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The Transformation of America's Public Schools
PETER J. NEGRONI
T
oday public educators are expected to succeed
interdependence of community, schooling, and democ-
with all children. Previously, American public
racy must be recognized by America as part of reform
schools functioned to determine who would go
efforts. Our schools cannot be successful until the work-
on to college and who would directly enter the work-
ers in them and the total community understand that
place. This process began as early as the first day the child
interdependence. Of course, this is further complicated
entered kindergarten and was classified as to his or her
because 75% of the American public have no children in
abilities. The current expectation that schools provide an
public schools. Senior citizens and childless families ask
effective and appropriate education for all children has
what is in it for them if they vote to raise taxes. They
provided an enormous shock to the public schools of
must be convinced that their own benefit in participat-
America, because they were not ready for this new de-
ing in this democracy is closely linked to the quality of
mand. The responsibility for the learning of students has
public schools.
been shifted to the school rather than resting on the
Once the need for change in America's public schools
students themselves. This is an important, if not critical,
is accepted, the method and process of transformation
shift in perspective.
must be addressed. The complexity of the situation and
This new expectation-education for all-is occur-
the interdependence of varied forces require four con-
ring at a time in history when the demographics in the
gruent transformations for America's schools to deliver
United States are radically changing. New Americans
an education needed by a globally competitive and in-
from many different countries are arriving in large num-
creasingly diverse 21st century America.
bers and they are not from the same backgrounds and
These four transformations-Organizational, Peda-
countries as previous immigrants. At the same time,
gogical, Social and Attitudinal, and Political-are basic
poverty among children is increasing at an alarming
to systemic change. Although they are all intercon-
rate. Combine these new demographics, higher expecta-
nected, they will be discussed separately for clarity's
tions for all, an alarming increase in poverty, an increas-
sake. Taken together they must all be applied to the
ingly technologically complex society, as well as a
specific issues facing schools. The issue of tracking, for
stagnant economy, and this country faces a problematic
example, cannot be discussed without touching on all
historical moment for its public schools.
four transformations. By viewing schools holistically,
How can educators committed to making the public
major issues can be addressed as part of a broader social
schools work deal with all of this at the same time?
change process.
There is hope. Difficult times can induce doom and
The focus of reform should not be on saving and
gloom, or they can be viewed as an opportunity to forge
fostering present structures in school districts and edu-
a new social order with the schools as the focus. A great
cation-related organizations. To reinvent schools, the
deal of change by everyone in America is required, par-
rules, roles, and relationships of the past that have led us
ticularly those employed in public schools. The key to
to where we are today must be examined critically. The
successful transformation is an understanding and re-
self-interest inherent in maintaining existing structures
spect for America's growing diversity. This is the enor-
cannot continue. The failure to make a paradigm shift
mous challenge before us today.
has been one of the major failings of our reform efforts in
When educators defined themselves as experts who
the American public school system during the past dec-
would teach children independent of everyone else,
ade. Despite rhetoric for change on the part of govern-
they opened the door for isolation. Today, the results of
ment officials and education professionals, the evidence
that type of thinking are evident. Educators are virtually
indicates that little change has taken place in classrooms.
alone and unsupported by the public. Americans see
There is no one solution or answer to the problem of
little connection between an effective quality of life in a
transforming present policies, practices, beliefs, and
community and the quality of its public schools. The
structures. If this were so, identification and replication
20
Equity & Excellence in Education
Vol. 27, No. 1
of a model in every school would suffice. We must create
Little choice on the part of teacher, student, or parent
processes that lead to self-analysis, reflection, and in-
quiry necessary to recreate local solutions. Transforma-
Prescriptions for success
tional processes are about creating a new future, a new
Acceleration as the exception
social order. with the schools as the focus. Visions to
Tracking, on the increase since 1950, as an organizational
which we aspire require a common belief system. Conse-
strategy in spite of the volumes of research that challenge
quently, the organizational and pedagogical transforma-
its utility
tions cannot occur without the social and attitudinal
Schools organized around covering the content or mate-
transformation. This is why schools cannot be inde-
rial, not around having the children learn the material
pendent of the larger society and community.
The complete separation of teaching services and support
services
ORGANIZATIONAL TRANSFORMATION
A variety of social services other than teaching services
provided in a fragmented manner: guidance, drug educa-
The present organizational model used in public
tion, mediation, psychological screening-offered without
schooling needs to be scrutinized to determine its effec-
connection to each other or the outside world and other
tiveness. Although the majority of American educators
agencies servicing the youngsters.
would conclude our present structure is not an effective
organizational model, they have done little to demand
While these are 23 of the most obvious problems with
organizational reform. Educators are basically repeating
our organizational structure, dozens more exist. Not
a century-old pattern. The following questions must be
surprisingly, each of these structures has a valid histori-
asked: "Do WE use what is available in the research
cal reason. What is surprising is the fact that teachers,
about teaching and learning to make adjustments in the
students, and parents identify clearly and understand
way schools are organized? Do we ask why and what of
the obsolescence of these present organizational struc-
everything we do in our schools?" The answer is a re-
tures, and yet these practices still survive.
sounding no.
One of the most serious problems that we have in
Consideration of some of the organizational struc-
public education is the fragmentation caused by current
tures in schools reveals we are not using inquiry and
local, state, and federal rules and regulations. On the one
analysis to reform organizational patterns and struc-
hand, we tout our interest and support of new peda-
tures. The most familiar structures include the following:
gogy, on the other hand, we insist on rules and regula-
tions that make it impossible to implement this new
A school calendar of 180 days
pedagogy. The most glaring example of this is the Chap-
A school day from 9 to 3
ter I program.
A study conducted by a panel commissioned by the
Age-grade grouping
Education Department points to all of the issues regard-
Subject concentration in secondary schools
ing Chapter I in a clear and concise manner. The Chapter
Rigid scheduling practices
I Handbook (April 1993. Vol. 13, No. 4m PP. A-229-A-233,
by Charles Edwards) presents "Independent Commis-
45-minute periods, 6 or 7 period day
sion Issues 'Framework' for a Revamped Chapter I Pro-
No built-in time in the day for staff interaction and devel-
gram." The recommendations are extraordinarily on
opment or school improvement
target:
No time in the day for working with parents and for other
agencies
1. Establish clear and high standards
Carnegie unit completion rather than performance as the
2. Require new assessments
basis for measuring success
3. Inform parents on student progress
Retention as a solution for failure
4. Provide substantial professional development
Lecture as the main strategy for instructional delivery
5. Provide funding based on need and equity
One teacher for 20 to 30 students in an individual class-
6. Have accountability for results
room
7. Integrate health and social service support
Teachers working totally independent of each other
8. Reward successful schools
Top-down governance structure command and control as
an organizational strategy
These changes, however, will take years before they are
incorporated into the Chapter I program.
Instruction organized around the principle of remediation
Why is it that teachers, students, and parents can
Children in rows and in lines one behind the other
clearly identify organizational structures beyond the
Vol.
27,
No. 1 Equity & Excellence in Education
21
cited 23 frameworks that render public school opera-
This problem of organizational transformation is dif-
tions effectively obsolete, and yet these structures are
ficult for any institution but much more complex for
not abandoned? Educators cannot continue to support
schools. First, in order to change or transform the or-
ineffective organizational structures. Their detriment to
ganization, the fundamental theoretical framework
the youth of America demands that the organizational
upon which school organizations are built must change.
transformation of our schools begin right now. Concepts
In other words, the fundamental assumptions of educa-
and structures that cannot be defended and explained
tors must change. The problem here is similar to home
within a larger framework must be eliminated. At the
improvement. Installing a new kitchen means going
same time, concepts and structures in the organization
without a stove and refrigerator for a while. Educators
that work and are good for children must be reaffirmed.
cannot put up a sign in front of every public school in
The American public school has been asked to teach
America that says: "Closed For Repairs." The schools
the children more and more each year while the time
must continue to operate while making fundamental
allotted for schooling has not increased. The schools are
systemic changes.
besieged by proponents of just about anything people
Second, schools differ from other institutions. They
feel is critical for children. From bicycle safety to instruc-
are much more than organizations that are instruments
tion about AIDS, schools are asked to cover more and
to create and achieve specific goals. Schools are commu-
more topics. Obviously something must give if schools
nities that are infused by the common values of the
are to add to the curriculum. Peter Drucker (1993). in
people in them. Because decisions in the school embody
Concept of the Corporation, defines the need to make ad-
community values and commitment, the work of trans-
justments in what is done in any organization as "organ-
forming the present structure of schools becomes a com-
ized abandonment." For any organization to survive, he
plex business.
indicates, it must learn to abandon what is no longer
A third complication is that schools are presently or-
useful. The public schools of America must practice this
ganized around an industrial model rather than an in-
principle.
formational model. Schools are traditionally organized
Because each of the disciplines wants more time to
to produce young people who are capable of working in
teach, great curriculum school wars are coming. The
isolation and taking directions. They are meant to pro-
battle lines are being drawn and sides are being chosen.
duce young people who relate to machines and not to
Unfortunately, the needs of the children are not the
other people. Today, schools attempt to extinguish the
prime considerations in making decisions about what
natural desire of people to gather, be inquisitive, and
will be taught. Each group operates out of self-interest.
interact. Schools are presently organized as places where
Too often. special interest groups spend a great deal of
learning is a private, psychological matter between
time, energy. and money lobbying for their position. Of
teacher and learner.
course, subject-centered educators themselves support
The organizational norm must be transformed to one
their own specific interests. This can range from more
that recognizes and supports people who work together
mathematics to more counselors. The better organized
and collaborate on problem identification, analysis, and
the group, the more attention it receives from boards of
solutions. Therefore, how we use time in the structure
education.
must be analyzed, including the present practices of
We talk about whole language, collaborative and co-
grade levels, scheduling, and time devoted to specific
operative teaching, student centered instruction. and
subject areas. In addition, the relationship between sub-
other new pedagogical approaches, but we refuse to
ject areas, content coverage. length of school day and
recognize the organizational transformations required
school year, and subject matter taught, must all be thor-
to effectively implement them.
oughly examined.
In addition. we do not model in our own analysis,
As the organizational structure is transformed, edu-
cators must also consider that schools are learning com-
reflection, and inquiry the very pedagogical processes
deemed important for use in the classroom. If these
munities that have shared goals, values, and commitments.
processes are good for students, why are they not good
Unlike other institutions, schools are places that must
for educators? It is inconceivable that the institution that
focus on reflection and inquiry. Educators have a re-
is in charge of learning does not see itself as the ultimate
sponsibility to define those differences for government
learner. Schools and school systems see themselves
and the public in general. Every decision must rest on
this sense of schools as communities.
solely as teachers and not as learners. Peter Senge (1990,
P. 18) says it best in The Fifth Discipline: "Learning dis-
abilities are tragic in children, especially when they go
PEDAGOGICAL TRANSFORMATION
undetected. They are no less tragic in organizations,
where they also go largely undetected." Imagine schools
Pedagogy and organizational structure must be inter-
with crippling disabilities.
woven. One cannot simply rearrange the chairs in a
22
Equity & Excellence in Education
Vol. 27, No. 1
classroom into a circle and proclaim that this will help
and growth in a challenging and supportive environ-
instruction. Historically, children have been asked to sit
ment for the attainment of skills.
one behind the other and have been told to be still, be
Technology promises to play an important role both
quiet, and not to talk to each other. If change constitutes
as a tool to deliver an effective teaching and learning
putting the children in a circle and telling them to be
model as well as a vehicle for increasing the efficiency of
still, be quiet, and never talk to each other, little has been
information exchange. Technology can provide all em-
done to change the results.
ployees in the school system with the information re-
Pedagogical transformation is not about a new
quired to make effective and informed decisions about
method or approach. Challenging the essence of what
students that will lead to all students having access to
has been believed for years, this transformation requires
equity and academic excellence. Classroom teachers
a revolution. It will not come about solely as a result of
need to investigate the role that technology might play
legislation from the federal or state government, nor by
in increasing the quality of teaching and learning in
imposing new or greater standards or regulations. It will
individual classrooms. Computers and other technolo-
also be stymied if remediation is used as the philosophi-
gies are no longer "add-ons"; they are integral tools for
cal and operational process in order to undo what has
preparing students for life in the 21st century. Technol-
been done in the schools. A pedagogical transformation
ogy provides immediate access to all kinds of informa-
requires the liberation of the American educator. It can
tion, accommodates different learning styles. and
only happen in conjunction with an organizational
provides alternative classroom activities, promising to
transformation.
help educators meet national and local education goals.
Teachers and administrators are the key players for a
Technology can link the belief that all children can learn
pedagogical transformation. In the process, unions will
with the repertoire of instructional strategies and skills
not be an impediment if everyone understands the so-
necessary to make the belief a reality.
cial, attitudinal, and political transformations that must
This requirement that all students should achieve in
take place. A pedagogical transformation addresses such
school has tremendous implications. Teachers must par-
issues as what is taught, how it is taught, and how what
ticipate in professional development programs to ac-
is taught is measured. It must address the issue of indi-
quire the new skills necessary to be successful with
vidual needs of a community as well as the needs of this
children. The role of administration and management is
nation. Each community will have to determine what
to provide training and support for teachers to acquire
will be accepted as evidence to prove that the expecta-
these new skills. Teachers and administrators must be-
tions for the schools have been met.
come active partners in the process, and they must give
Public schools cannot point to children and say that
of their time and energy to acquire the new skills that are
some come with so many problems that they cannot be
required for the pedagogical transformation. This must
educated. Recognizing the problems and issues con-
be a shared responsibility.
fronting children, educators must figure out how to
The pedagogical transformation is an enormous chal-
solve those problems so that everyone can be effectively
lenge for the teacher unions in America. By providing
and appropriately educated. As part of this pedagogical
viable solutions that are reasonable and that allow for
transformation, a shift from process to results must be
this new training for teachers. teacher unions can be-
incorporated. The emphasis cannot be on the number
come the champions of the pedagogical transformation.
and quantity of programs developed, but on the results
Teachers and administrators must work closely together
generated as measured by student achievement. A new
to identify the issues and to develop and implement
pedagogy requires the belief that continuing improve-
solutions. Neither can walk away from their responsibil-
ment in student results is always the goal.
ity to participate in a pedagogical transformation that
Once this goal is accepted, educators must seek and
will make the American public school effectively sup-
become proficient in the use of alternative teaching
port economic and democratic development.
strategies. The methods of the past were not successful
with all students. The high dropout rate is not a new
SOCIAL AND ATTITUDINAL
phenomenon. What is new is that now the expectation is
TRANSFORMATION
to reduce the dropout rate. This has come about through
a recognition that skilled and educated individuals are
Social and attitudinal transformation requires every-
needed for the new economy and for the continued sur-
one in the community to understand fully the interde-
vival of a democracy Saphier and Gower (1987) system-
pendence of school and community. One cannot have an
atically analyze teaching strategies in The Skillful Teacher.
effective quality of life in any community without effec-
Teachers who organize their classrooms and present ma-
tive public schools. Each community must form alli-
terial with distinct and varied methods, should provide
ances among diverse constituencies including
students with the essential instruction, reinforcement,
businesses, religious institutions, parents, human serv-
Vol. 27. No. 1
Equity & Excellence in Education
23
ice providers, community agencies, and senior citizens.
These broad alliances are difficult and require major
workers. 15 years; 21 million new entrants plus 30 million current
changes in social attitudes. America has not believed
No discussion about the kind of skills students need
that schools should work as part of a larger and interde-
to be successful in a democracy can be complete without
pendent society. In fact, there has been a tendency to
an examination of the purpose of schooling. Is the role of
keep these structures in the community separate.
the school to prepare youngsters to enter the work force
America has moved from an industrial society to an
after high school and perform the tasks required by the
information society. During the industrial era, America
employer, or is it to educate in the classical sense of the
had a very defined set of expectations for the distribu-
word 50 that youngsters once educated are capable of
tion of results. Society was controlled by a few people at
receiving further work-related training once employed?
the top (usually men) with most people in the middle
Should one group of students be prepared for work and
working and taking direction from people at the top.
another group for further education? This argument
Society had to take care of a small group at the bottom.
rages today in our community and our schools.
This group would constitute "throw away people," the
The question, however, is wrong. It is generated from
excess of human capital, those whom society did not
an old paradigm, which is based on the belief that the
need to be economically successful, but for whom a sa
purpose of schooling is to sort and select. From the first
cietal obligation was felt.
day a child enters school, instructional practices func-
In moving into the information society, our expecta-
tion to classify and categorize students in such a way
tion of the distribution of results is changing. Present
that they are defined and thereby differentially treated
conditions in our country are moving us from what has
in the next stage of their learning. In fact, all of the
been solely a moral imperative to educate all, to a more
practices in public schools clearly indicate the belief that
pragmatic, economic imperative to educate all. Ameri-
everyone has limits and that the job of the school is to
can business is facing a critical challenge in the coming
define those limits so as to not cause anguish to the
century. The changes caused by technology and by the
students or to the teachers trying to teach them.
available work force demand changes in education. In
While this may sound somewhat autocratic, it is ex-
Business Week. Elizabeth Ehrlich with Susan Garland
actly how we have organized instruction in American
(1988, P. 104), identify the forces that affect the dramatic
schools. Most operate on the premise that children come
to school with their innate ability predetermined by
change in the current work force and that of the 21st
birth or social circumstances. The schools then sort
century: (1) "technology is upgrading the work required
youngsters according to judgments about their educabil-
in most jobs (2) "job growth will be fast, mainly in
ity. As one looks at the present practices and policies in
high-skill occupations (3) "the way in which work is
schools today, one sees the natural outcome of such a
now being organized requires a completely new set of
belief system. It is only when this belief system which
skills."
emphasizes the impact of innate ability on learning is
Data from the Hudson Institute clearly identifies the
replaced with a new belief system that sees effort and
mismatch of needed skills to the skills required of the
development as the basis for instruction that the opera-
work force. "As many as 50 million workers may have to
tional practices and policies that exist today can be re-
be trained or retrained in the next 12 years-20 million
placed.
new entrants and 30 million current workers" (Ehrlich &
The social context in which we are expected to make
Garland, 1988, PF. 104-20). Since workers aged 21-25
this change imposes certain difficulties. Schools are ex-
have declined, employers will employ the less prepared
pected to teach more material to more children. At the
as well as minorities and immigrants, "who tend to have
same time. we are living in an increasingly heterogene-
less education and fewer skills than other employees."
ous and pluralistic society. It is made up of different
With an increase of females in the work force, and an
races and cultures with different values and perspec-
increase in immigrants and minorities, the Hudson Insti-
tives on life. With the arrival of new immigrant groups,
tute predicts that in the current decade "only 15% of
the United States is experiencing an increasing mosaic
work force entrants will be native-born whites."
rather than the melting process that is often spoken of in
While American industry today is spending between
literature. This makes effective education for all much
$30 and $40 billion on training efforts for their employ-
more difficult than it would be in more homogeneous
ees, this investment is not enough. Schools must pro-
societies.
duce a new kind of worker for the 21st century. This
In schools throughout the United States, we have
worker will need a new literacy and the ability to relearn
struggled with our cultural diversity, even as we have
and to be adaptable. It is predicted that today's first
attempted to view our differences as part of our
graders will change jobs from 4 to 7 times during their
strength. As of yet, however, we have not been fully
lifetime. Up to 51 million may need retraining in the next
successful in this endeavor. While educators have tink-
74
Equity & Excellence in Education
Vol. 27, No. 1
cred with multicultural and diversity programs, they
concept. It points to the need for America to develop
have oftentimes been ghettoized in the curriculum and
inclusive schools where all community members partici-
their limited scope has hampered their effectiveness.
pate fully and are valued by all. Inclusion is truly a
process through which all children can develop the
Inclusive Education
skills, the attitudes, and the experiences to be fully en-
franchised members of society. It can and should be the
A new approach taking hold in many school systems
focus of the American public schools as we move to
is called inclusion. This approach is holistic rather than
wards the 21st century, for it exemplifies all of the trans-
precerneal and views the goal of public education in
formations required to make our future a viable one for
terms of meeting the social and educational needs of all
all people in our country.
students in the least restrictive environment. Such a goal
calls for a nationwide retraining of administrators, prin-
cipals, teachers, paraprofessionals, parents and the de-
POLITICAL TRANSFORMATION
velopment of new class structures that promote a single
and inclusive system of education.
This area of transformation includes political change
It is increasingly expected that every classroom in
within the school as well as in society as a whole. First, it
America be involved in activities that will not only pro-
is important to recognize that we live in a country that in
mote, but also facilitate inclusive education for all stu-
recent times has had a large and expanding middle class.
dents. Such a vision and environment will make the
As of late, this middle class has not been replenishing
public schools' motto, "Every child can and will learn,"
itself. There are basically two reasons for this. First, an
a reality. Inclusive education is a fundamental belief
analysis of our national birth rate indicates that the mid-
which considers each person an important, accepted
dle class has about 0.5 children per marriage. By com-
member of the school and the community. Inclusive
parison, the birth rate in the lower economic classes is
educators work to create a sense of oneness and belong-
exploding. Second, structural changes in the industrial
ing within the group; they celebrate diversity. The focus
sector have forced many wage earners out of the middle
is on the positive, including respect and integrity for all
class because of a decrease in high-paying manufactur-
people.
ing jobs.
Given this demographic trend, accentuated by in-
Inclusion focuses on everyone's abilities and possibili-
creasing immigration, the political question becomes de-
ties-not on disabilities and limitations.
fined in terms of the will of the powerful in this country
Inclusion acknowledges that everyone has different skills,
to educate those that it has traditionally ignored. Will
talents, and gifts to offer-no one has to be good at every-
American society understand the political and economic
thing.
repercussions of not educating the growing number of
Inclusion means a climate of acceptance is created-no one
its poor? Will American society support public educa-
is rejected or left out.
tion in urban centers when the people being educated
do not resemble, either in class or color, the people con-
Inclusion means that all school staff, students, and parents
work together as a team in partnership.
trolling the economics of those urban centers?
A political transformation is required at the local and
Inclusion is characterized by gentleness, individualization,
federal level in the area of funding public education. At
openness. and humor.
present, where one is born, to a great extent, will deter-
Inclusion means talking openly about differences in a pro-
mine their quality of education. There are communities
ductive and positive way.
in this country that spend $1,200 a year per child while
Inclusion is a daily ongoing process-not just mainstream-
others spend as high as $18,000 per child. While the
ing in lunch, art, music, and physical education.
issue is not money alone, how could anyone accept that
Inclusion is something that changes all the time. It is a
there is not an inherent injustice in this funding ap-
series of small adjustments to meet the needs of the people
proach? Interestingly, referenda for education are the
involved.
American way; however, referenda are not required for
bullets and tanks or for war. As a country, we must
Inclusion is characterized by an attitude of problem-solv-
recognize that education is the national defense of the
ing to discover what is possible.
years ahead.
Inclusion creates opportunities for both adults and chil-
The federal government must play a more extensive
dren to learn and work together.
role in the funding of public education. The link be-
Inclusion is a dynamic rather than a static process.
tween education and our economic viability as a nation
has been clearly defined in public discourse. A tax pro-
No checklist or definition can capture the spirit and
gram that specifically raises funds for education is
commitment to all children and youth inherent in this
needed. Why not propose a U.S. Mail education sur-
Vol. 27, No. 1 Equity & Excellence in Education
25
charge? Why not have a 15 cent education surcharge on
ing the period of slavery; practices that created different
every piece of mail, with a higher scale for pieces of mail
expectations for the races.
that cost over one dollar? This education tax would af-
In addition to asking whether or not those who pay
fect every individual and every business in our nation.
for education will continue to pay to educate those of a
An equitable distribution plan for this money would
different color, a different language, and a different so
also be easy to devise.
cioecunomic level, we now need to ask whether or not
This nation must develop a plan to improve educa-
those who govern the educational process will strive for
tion that includes the financial support to deal with all
the betterment of those of a different color, a different
issues that face our children. The appropriate distribu-
language, and a different socioeconomic level. So far, too
tion of money must be combined with adequate ac-
few have fought for equity and excellence for these stu-
countability so that money would not be wasted as is the
dents.
case in so many federal programs. America must dem-
The performance of Black and Hispanic students over
onstrate that it loves and respects all of its children by
the last quarter century has conditioned everyone, in-
providing them with all of the support they need to be
cluding their parents, to think that they are not able to
successful in school. Will a government controlled by
achieve at the level of White, middle class children. It is
people who are not representative of the cultural and
going to take a great transformation to have those who
economic diversity of its citizens see the importance of
govern education-teachers, principals, administrators,
providing for all the needs of that diverse citizenry? The
school board members, and especially the general pub-
evidence is that this has not been the case in the past.
lic-to believe that poor Black and Hispanic students
Will the fact that we can now prove there is an economic
can be taught and will be able to learn as well as middle
imperative to educate all (as well as create child and
class, White students.
family centered practices and policies) make any differ-
What is it going to take to make that transformation?
ence to the people in charge? It certainly has not worked
It will necessitate a different approach to the preparation
when we have approached the need for change in the
of educators. It will require a different environment than
past from a moral and social justice perspective.
what we now call the school. It will entail a new vision
Unequivocally, the single most critical issue in educa-
and a new belief system. It will mean a major educa-
tion today is one of equity. Does every child born in
tional paradigm shift. It will demand brave and bold
America have equal access to an effective and appropri-
leadership.
ate education? The present system is such that if one is
The transformation must be built one success upon
born poor, more than likely an inferior education will be
another. For we must see that our old "truth" is a lie. We
received. The difference between what is spent on poor
have ample evidence that indicates poor Black, His-
children and what is spent on middle and upper class
panic, and female students can compete and achieve as
children is immense. Jonathan Kozol's (1991) Savage In-
well as anyone else. But until we actually "see it with our
equalities exposes these differences as America's shame.
own eyes," the transformation will be incomplete.
Moreover, research clearly supports the implementation
of carly childhood programs that provide a firm founda-
SUMMARY
tion for continued development and academic achieve-
ment. Why not begin all schooling at age 4 and continue
In summation, the aforementioned transformations
for 13 years? This change in the school entry age would
can take place in America if we understand and accept
not increase the number of years of K-12 education, but
the following precepts:
would provide education during those important for-
mative years, and would allow students to end at age 17.
More money to advance the transformation of public
They could then continue learning as an apprentice at a
schools is absolutely necessary.
job or continue a post secondary education. The changes
Children do not come to school the same way; howcver, it
in society and the workplace indicate that the worker of
is our response to how they come that makes the differ-
tomorrow must be capable in many skill areas and must
ence. It is the role of school personnel to provide students
have higher thinking ability. Beginning earlier and pro-
with highly challenging learning opportunities as well as
viding a continuum of educational opportunities will go
to present them with instruction that considers the learn-
a long way in addressing these new challenges.
ing style of each student.
Another required political transformation is in the
The superintendent of schools must be the CAC-Chief
area of race relations. American history is integrally con-
Advocate for Children-and have the responsibility to
nected to the enslavement of an entire race of people.
lead the development of a community vision and assure
Our educational system has been dramatically impacted
its realization.
by that part of our history. The American public school
The present system of funding public education is inequi-
still suffers from practices and attitudes developed dur-
table and must be changed. Sume children cost more to
Vol. 27. No. 1
educate than others. Furthermore. where one is bom to a
and maintained. With this control and power will come
great extent determines how much will be spent for their
increased accountability.
education. It is in the nation's best interest to educate
Choice as a school reform device must be used with great
everyone equally.
care lest we create new inequities.
The present model of education must be adjusted so that
first time quality becomes the norm and not remediation
Massive professional development programs are needed
as is presently the case, Schools must change their focus.
at the school level, and they should be planned and imple-
mented by teachers with the support of administrators,
Education or schooling should begin at 4 years old for all
youngsters. This can be done without spending additional
Additional time is needed in the school day where teachers
money. All we would have to do is rearrange our present
can plan together around the issues that confront them.
curriculum and keep children in school for 13 years-just
Schools must become the units of change where teachers
beginning one year earlier
see the interdependence of what they teach and how they
work and support each other
The relationship between the school, the home. and the
community must be understood and internalized. Schools
The interdependence of the quality of life in our commu-
need the community and the community needs the
nity with the quality of our schools must be stressed. The
schools.
relationship between quality of education and the prereq-
uisites of democracy must be understood.
Our goals and curriculum must be realigned. What do
students really need to know for the 21st century? Every
community must ask itself what do we want our children
The educators of America's schools have an awesome
to know? What will be accepted as evidence that they have
task. At the same time, this awesome task has provided
learned? How can what they have learned be measured?
a great opportunity. America is poised for its greatest
Multidimensional assessments must be developed to ac-
failure or its greatest success. Educators have been
complish this task.
placed in an enviable position. They will decide the fate
Schools and classrooms and the way they look and are
of the great American experiment called democracy.
organized must change dramatically. They must be organ-
America cannot and will not survive without an edu-
ized around the interest and needs of the students and not
cated populace. What a challenge! What an opportunity!
around the interest and needs of adults. Enough is known
to do this right now. Although there is an abundance of
research on how children learn, not one-tenth of what is
REFERENCES
known about learning and teaching has been imple-
mented.
Drucker, P.F. (1993). Concept of the corporation. New Bruns-
Technology as the key to the future must be emphasized.
wick, NJ: Transaction Publisher.
Not even one-tenth of the power of technology is currently
Ehrlich. E., & Garland, S. (1988, September 19). Business Week.
being used. We must move from the chalkboard to the
PP. 104-120.
electronic board. We must integrate learning areas around
Kozol, J. (1991). Savage inequalities: Children in America's schools.
the technology that exists.
New York: Crown Publishers.
The principle of organized abandonment must be learned.
Miller, J. A. (1992, December, 16). Chapter 1 panel calls for
Abandon the things that have not worked for a long time,
radical set of revision. Education Week, PP. 1-23.
such as age-grade grouping, retention, tracking. stand-
Miller, J. A. (1993, February 24). Ed study joins a chorus urging
ardized tests, the Carnegie unit as a process and not a
Chapter 1 reform: New tests, flexibility for schools
product unit; abandon the present system of scheduling.
proposed. Education Week, p. 1.
particularly at the high school level; abandon specific stu-
Saphier, J., & Gower, R. (1987). The skillful teacher. Carlisle, MA:
dent to teacher ratios, and let teachers decide what is
Research for Better Teaching
necessary, appropriate and effective.
Senge, P. M. (1990). The fifth discipline: The art & practice of the
learning organization. New York: Doubleday.
Our schools must be transformed from places where peo-
plc are told what to do, to places where students, parents.
teachers, and administrators identify the issues and invent
the processes that will be used to implement and manage
Peter J. Negroni is a career educator who has spent 31 years
the changes necessary to meet their goals. These constitu-
in public education, the majority of them as a superintendent
cricies must be able to exercise control over their own
and 8 as a principal. He is presently Superintendent of Schools
destiny. The classroom and school is the unit of change and
in Springfield. Massachusetts and speaks on School Reform
as such local governance must be promoted. encouraged,
throughout the country.
Vol. 27, No. 1
Equity & Excellence in Education
27
STATEMENT OF EDUCATION
UNITED STATES DEPARTMENT OF EDUCATION
*
UNITED STATES OF AMERICA
OFFICE OF THE SECRETARY
September 11, 2000
Dear Colleague:
By now you should be well into the start of your school year or into the other endeavors for those of you
who have assumed different responsibilities. I hope all is going well for each of you.
It is time to touch base about the National Teacher Forum, which will be here before we know it! I am
looking forward to meeting those of you whom I have not, and renewing acquaintances with those of you
I had the privilege of meeting at Space Camp. The theme of this year's Forum, "Dreaming Change", will
challenge each of us to consider our responsibilities as we dream about the changes in education that are
possible through our leadership.
Many of you have called or emailed with questions about the Forum, and I hope to address those
questions and concerns for you in this letter. Please read carefully!
1. Travel
By now, your travel itinerary should be set, and a copy 13 enclosed.
-
PLEASE TAKE THE TIME TO DOUBLE-CHECK IT! ALSO, PLEASE BE SURE
THAT THE NAME ON YOUR ITINERARY MATCHES THE PHOTO I.D. YOU
WILL BE USING AT THE AIRPORT.
-
Because the airline carriers are not officially contracted until October 1, you cannot call to
confirm your reservation until after that date. By using the confirmation code on your
itinerary, you can go to www.virtuallythere.com to confirm your reservation, check the
weather in Washington, DC, and get other relevant information. Almost everyone will be
issued an e ticket. This means you will NOT have a hard copy ticket. You just have to show
your driver's license to the ticket agent for your airline. The exceptions include those taking
the train or flying from one of the territories. The number for Carlson Wagonlit Travel is on
your itinerary, should you need it.
-
I strongly suggest that you contact the airline one-day prior to your departure to confirm your
flight. Also, please bring your itinerary with you to the airport for easy reference.
-
Those who are driving will be reimbursed after the Forum. Please keep an accurate log of
your mileage and be prepared to present this information upon registering at the Forum.
2. Accommodations
-
You will need a credit card only for incidentals at the hotel. Please be prepared to present
your card when you register at the hotel.
-
You will receive a check for $35 to cover ground transportation when you register at the
Forum registration desk. In the next mailing, I will send you specific information on your
options for getting from the airport to the Washington Court Hotel, but know that you can
take the Super Shuttle ($12-$17 each way), a taxi (about $20 each way), or the metro ($1.10
each way!). You may use the check any way you choose.
400 MARYLAND AVE., S.W. WASHINGTON, D.C. 20202-0100
Our mission is to ensure equal access to education and to promote educational excellence throughout the Nation.
3. Additional Information
-
Many of you will be bringing family members, and I am sure they will have a wonderful time
touring the city while you are busy at the Forum! The Washington Court Hotel is close to the
Capitol, Union Station, the Mall, and the Smithsonian Museums. The metro is close by and
easy to use.
-
During our time together, we will provide you with two very lovely evening receptions, two
breakfasts, and two lunches. Because of our limited budget, we are not able to honor requests
for family members to join us during those meals and receptions. You may also want to have
lunch before the "Get-Acquainted" session on Wednesday. We will provide cookies and
juice, but not lunch, and the reception is not until 6:30 in the evening.
-
You will be extremely busy during the three days of the Forum! Please do not count on time
for sightseeing with your family.
4. Attire
-
The weather in Washington, DC has been beautiful, but consider bringing a light jacket and
umbrella. Dress for the Forum is professional.
5. Pictures
-
On Wednesday during the "Get Acquainted" session, pictures will be taken of you and your
state partner. We will have the picture ready for you before the conclusion of the Forum on
Friday.
6. Visits with Congressional representatives
-
You will have an opportunity to visit with your state legislators on Thursday, October 12,
from 4-6 p.m. We have a tight schedule during your three days here, but we want you to
have the option to schedule a visit at that time.
In the next and last mailings before the Forum, I will send you an agenda and some questions for you to
ponder prior to your arrival in Washington, DC. But, I think this is enough information for now!
Lastly, I am enclosing an article that I hope you will read and think about before the Forum in October.
Please do not hesitate to call or email me with any questions you may have. I want your visit to
Washington, DC and our time together to be inspiring, enjoyable, challenging, and productive!
Sincerely,
Sharm L neis-
Sharon L. Nelson
Teacher in Residence
202-205-8659
[email protected]