In education reform, it’s hard for an experienced educator, let alone an average citizen, to know what to make of the seemingly endless and shifting debates about The Next Big Thing. Teacher evaluation. New standards. New tests. Newer standards, and newer tests. Magic technology tools. Videotaping teachers. Not videotaping teachers.
Have you noticed that none of the Old Big Things have both stuck around and had a real, measurable impact on our problems? Have you noticed that we are constantly moving on to another Next Big Thing? I’ve noticed, and it’s why I ignore the Next Big Thing in favor of some Old Fashioned Things.
I want to tell you about one Old Fashioned Thing, where the charter law truly has provided innovation that will last.
That Old Fashioned Thing is governance.
Governance matters because all the Big Things and new initiatives in the world won’t make a difference if there isn’t clear agreement on the principles and vision that should guide schools. In The System where these fancy innovations live, we are nowhere near agreement on those principles and that vision.
Absent such a vision, schools—like any organization—are in danger of being simply employment agencies (and in this case, child warehouses) drifting from initiative to initiative.
I’ve been in The System and I know that just keeping up with the mountains of often conflicting mandates is enough to keep one occupied full-time, distracted from the real work of serving children and families by understanding them and pushing them to high levels of engagement and achievement.
So the real, lasting charter innovation is not a set of instructional tricks or better use of technology. It’s not eliminating the union contract or doing test prep better than anyone else. It’s the fact that charters can replace those endless, confusing mandates with the focused attention of a diverse group of professionals who have a singular focus on one community of students: an independent, effective and attentive board of trustees.
You might say, “Well, The System has one of those.” The current iteration for New York City district schools, the Panel for Educational Policy, indeed features intelligent, accomplished leaders who have earned the public trust. But those 13 appointees make fundamental policy and resource decisions for over 1,500 schools educating over 1,000,000 students. Their time is filled with rubber stamping decisions they don’t have time to review, picking a battle here or there in which to engage, and sorting through the divergent protesting voices they constantly encounter and probably rarely understand.
Our board makes those exact same decisions for one school with 300 students. The difference in vision, consistency and focus cannot be overstated.
Our board has made four critical resource decisions in the past few years addressing employee benefits, class size, our co-teaching model and our top five-year priority, after school. Each decision followed months or even years of research, planning, consensus building and finally decisiveness, in which all parties felt that they were heard and in the hands of a capable and fair authority.
Innovations will come and inevitably, they will go. Maybe some gadget or textbook will be so great that it will move the ball forward by a few yards toward the goal. But unless the goal posts stay in one place, it won’t matter in the long run.
Just wait and watch. The Big Charter Innovation of school governance will outlast all of them.