothing,"
schools can't get any
but can't stop it. That is an advan-
he argues, sounding like
worse, though this is
tage, not just for the country but for
a malicious joke a critic
widely agreed. A previ-
the politicians themselves. No won-
might tell about parent
ous reform creating
BY KATY KELLY
der Treasury Secretary Nicholas
control. "I say we wipe
advisory "local school
Brady says he'd just as soon not
tests out of the schools.
improvement councils"
have a vote on the Fed, thanks all
They're disrespecting
"No machine
did little concrete, but
the same. That is also the Fed's
our children."
it reenergized the
greatest democratic defect: not so
But wait. The group
can grab 6,000
PTAs and put a net-
much that unelected officials make
resists. They converge
work in place. The
the key decisions, but that elected
on the malcontent, argu-
slots.
business community is
officials don't have to take responsi-
ing-him to a standstill.
deeply involved, with
"To improve, you've got to measure
many major employers offering paid
bility for the consequences. Still,
who'd want to give these guys that
something," says Barbara Judson, a black
time off for employees to campaign
educator with red-tinted hair and violet-
and serve. Mayor Richard M. Daley
kind of responsibility?
tinted glasses. "Maybe the tests aren't
and his interim school board are out
GIBSON
© 1989, UFS/The New Republic, Inc.
so good, maybe they should be revised."
stumping.
A local minister chimes in: "You take
Follow-through is spotty. A young
something like that away, you need to
minister named Thomas Sanders is so
put something in its place." The discus-
fired up by the Dunbar session that he
sion moves on to building security.
says he'll take the message to a place
At least one premise of the massively
he sometimes preaches, an evangelical
complicated legislation has been bol-
group called Mission for Christ in the
ncy
stered: the parents in the neighborhoods
poverty-blasted depths of the South
Side. He gives a reporter directions:
may be inexperienced and undereducat-
Mission for Christ meets in a decaying
0 block two roads but not a third because, that third road
ed, but they're not so dumb. Though the
living-room-sized sanctuary with a pia-
nportant, there might have been trouble. That was a
law runs hundreds of pages, its main
no and a sagging gold velvet couch,
tely to produce what it did produce: U.S. complicity in
thrust is this faith in parents, its attempt
which is there, says the Rev. W. H.
to flush out large numbers of potentially
Campbell, "till somebody comes along
n Nunn (D-Ga.) says dryly that sometimes we should
competent people. In a sense it is a test,
who needs one, then I guess they'll
for our policy to succeed. But was encouraging a
not of any education theory per se, but of
take it." In fact, Sanders never shows
S. "policy"? Words do not constitute policy. There
the whole ethic of community volunta-
up. But another community group has
serious intending.
rism on which the Bush administration
already pegged Campbell as a likely
Bush's is a "presidency of good intentions" but
has staked its hopes. The idea is not that
prospect and phoned him. The minis-
reless about connecting ends with means. That
parents know best but that parents care
ter, who put 10 children through the
ind. The administration's airy words are not as
most-enough to put in the energy and
local schools, which he saw getting
rious intentions. When there is a pattern of
the time.
worse with each child, has agreed to
t willing means, it is reasonable to conclude
The opening matters to Vanessa Sam-
run for a non-parent seat. "I feel that
willed at all.
uels, who works nights at the University
all the good years we got, by God's
ush's Washington is such a happy place for
of Chicago as a guard. She has two teen-
grace, we owe it to put something
irties is that words have, by presidential
age daughters and two toddlers, one in
back," he says. "Even if I don't get
etely severed not only from actions but
Head Start. "I feel like I went blindly
elected, I'll be down there involved."
states of mind.
with the first two; not this time," she
"We find it kind of interesting," al-
a catastrophic health care program? Oops.
says. "Today made me feel like a lot of
lows Don Moore, the understandably
SS roots. Repeal program. Excuse me, but
parents are more qualified than I am.
jubilant head of Designs for Change,
policy buried in here somewhere?
But then I thought that's how they
when the candidate numbers come in.
the "requirements" or the "law"? We
learned, by getting involved."
"Nobody believed us, but we proved
e deficit in accordance with common
The textbooks and the trainers come
parents can care and get involved."
The campaign, then, gives a picture of
from Designs for Change, a nonprofit
dent" proposes an education initiative
community effort and coerty. not only
group that exists mainly to promote Chi-
st of the manned flight to Mars that he
as a pretty idea, but as a acti-spotier-
cago school reform and has been alter-
e bats an eye, because no one really
ing. wind-fraggle initiative that could
nately theorizing about reform, writing
heans much of anything said about
gutter ONL and and build
laws, lobbying for their passage and pro-
jan plotters, now deceased, who heard
to a roar. The now-debased Bush-
ducing the needed backup materials. De-
herica's unsleeping passion to unhorse
Noonan metaphor of "a thousand
signs for Change sketched out the pre-
points of light" was incomplete from
nd the game.
sent plan in 1986, then set about
America is a splash-of-the-week presi-
the beginning-the real model for
endorsement of a "global" and
mustering support for it through a larger
community voluntarism in all its iffy
cal weapons, something that no adult
coalition energized by the bitter 1987
and crackling uncertainty is a thousand
ble. This is not to say Bush is cynical.
teachers' strike. Its members learned
points of flame, a thousand sparks.
not be a scintilla of cynicism in him.
from the disaster of another experiment
Chicago, where Great Fires are an es-
decentralization that of New
has
Document No. 081954SS
WHITE HOUSE STAFFING MEMORANDUM
10/16/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY: 10/17/89 10:00 AM
PRESIDENTIAL REMARKS: DISTINGUISHED PRINCIPALS VISIT
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
ROGICH
BATES
UNTERMEYER
ROGERS
CARD
WINSTON
CICCONI
>
PINKERTON
DEMAREST
FITZWATER
PETERSMEYER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm.
122, x2930, no later than 10:00 AM, Tuesday, October 17, with
a copy to my office. Thank you.
RESPONSE:
OK S.R
212 :6v LI 100 68
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
McGroarty/Dooley
October 16, 1989
1989 OCT 16 PM 4: 27
4:00 pm
[PRINS]
PRESIDENTIAL REMARKS:
DISTINGUISHED PRINCIPALS VISIT
THE ROSE GARDEN
OCTOBER 18, 1989
1:00 PM
[Introductory acknowledgements. Sam Sava, National
Association of Elementary School Principals, Secretary Cavazos.]
I am delighted to welcome such a distinguished group of educators
to the White House.
I know your students are all thrilled that you're here in
Washington. /// After all -- no matter what they do -- this is
one day they can't get sent to see the principal. ////
[But the fact is, kids do look up to you. Think how many
would rather be Principal for a day than President for a day.
Sure, I've got my own limo -- but you're the ones who get to talk
on the PA system any time you like
]]
You've mastered a job that most people couldn't begin to
cope with. Imagine being CEO of a corporation where the rank and
file's average age is 8 -- and half of them forget to bring their
lunch money.
2
You juggle everything from substitute teachers to bus
schedules -- and many of you still find time to visit every
classroom every day. And there's always energy for something
extra: whether it's Jane Wakukawa getting out with the crossing
guards every morning to talk to parents walking their kids to
school -- or Anthony Link and Sally Liechty, lecturing at
colleges and in their communities after the school day is over.
But that's what puts you at the head of the class -- and
it's what makes your schools among the most successful. Because
more than any other factor, what sets a school apart is you: the
principal. The simple fact is this: there is no substitute for
a strong principal -- one who gives students and teachers a sense
of direction. One who helps our children develop a love of
learning -- and learn the lessons in character that apply in and
out of the classroom.
I know for you and your family and friends, this is a proud
day. All those years of hard work and dedication have paid off -
- and you've earned all the recognition that's going to come your
way in the next few days. Enjoy it -- because when you get back
to your communities, the real work begins. Educators from
schools all over your state are going to want to know the secret
of your success. Each of you is a case study in what works --
and we've got to learn from you in order to make all our schools
better.
3
And what works is what matters. You all know how deeply I
care about the quality of learning in our classrooms. As you
know, I asked the Governors from each of your states to meet with
me at the recent Education Summit, for two days of intense
discussions. We emerged from that summit with a new sense of
resolve -- with a new consensus on what we must do to strengthen
our schools. The governors and I agreed that we've got to work
together to raise standards -- and cut the tangle of red tape
that keeps you and your teachers from doing the best possible
job.
That means expanded flexibility on the state and local level
-- and it means greater choice -- more power in the hands of
parents and their children to decide which schools and what kind
of education is right for them. I am convinced that choice can
spur educational innovation -- and educational excellence. But
make no mistake: we aren't going to tell you what works best
from Washington. Just the opposite. The whole point of
flexibility and choice is to see that decisions affecting our
schools are made where the interest and expertise is greatest:
in your schools and communities.
You're America's best, and you know what it takes to make
our schools even better. I want to thank you for setting an
example for kids to admire -- and for other educators to emulate.
4
My congratulations to every one of you -- and my thanks for
making a difference for every single child who walks into your
schools.
Thank you. God bless you, and God bless the United States
of America.
# # #
OF THE OFFICE OF THE
EXECUTIVE OFFICE OF THE PRESIDENT
OFFICE OF MANAGEMENT AND BUDGET
TXTX
INFORMATION
STATES
WASHINGTON, D.C. 20503
NOTICE:
Enclosed are comments from staff members of the Office of
Management and Budget (OMB) Such comments do not necessarily
represent the official position of the Director of OMB or of the
Office of Management and Budget. If you wish to have the
Director's personal comments, please let me know -- and contact
me if you have any questions.
David J. Haun
Executive Assistant
to the Director
Document No. 081954SS
WHITE HOUSE STAFFING MEMORANDUM
10/16/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY: 10/17/89 10:00 AM
PRESIDENTIAL REMARKS: DISTINGUISHED PRINCIPALS VISIT
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
ROGICH
BATES
UNTERMEYER
ROGERS
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST
FITZWATER
PETERSMEYER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm.
122, x2930, no later than 10:00 AM, Tuesday, October 17, with
a copy to my office. Thank you.
RESPONSE: See comments
20 Olv LI 100 68
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
13
McGroarty/Dooley
October 16, 1989
1989 OCT 16 PM 4: 27
4:00 pm
[PRINS]
PRESIDENTIAL REMARKS:
DISTINGUISHED PRINCIPALS VISIT
THE ROSE GARDEN
OCTOBER 18, 1989
1:00 PM
[Introductory acknowledgements. Sam Sava, National
Association of Elementary School Principals, Secretary Cavazos.]
I am delighted to welcome such a distinguished group of educators
to the White House.
I know your students are all thrilled that you're here in
Washington. /// After all -- no matter what they do -- this is
one day they can't get sent to see the principal. ////
[ [But the fact is, kids do look up to you. Think how many
would rather be Principal for a day than President for a day.
Sure, I've got my own limo -- but you're the ones who get to talk
on the PA system any time you like
]]
You've mastered a job that most people couldn't begin to
cope with. Imagine being CEO of a corporation where the rank and
file's average age is 8 -- and half of them forget to bring their
lunch money.
2
You juggle everything from substitute teachers to bus
schedules -- and many of you still find time to visit every
classroom every day. And there's always energy for something
extra: whether it's Jane Wakukawa getting out with the crossing
guards every morning to talk to parents walking their kids to
school -- or Anthony Link and Sally Liechty, lecturing at
colleges and in their communities after the school day is over.
But that's what puts you at the head of the class -- and
it's what makes your schools among the most successful. Because
more than any other factor, what sets a school apart is you: the
principal. The simple fact is this: there is no substitute for
a strong principal -- one who gives students and teachers a sense
of direction. One who helps our children develop a love of
learning -- and learn the lessons in character that apply in and
out of the classroom.
I know for you and your family and friends, this is a proud
day. All those years of hard work and dedication have paid off -
- and you've earned all the recognition that's going to come your
way in the next few days. Enjoy it -- because when you get back
to your communities, the real work begins. Educators from
schools all over your state are going to want to know the secret
of your success. Each of you is a case study in what works --
and we've got to learn from you in order to make all our schools
better.
3
And what works is what matters. You all know how deeply I
care about the quality of learning in our classrooms. As you
know, I asked the Governors from each of your states to meet with
me at the recent Education Summit, for two days of intense
discussions. We emerged from that summit with a new sense of
resolve -- with a new consensus on what we must do to strengthen
our schools. The governors and I agreed that we've got to work
together to raise standards -- and cut the tangle of red tape
that keeps you and your teachers from doing the best possible
job.
That means expanded flexibility on the state and local level
-- and it means greater choice -- more power in the hands of
parents and their children to decide which schools and what kind
of education is right for them. I am convinced that choice can
spur educational innovation -- and educational excellence. But
make no mistake: we aren't going to tell you what works best
from Washington. Just the opposite. The whole point of
Grady
flexibility and choice is to see that decisions affecting our
schools are made where the interest and expertise is greatest:
give much greater you are recognition to the otc that principals and teachers play in
in your And schools let me make and one communities. tinal point: I think that we as a society need to
You re America's best, and you know what it takes to make
our schools even better. I want to thank you for setting an
example for kids to admire -- and for other educators to emulate.
our saiety. That means greater rewards. It means greater
respect from the community. It means supporting greater recognition
of the best in the business That's In I've invited you love today. Yours
is a name profession.
4
My congratulations to every one of you -- and my thanks for
making a difference for every single child who walks into your
schools.
Thank you. God bless you, and God bless the United States
of America.
# # #
THE WHITE HOUSE
WASHINGTON
October 17, 1989
MEMORANDUM FOR CHRISS WINSTON
DEPUTY ASSISTANT TO THE PRESIDENT
FOR COMMUNICATIONS
FROM:
NELSON LUND nj
ASSOCIATE COUNSEL TO THE PRESIDENT
SUBJECT:
Draft Presidential Remarks: Distinguished
Principals Visit
At the request of James W. Cicconi, Counsel's office has reviewed
the captioned remarks. We have no legal objections.
We appreciate having had the opportunity to review these remarks.
CC: James W. Cicconi
21 : Olv LI 100 68
Document No. 081954SS
WHITE HOUSE STAFFING MEMORANDUM
10/16/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE/BY: 10/17/89 10:00 AM
PRESIDENTIAL REMARKS: DISTINGUISHED PRINCIPALS VISIT
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
ROGICH
BATES
UNTERMEYER
ROGERS
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST
FITZWATER
PETERSMEYER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm.
122, x2930, no later than 10:00 AM, Tuesday, October 17, with
a copy to my office. Thank you.
RESPONSE:
N/C
10/17/89
OF : 11v LI 100 68
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
RESEARCH
McGroarty/Dooley
October 16, 1989
1989 OCT 16 PM 4: 27
4:00 pm
[PRINS]
PRESIDENTIAL REMARKS: DISTINGUISHED PRINCIPALS VISIT
THE ROSE GARDEN
OCTOBER 18, 1989
1:00 PM
[Introductory acknowledgements, Sam Sava National
Thank you. Mr. Secretary [CAVAZOS]. / [SAVV-UH]
Association of Elementary School Principals, Secretary Cavazos.]
I am delighted to welcome such a distinguished group of educators
to the White House.
I know your students are all thrilled that you're here in
Washington. /// After all -- no matter what they do -- this is
one day they can't get sent to see the principal. ////
[[But the fact is, kids do look up to you. Think how many
would rather be Principal for a day than President for a day.
Sure, I've got my own limo -- but you're the ones who get to talk
on the PA system any time you like
]]
You've mastered a job that most people couldn't begin to
cope with. Imagine being CEO of a corporation where the rank and
file's average age is 8 -- and half of them forget to bring their
lunch money.
2
You juggle everything from substitute teachers to bus
schedules -- and many of you still find time to visit every
classroom every day. And there's always energy for something
[WAH KOO - KAH-WAH]
extra: whether it's Jane Wakukawa getting out with the crossing
guards every morning to talk to parents walking their kids to
[LICK-TEE]
school -- or Anthony Link and Sally Liechty at
colleges and in their communities after the school day is over.
But that's what puts you at the head of the class -- and
it's what makes your schools among the most successful. Because
more than any other factor, what sets a school apart is you: the
principal. The simple fact is this: there is no substitute for
a strong principal -- one who gives students and teachers a sense
of direction. One who helps our children develop a love of
learning -- and learn the lessons in character that apply in and
out of the classroom.
I know for you and your family and friends, this is a proud
day. All those years of hard work and dedication have paid off -
- and you've earned all the recognition that's going to come your
way in the next few days. Enjoy it -- because when you get back
to your communities, the real work begins. Educators from
schools all over your state are going to want to know the secret
of your success. Each of you is a case study in what works --
and we've got to learn from you in order to make all our schools
better.
3
And what works is what matters. You all know how deeply I
care about the quality of learning in our classrooms. As you
know, I asked the Governors from each of your states to meet with
me at the recent Education Summit, for two days of intense
discussions. We emerged from that summit with a new sense of
resolve -- with a new consensus on what we must do to strengthen
our schools. The governors and I agreed that we've got to work
together to raise standards -- and cut the tangle of red tape
that keeps you and your teachers from doing the best possible
job.
That means expanded flexibility on the state and local level
-- and it means greater choice -- more power in the hands of
parents and their children to decide which schools and what kind
of education is right for them. I am convinced that choice can
spur educational innovation -- and educational excellence. But
make no mistake: we aren't going to tell you what works best
from Washington. Just the opposite. The whole point of
flexibility and choice is to see that decisions affecting our
schools are made where the interest and expertise is greatest:
in your schools and communities.
You're America's best, and you know what it takes to make
our schools even better. I want to thank you for setting an
example for kids to admire -- and for other educators to emulate.
4
My congratulations to every one of you -- and my thanks for
making a difference for every single child who walks into your
schools.
Thank you. God bless you, and God bless the United States
of America.
# # #