Repairing a Leviathan in Flight: Rebuilding a School System
goodmanpeter.substack.com
Repairing a Leviathan in Flight: Rebuilding a School System Urban school systems can be compared to a lump of silly putty, amorphous in shape, easily molded, and slowly but surely returning to the original amorphous lump. For twenty years (2002- present) mayors (Bloomberg, de Blasio, Adams) have been molding the school system, and for twenty years the school system has shrugged off the “reforms.” Yes, we’re moved from 110 comprehensive high schools to 485 small high schools on multiple school campuses, from thirty geographic school districts to ten mega-districts, to empowerment to affinity networks back to geographic districts, the list goes on and on; the one item that hasn’t changed are school cultures and classroom instruction in spite of bold initiatives by mayors and chancellors. School systems remain autocratic structures, the “orders” are heralded with the cries of trumpets (press releases), each ukase praised and leadership saluted, and as the drumbeats rumble the “orders,” the touted innovation fades into the dustbins of history. Lurking in the corners, are the gems, schools and clusters of school that manage to survive and prosper. At times, a gifted leader, or, hopefully, leaders who develop enduring school cultures.
Repairing a Leviathan in Flight: Rebuilding a School System
Repairing a Leviathan in Flight: Rebuilding a…
Repairing a Leviathan in Flight: Rebuilding a School System
Repairing a Leviathan in Flight: Rebuilding a School System Urban school systems can be compared to a lump of silly putty, amorphous in shape, easily molded, and slowly but surely returning to the original amorphous lump. For twenty years (2002- present) mayors (Bloomberg, de Blasio, Adams) have been molding the school system, and for twenty years the school system has shrugged off the “reforms.” Yes, we’re moved from 110 comprehensive high schools to 485 small high schools on multiple school campuses, from thirty geographic school districts to ten mega-districts, to empowerment to affinity networks back to geographic districts, the list goes on and on; the one item that hasn’t changed are school cultures and classroom instruction in spite of bold initiatives by mayors and chancellors. School systems remain autocratic structures, the “orders” are heralded with the cries of trumpets (press releases), each ukase praised and leadership saluted, and as the drumbeats rumble the “orders,” the touted innovation fades into the dustbins of history. Lurking in the corners, are the gems, schools and clusters of school that manage to survive and prosper. At times, a gifted leader, or, hopefully, leaders who develop enduring school cultures.