The Power of Bad Ideas: DC Public Schools
This was the headline of an op-ed in the Wall Street Journal last week, and I thought it would make a good header (like a "series" title comparable to what newspapers do) for posts about misguided change efforts, say like DC school/education "reform," like this story I learned yesterday...
Meanwhile the public elementary schools in my neighborhood and nearby are vastly underutilized (Whittier, Takoma, others), at least the ones that haven't been sold to charter schools.
It's not that there aren't comparable examples of quality school programs in DCPS. DCPS has some Montessori programs, although they are dumbing them down. DCPS has at least one great bilingual school, Oyster Elementary. DCPS has the Capitol Hill Cluster Schools, a set of elementary schools and a junior high school with a variety of programs that have been successful at attracting children from families with choices.
As I wrote many years ago, these examples of "positive deviance" should have been supported and used as models for change in other parts of the school system.
- Positive Deviance and DC Public Schools
- Positive Deviance in New York City (public schools)
- 3 R's of Transforming the school system
Instead, these programs were either f***** with (Oyster, the Montessori schools) or ignored, while the teacher firing agenda dominated the "reform" agenda.
Insane.
I ran into some smart growthers somewhere a couple months ago, and one person, prominent in the field, said something like "dealing with the schools is too hard, there's so much." I got pissed. It's hard. But knowing what to do is simple. Focus on building deep and rich support and professional development and capacity building systems for teachers, students, parents and families, principals, and schools. Without that, you are destined to fail.
Labels: change-innovation-transformation, organizational development, program evaluation, public education/K-12, systems engineering
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