Download A democratic constitution for public education by Paul T. Hill, Ashley E. Jochim PDF
By Paul T. Hill, Ashley E. Jochim
such a lot reformers concentrate on who should still keep watch over schooling, yet Hill and Jochim exhibit that who governs is less significant than deciding upon what powers they've got. They suggest a Civic schooling Councila democratic physique topic to assessments and balances that might outline the limits of its purview in addition to each one school’s specific freedoms. They express how any such process might hinder laws intended to meet exact pursuits and shift the focal point to the true activity handy: bettering university functionality. Laying out the consequences of any such approach for fogeys, scholars, academics, unions, nation and federal governments, and courts, they give a imaginative and prescient of academic governance that remains real toand attracts at the strengths ofone of the best democratic instruments we have now ever created.
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Extra resources for A democratic constitution for public education
Because the role of the CEO would not be to operate schools but to advise the CEC on the mix of schools needed in the community, there would be no reason to require traditional superintendent certification. A CEC might choose a lifelong educator, but it might also want a person with expertise in assessment, portfolio management, demography, business, or some other discipline. The new governance system would make the hiring of a CEO a high-stakes decision. Because CECs could effectively regulate 37 38 Chapter 3 schools by forcing the hand of the CEO via threats of firing, CEOs would serve fixed terms.
This arrangement provides a way of breaking stalemates between the CEO and CEC. But because requesting a waiver involves risks for both parties (since a CEC that was denied a 43 44 Chapter 3 waiver would have even less leverage over the CEO than before), it also creates incentives for them to work out their differences without involving the state. w hAT If SOMe Sc hO Ol pR Ov IDeRS c Ap TuR e T he c ec? 18 Providers who want to compete in a locality should want to oppose such tactics. However, customer allocation (acceptance that provider X dominates in one locality, provider Y in another) is too common to ignore.
A good governance system might let some grassroots groups run their own schools, as long as they work for children; it certainly would not require grassroots control of all schools or exempt schools that pursued it from other forms of oversight. 2 pulls the argument together. Just as governance can impede progress towards these values, it can also facilitate their pursuit. If we want an effective and efficient K–12 system, then we need to make that system systematic enough to evaluate existing commitments and flexible enough so it can abandon practices that do not work or do not work as well as the alternative.