Thursday, April 20, 2017

Teachers Practice MicroPolitics* | Larry Cuban on School Reform and Classroom Practice

Teachers Practice MicroPolitics* | Larry Cuban on School Reform and Classroom Practice:

Teachers Practice MicroPolitics*

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Besides managing a classroom of 20 to 30 or more students, besides teaching lessons every day, teachers also practice politics.
Arguing that superintendents and principals, in addition to their managerial and instructional roles, are political in leading districts and schools is credible because of all the stakeholders involved in districts and schools. Those stakeholders have to be mobilized, massaged, and influenced—given the value conflicts over which goals to pursue, how much money to spend, how to teach, what students should learn, and how much testing to do–all of which naturally divide voters and parents. But putting politics and teaching together? That’s a bit too much. I know this is going to be a hard sell but bear with me.
In previous posts on principals and their political role I pointed out that at the end of the 19th century big-city Republican and Democratic political machines handed out teacher, principal, and janitorial jobs to supporters. Textbook publishers bribed school board members to buy their products. School board members put their nieces on the payroll. Teachers often paid district officials to get a post in the district. They were hired year-to-year and fired if the superintendent’s in-law needed a job. Corruption was the norm.
At the beginning of the 20th century, Progressive reformers divorced party politics from the conduct of schooling. Governance reforms led school boards to dump party hacks from their ranks and recruit business leaders and civic-minded professionals to serve. Civil service regulations ended the buying and selling of school jobs.
Not only because of the Progressive movement a century ago but also because Teachers Practice MicroPolitics* | Larry Cuban on School Reform and Classroom Practice:

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