Public Schools in Ontario: Myth and Reality

There are a series of articles and opinion pieces this week in the Globe and Mail by Caroline Alphonso and Konrad Yakabuski.

The articles started with this statement:

Catholic school boards in Ontario are increasingly enrolling non-Catholic children and siphoning elementary students from the public stream as the two systems vie for provincial funding, a Globe and Mail analysis has found.

The series continues today with an opinion piece by Konrad Yakabuski. In continuing the debate, he calls for arguments based on fact, not the empty pronouncements that usually characterize these conversations in Ontario. Some of the questions he asks need to be addressed. He writes that Catholic schools tend to do better on EQAO tests and wonders why this might be happening:

…is it because parents who send their children to Catholic Schools are more engaged in their children’s education? Is it the combination of more discipline and the community spirit that Catholic schools purport to provide that persuades parents that their kids can develop more fully in the Catholic system? Are Catholic teachers better trained or more dedicated than their public counterparts?

Globe and Mail February 15, 2018

It is fair to ask all these questions. It is also true that the publically-funded Catholic system is siphoning off students from public schools. However, I don’t think it is because Catholic schools are any better than their public school counterparts. Many in Catholic school management would have you believe that and have said this for years, but it really comes down to the individual school, not the overall system.

My partner is a public school teacher. She has taught grade 7/8 for seventeen years in a very challenging neighbourhood. Most of my best ideas on character education, discipline and school improvement have actually come from her school. Her school is excellent, it has dedicated teachers, solid connections to the community and a reputation for innovative programming.

I have to say that in my years as an administrator, I took many of their ideas because they are a real centre of excellence.

These centres exist throughout the province. Sometimes the determining factor is the school leadership. Often it has to do with a strong core of committed teachers. It also has to do with socioeconomic factors. I have to say that after 31 years working in the Catholic system it has little to do with a generalized system of belief.

I say that because it is really hard to define what a true Catholic is and why a Catholic is in any way ‘better’ at doing things than a non-Catholic. There is something very unsettling about holding such an opinion. It lacks any sort of critical analysis and tends to enter into the realm of myth – we are just better.

Teachers in both systems are trained by the province. Higher test scores have much more to do with socioeconomic factors that all school boards struggle to deal with. Discipline comes down to the collective efforts of teachers and administration.

When debating about school systems in Ontario we need to keep away from dearly-held myths. We need to stay in the real world. As long as there are competing systems in Ontario based on language and religion, schools boards will continue to siphon off students from competing boards and school boards will continue to spend millions on marketing.

Maybe this is OK. Maybe competition encourages school boards to try harder?

It is great that the Globe and Mail is leading this debate and that they are dedicated to basing it on the facts. Maybe their efforts will provoke a more extensive conversation in the political realm and this will become an issue in the upcoming election.

Education and how it is governed is one of the most important public issues in this province. It deserves an intelligent conversation, well beyond the realm of myth. Let’s discuss these issues, let’s all get involved in the conversation.

The Education Corporation

For me, one of the most interesting books has been The Corporation. I read it years ago and it still sticks with me. The Youtube version of chapter one gives a good summary of some of the main ideas behind the book. A synopsis of the book includes the following:

One hundred and fifty years ago, the corporation was a relatively insignificant entity. Today, it is a vivid, dramatic and pervasive presence in all our lives. Like the Church, the Monarchy and the Communist Party in other times and places, the corporation is today’s dominant institution.

The Corporation website

This is a really interesting study and I have thought for a long time that its analysis needs to go beyond businesses and should be extended to the traditional school system.

It is interesting when you take a look at their website that they are working hard to get their film into 1000 schools. I think it should be shown in schools, it is a great social commentary on how our society is currently structured.

Will any educator make the connection that apart from the pursuit of profit, there is little that separates the modern corporation from the traditional school board?

Probably not. We like to judge corporations as somehow a bit impure because they are motivated by profit and the wishes of their stockholders. I would argue that traditional school boards are motivated very much the same way as the corporation. It is simpler to call school boards what they are – education corporations.

The main motivator for the corporation is always to act in its own interests, to ensure its own survival. All actions are then justified because the corporation answers only to its shareholders.

The education corporation is in some ways worse – it likes to believe that it serves a higher purpose. This is especially true for Catholic school boards in Ontario where I live. Somehow saying that you are a Catholic school board gives license to all sorts of hypocritical actions.

Can we say we apply these great principles to the people who work in our schools?

Education corporations can be just as cruel and unfeeling as any modern-day corporation. It is very easy to find examples where people in powerful positions have treated others with less power in truly shameful ways. Generally speaking, the people who are being cruel justify their actions in the only way that makes sense to them – what they do they do in the best interests of the school board. They may give other justifications, but it comes down to their need to demand compliance and stay in power.

Unlike the business corporation, however, the education corporation does not answer to anyone. It could be said that there are public trustees who can call them to account, but at least in Ontario, trustees are underpaid officials who are totally captured by the senior staff that they depend on for information. They do not have the time or the resources to act as a counterbalance to superintendents and directors who really hold the power in the education corporation.

This allows for all sorts of abuse to happen. At the school level, poor administrators are simply moved to a new and sometimes bigger school when their actions become intolerable to a local community of teachers and parents. At the school board level, when senior administrators act poorly, there is no consequence, they are free to act with impunity.

There is the beginning of a climate change in our society. Only a few months ago it was acceptable for men (mainly) to use their power to oppress and abuse the women who worked for them. This bevaviour is no longer acceptable and this is a very good thing.

Will we ever get to a point in our society when those who abuse their power in other ways will be called to account? I hope so. Abuse of power in any form for any reason should always be seen as unacceptable.

What Do We Really Value in Education?

Sometimes the hardest questions in education get danced around and never answered.

Like all institutions, the education system is imperfect and the biggest problems never really get looked at. Right now in Ontario, there is a very worthwhile consultation taking place on assessment. Voiced Radio and other commentators are doing an excellent job at promoting and participating in this on-going discussion. This is really good news.

We look at portions of the system because we can’t look at the whole thing.

Recently I have listened to former colleagues talk about the situations in their schools. These conversations are not uncommon and they make up the ‘war stories’ that all educators share.

While we despair when we hear about poor and sometimes unethical management in our schools, nothing is ever done about these situations. We never ask the question – what do we really value in education? If we really asked this uncomfortable question would we continue to protect adults who clearly have no idea how to manage schools and the people in them?

There are a whole set of rules, conventions and practices that exist to protect individuals, especially those in privileged positions of power in the education system. A huge amount of energy is put into sustaining these rules and conventions.

Not everyone deserves this type of misguided practice. When we protect these people, we certainly put students, staff and parents in the back seat.

Our lack of action displays a lack of concern for the people we are supposed to serve. Maybe we think incompetence is OK, or maybe it is just too hard to swim against the bureaucratic tide that protects those who are simply not up to the job.

The best we can say is ‘wait them out’. But what does this do to the mental strain staff members have to put up with every day? If we really want to take mental health seriously in our schools we really need to get our own house in order and call to task those individuals who are really not up to the responsibility of properly managing a school.

I write out of anger and frustration about what I hear. It is very frustrating that some school administrators are allowed to act with impunity, secure in the knowledge that their authority will not be questioned and that they will always be supported by school board staff who really do not want to rock the boat.

Our students, staff and parents deserve better. We will never have an excellent system while we continue to look the other way and support poor governance of some of our schools.

Good for Ontario to take on the EQAO while elephant, but let’s broaden our scope and take a really serious look at how our schools are managed.

Conversations on Assessment in Ontario – Should We Start Again?

By Graeme MacKay, The Hamilton Spectator – Tuesday, September 3, 2013

So, we are finally talking about EQAO and possibly how we can do better.

Last week we started some interesting conversations on Voiced Radio spurred on by the call to get involved in the provincial consultation on assessment. The first conversation was a great panel discussion and you can listen to it here.

Next, Derek Rhodenizer added to the conversation with another podcast on Sunday Night. Because of the varied nature of this conversation I have been really interested in following the evolving discussions. These are really useful broadcasts. A good panel discussion captures so much. Real radio makes a big difference.

Twitter does too. I have Storified a portion of the conversation using the hashtag #ontedassessment. You can see the conversation here.

While it is not part of the mandate to get rid of EQAO, I am most interested in comments like the one above. While we may want to discuss how we can arrange the provincial deck chairs on the Titanic, I like the comments that challenge the entire testing system.

Andrew Campbell may have said it best when he suggested we look at the reality of EQAO’s role in our education system:

EQAO isn’t an assessment tool. It’s an accountability tool.

People have used some interesting words and phrases over the past week – ancient, industrial era, what EQAO doesn’t know, invasive, ranking, wicked problem. Pretty strong words for a test we are not even considering getting rid of!

The Twitter conversation is really worth reading through. It is impossible to summarize here but there are is a great deal to consider.

One theme has to do with diverting some of the vast resources assigned to EQAO into teacher research:

This point has been made very well over the past few weeks. While we do get a static report on how the student has done, we only get the results the following year. How does this actually do anything useful? How do students and teachers learn anything from results that take months to get back to the school?

The tweet above speaks volumes to me. I think we are sowing a huge amount of distrust in the province. The test discriminates against poor schools, ELL learners, students in the Far North. It pits urban schools against suburban schools. It gives some schools a false sense of security while it blames others.

Why not start over? Why not do as Lynne Hollingshead suggests?

Let’s be a global leader, let’s begin again.

 

Conversations on Improving Ontario Schools – EQAO, Assessment, Reporting

I want to thank VoicEd Radio and Derek Rhodenizer for alerting me to this very short public consultation on assessment and reporting in Ontario. Huge topics to be considered and a shame the consultation period is so short.

I agreed to take a look at the consultation questions and take part in a VoicEd Radio discussion on this topic. Today, I decided to look at some of the questions, especially because the role of EQAO is being discussed.

Join the province-wide conversation about how best to improve Ontario’s approaches to classroom assessments, large-scale provincial assessments including Education Quality and Accountability Office (EQAO) assessments, and Ontario’s participation in pan-Canadian and international assessment programs.

How can EQAO assessments be improved to realize the provincial goals?

I tried to answer the questions posed, I have included some of my responses below:

The best thing we could do with the EQAO infrastructure would be to get rid of it. Assessment is done best by the classroom teacher using a variety of tools much more sophisticated than the ‘one-shot’ EQAO test. The teacher learns a great deal from classroom assessment that can then become the basis for useful feedback to the parent and of course, the child.

EQAO costs a huge amount each year and this money could be better used if the funds were invested back into the classroom. Maybe we could also look at more sophisticated ways of reporting back to the parent rather than the cumbersome, jargon-filled report card.

EQAO scores are used as ways to rank schools and do little to measure the progress being made by the student. It was brought in at a time where accountability was the main concern of government in Ontario. Surely we have become more sophisticated in our approach to education in Ontario.

What types of EQAO reporting do you consider to be most useful, and why?

The current reporting is not useful. It happens once a year and as a principal, I would put this out to teachers and parents and then get back to the job of learning. The main concern about reporting was the ranking that inevitably happens after the results came out and the associated hand-wringing that would take place when our school didn’t do well in math scores.

I was also very uncomfortable with the crowing that our school board would do every year when our results showed better than the provincial average. We never heard anything about the fact that the majority of students we taught were the middle-class sons and daughters of Ottawa-area professionals. Flag waving in the education world is always a bad thing.

EQAO actually has helped us remain complacent about what we are doing to improve the lives of our students. It also marginalized poor schools who tend to do poorly on EQAO, but leaves the whole question of economic inequality unanswered.

I was surprised by the next series of questions – maybe there is hope! The survey steered off in a new direction by focusing on in-class assessment. To me, this is a very good sign that we are actual beginning to think in Ontario when it comes to EQAO and assessment.

Classroom assessment strategies are developed by teachers to help students move forward in their learning and to determine and inform students and their parents/caregivers on their learning progress. Typical classroom assessment approaches include class work, tests and various other activities and assignments that are assessed based on curriculum expectations. Teachers use a variety of assessment tools, which may include direct observation, portfolios, journals, written assignments, presentations, seminars, group work, tests, projects, and self- and peer assessment.

This section was followed up by a few questions including this one.

What types of reporting of student learning in the classroom do you consider to be most useful, and why?

So I continued to respond:

All these are useful except the Provincial Report Card. This is cumbersome and wastes teachers’ time. Timely reporting is more practical and useful and ways to encourage this should be investigated. Parents need good, practical information. Report cards are not timely but are done because they have to be done. Progress reports are more useful because they are more timely and are quick to assemble. We might do better with more progress reports and fewer report cards. Just in time reporting is more helpful to the student, teacher and parent and this should be encouraged.

My concluding remarks:

Some good questions here -thanks for this opportunity. I think it would be a good idea to go further and look at the current governance model for Ontario that keeps local superintendents in charge of school boards and that continues to support a religion-based education system (Catholic Schools). If we are truly interested in reform, we need to investigate and challenge beyond assessment and reporting.

I would love an opportunity to expand on this section, but this is probably enough for one survey. Maybe we could talk about rotating superintendents back into the classroom – now that would be a sea change! I am happy to see these questions – thanks, Derek and VoicEd Radio!

The End of School Resource Officers in Toronto District Public Schools

Black Lives Matter activists called for an end to the school resource officer program in June, during a meeting at the Toronto Police Services Board. (RICK MADONIK / TORONTO STAR FILE PHOTO)

I have been watching and reading about the surprising decision taken this week by the Toronto District School Board to end the School Resource Officer (SRO) program in all Toronto District School Board (TDSB) schools. I call it surprising because as a school administrator for over ten years here in Ottawa, the SRO program has been nothing but positive, especially in our elementary schools where the SRO was a truly positive presence in the schools I worked in.

I realize that the situation in Toronto is different than that in Ottawa and that the program needed to be reviewed. The article in the Toronto Star notes that a full-year review by Ryerson University was taking place and that SROs had been pulled from schools for the first three months of this year while the review took place.

I would imagine that there is no need for the review to continue as the TDSB Chair noted in an interview that the program will not be returning to schools (see 2:40 of the interview).

It is hard to understand how decisions like this get made. As a vice-principal in a very busy intermediate (Gr. 7-8) school and as a principal in two elementary schools, the SRO was always a key ingredient in our school safety plans. They helped us with our lock-down drills, talked to students in assemblies and in the classroom and even took in recess duty – the kids really loved this.

There is no question that the SRO always did a good job of making the police more visible and more a part of the community for our students. In cases where the school population was mainly made up of students new to Canada, the SRO may have been the first friendly police officer these children would have encountered.

I have written and spoken about this before. For our schools to really do a better job we need to build positive partnerships within the community. Whenever you cut out a partner without first trying to repair a long-standing relationship you are making a mistake.

Last week there was a national debate on violence in the schools. I am not sure how we are making schools safer by taking out the schools’ most significant partner invested in keeping our schools safe.

To me, this seems like a step backwards. While the majority of students said they had no problem with SROs in the schools and while a significant review was taking place, staff, then trustees decided to end a significant community partnership.

While 57 per cent said having police in school made them feel safer, 46 per cent said they weren’t sure they wanted the program to continue. But 1,715 (11 per cent) said the presence of an officer intimidated them and 2,207 — or 14 per cent — said they felt watched and targeted as a result.

Toronto Star – TDSB votes down police presence in high schools

There are certainly problems in Toronto between the police and some local communities. The rhetoric can get heated (note the photo taken from the Toronto Star), but we don’t solve problems by building taller silos. I hope this is an issue that gets further discussion in the near future.

It would be so instructive to hear what teachers and administrators think about this issue. Their opinions should matter on such an important topic.

Talking Nationally About Violence in the Schools and Looking for Solutions

Cross-country Checkup is a good way to measure what issues are of interest to Canadians every week. This CBC show has been on for many years and it has always been a good barometer of public opinion. This week, the topic is violence in the schools and the danger staff face on a regular basis.

This became a public issue last week when an Ottawa teacher went public with a violent incident that ended his teaching career.

One issue that is being brought up this afternoon is the very dangerous situation educational assistants (EAs) find themselves every day. While I don’t know many teachers who have been injured on the job, I regularly witnessed EAs being injured. They were also verbally abused by students and parents and were seldom able to seek any recourse for what happened to them.

Is this a systemic problem? Why are we hearing so much about this now that a floodgate has been opened?

I think it comes down to an overemphasis on individual rights over collective rights. When I suspended students, it was to protect the collective. The individual had lost the right to be part of the school community, therefore they were suspended. I used this line with parents and it (of course) was not appreciated. However, suspension, especially starting in grade 7 was an effective tool and I hope high school vice principals are still able to use it. Our job was to protect staff and students. 

On the other hand, you could say that ejecting a student doesn’t solve anything. Suspension is a necessary sanction, but what is happening that leads to behaviours that lead to a suspension?

Education is an incredibly labour-intensive field. Typically, when governments want to save money on education there is only one way to do this, staff gets cut or the necessary staff are not hired.

From my perspective as an administrator, the best way to assist children, especially those with emotional or mental health issues is to have enough staff in the building to care for these students. This means more EAs, more social workers, and more in-school therapists.

The conversation continued long after the show and it included tweets like this:

Obviously, we didn’t reach any conclusions, but it is an important discussion.

I let this post sit for a few days. It is a sad topic and it is really hard to find the positives. Then last night, I attended the information meeting for a new fundraising program we are starting – Christie Lake Climb for Kids! I have written about this before on this blog. It’s an exciting opportunity and I hope we get 16 participants for this first expedition.

a reason for hope – our Christie Lake Kids meeting last night

What was really refreshing for me last night was the presentation on Christie Lake Kids. This program offers a wide variety of recreational services for low-income kids. They run a terrific summer camp along with programming throughout the year including cooking classes, a fully funded hockey team and a whole variety of after-school programs in some of the most challenging neighbourhoods here in Ottawa.

I think I needed to be reminded that while we have some really challenging problems in our schools, there are some really forward-thinking organizations like Christie Lake that are offering solutions.

More suspensions and more blame will not ease the problems of violence in our schools. Progressive recreational programming like Christie Lake will offer solutions that at least will address some of the challenges we are facing in our schools.

It has been an interesting week. Lots of discussion on how we are facing a crisis in our schools and one really positive way to find a solution that really helps kids.

For my part, I want to focus on some progressive solutions. I hope others do too!

How do We Respond to Violence in our Schools?

This morning I listened to a very disturbing interview on CBC Ottawa. A local Ottawa teacher was being interviewed about a violent incident that ended his teaching career. You can read an article about the incident here.

This is a very brave teacher. He is speaking out about violence in schools, a topic that does not get enough public discussion.

It is hard to read this article. In cases like this, the rights of staff to remain safe in their workplace are not being considered. When a student is suspended, their right to privacy trump the rights of staff to work in a safe environment. Merely moving a violent student to another school does nothing to solve the problem, it simply moves it along to another school where teachers are equally in the dark about the presence of a violent offender in their midst.

The CBC asked teachers to speak out about violence in their school and I hope they respond. The Ontario English Catholic Teachers’ Association (OECTA) commissioned a study that reported 60 percent of teachers surveyed have personally experienced violence in the school.

I think the actual percentage is much higher than this. I have heard of incidents this year where students have actually tried to break into classes to get at students. Schools seem to be helpless when it comes to dealing with these incidents.

I remember being in a situation where we actually had to physically restrain a student who wanted to get at another pupil who was locked in my office for his own protection. As the incident played out, students in the school had to be rerouted to other parts of the school to keep them safe. While we were able to keep the violent student restrained, the incident was never debriefed and the only feedback we received from our school board was criticism on the methods we used to restrain the student.

These incidents happen every day in our schools. In many cases, educational assistants are the ones who are being injured. While some of these staff members have training working with violent students, teachers and administrators seldom receive this type of training.

The system is skewed in favor of the student and their need for privacy. When a student receives a suspension or some other consequence staff members are rarely informed. There is no procedure to keep staff members safe from a violent offender and their right to privacy comes before the right of school staff to remain safe.

I am not surprised to read that violence is increasing in the schools. Whatever is happening in society is reflected in the school. Andrew Campbell wrote an excellent article on the lack of mental health services in our schools – The Hypocrisy of Student Well-being. In his article Andrew points out that very little is currently being done to provide schools with the resources they need to deal with a growing mental health crisis in the schools.

So during a time of crisis, as students are suffering and educators are getting hurt, the ministry’s new well-being program is more focussed on funding active transportation and breakfast programs than providing front line support to children with mental health needs. In fact the major initiative to address student mental health is a provincial support team that doesn’t work directly with students. Unacceptable.

I hope that this excellent article will get more attention. It is hard to hear about a teacher suffering a career-ending injury and it is troubling to know that these incidents will continue to happen until we begin to take a serious look at the growing mental health crisis that is making our schools an increasingly hazardous place to work.

What can we change in education?

I am trying something new today. I have put out a prompt – you will see it below – and I am trying to write a post as the conversation evolves. I love blogs because it can be updated as new ideas come out.

Let’s see what happens.

To me, the big questions are the interesting ones, but I wonder how often these get asked. I put this question out today on Twitter:

What needs to change in how education is organized? Roles of admin? Trustees? Community? #educationforward #educationreform

I put this out on Sunday morning and tagged a number of educators to the question. Twitter is really good at provoking discussion. Will this question get responses? We will see.

The conversation started with a reference by Chris Cluff to an article, ‘10 Disruptions That Will Revolutionize Education’

Much of schooling is constructed around conformity and standardization, but digital natives will force educators to break out of that box.

This is very heartening, one of the big problems right now in education is the need for alignment – conformity is king! This really stifles creativity and innovation in education.

This is another key idea in the article that Chris Cluff and Roland Chidiac discuss in this great Youtube broadcast

7. School leaders will give up their desks.

The next generation of school leaders will be less wedded to traditional practices. Students will need autonomy and freedom to customize their own education, so top-down leadership will be replaced by student agency in a culture of mutual respect.

I am still listening to Chris and Roland as they dissect this really interesting article – much more to the discussion!

Update – as the conversation continues, Roland and Chris discuss the idea of administrators get away from their desks. The mention Derek Rhodenizer and challenge him to get away from his desk. I don’t think that is a big deal for Derek, I am sure he does that anyhow. Let’s go further – why not challenge a superintendent to get away from their desk for a week – what would that be like?

So, I put out this additional prompt

This is an interesting turn, we talked about this yesterday in a conversation while we hiked – how would education be transformed if senior administrators were cut off from the board office?

The conversation continues. Derek does weigh in through a series of tweets. No surprise, he is all over the idea of a mobile administrator. Interestingly, today it seems difficult to get others to weigh in on this topic. Too general? Too big, or as we observed a few weeks ago, it is difficult and dangerous to tackle topics like this in the world of education.

screenshotAtUploadCC_1509298463794

Or, maybe the conversation needs to move on. Peter Cameron added this comment which really gets to the heart of the issue of admin in the classroom.

peter

This prompt was added by Derek Rhodenizer. It will be interesting to see if any administrators offer comments.

derek

More people have joined the conversation – Julie Bolton and Matthew Oldridge.

Important ideas added here. The need to focus on relationships and keeping them positive. The struggle to remain relevant when you are no longer in the classroom. Also, by Peter Cameron, the challenge of making sure that teachers make sure administrators are welcome in the classroom. Good point here – respect must always be a two-way street.

These are really important ideas and they are not necessarily taught as part of the Principal Qualification Program. I have talked to many educators who struggle in their schools just because they have an administrator who doesn’t seem to get these simple lessons. What can we do when a situation like this arises? Generally nothing – teachers usually leave or wait out the administrator.

This might be at the heart of this conversation. We work in a system that is so dependant on leadership from the top – is this a good thing? What do we do when leadership breaks down? Is this an essential problem in our current system?

4 Questions for Administrators to Promote a Culture of Innovation: A Response to George Couros

1. Are your professional learning opportunities mirroring what you want to see in the classroom?

2. Are your policies and procedures inhibiting innovative practices?

3. Is there transparency in your practice and learning? 

4. Is collaboration an ongoing norm or do individuals and teams work in silos?

George Couros 4 Questions for Administrators to Promote a Culture of Innovation

Wouldn’t it be great to be in a principal’s meeting where everyone, including the superintendents, were asked these four questions? What a rich conversation this would be!

School Boards love to be seen as being innovative. Mostly this is because while they truly value innovation, it is almost impossible to achieve.

In my last school board, we all had to have a school innovation plan. It used to be a school improvement plan, but innovation sounded so much better. Basically, we were all going to be innovative and we were going to make sure we were being innovative by June 1st at the latest.

It sounds silly and it certainly was. I think large organizations really value compliance over innovation any day because innovation is messy and is hard to regulate. Large school boards are not good at messy.

Compliance, however, means that there is alignment from the top to the bottom (school) of the organization. We are all moving in the same direction and that direction is very innovative.

George’s questions are great and we should be asking our school boards and school administrators these questions. They are really hard questions. Take the first one – does our professional development mirror what we want to see in the classroom? Maybe, but then principals would have to have autonomy over what professional learning is in the schools and that seldom happens. More often, the professional development plan is directed by the school board and the plan has to align with the greater goals of that board. Not a recipe for innovative practice.

One more question – are your policies and procedures inhibiting innovative practice? To examine this, we would need to look at a school board’s policies and procedures and see who they actually serve. Do they work to develop a more compliant culture or do they truly allow educators to innovate and take chances – another tough question.

I responded briefly to George’s post below. If you are an administrator, how would you do with these questions?

My response:

Really thoughtful post thanks for this. School boards love the idea of innovation, but it is really hard for them to practice this. By their very nature, they attempt to preserve what they have. This does not lead to innovative practices, but no school board will ever say they are not innovative. They may have ‘school innovation plans’ but they are hard-pressed to actually do very much that is innovative. I don’t think this is really the fault of the school board – how can a large organization or corporation really be innovative? This is a really big challenge