Presented by

Andrew McKinlay, John Chisholm, Kenneth Kim

Caldwell Reading

“The Impact of Self-Management and Self-Government on Professional Cultures of Teaching: A Strategic Analysis for the Twenty-First Century”

Index• Themes• Reality tunnel (Where is the author coming from?) • What assumptions does the author make? • Why is the author writing this?• Do you agree / disagree?• Is there something the author is overlooking? • Have you heard similar ideas from other sources?• How do the author's themes/arguments apply to education

in your local or provincial context?• Questions to ponder• Related resources• References

Themes Nine different themes on self-managed schools:

• Self management is irreversible – a growing mega trend

• Reform not understood in scope and in the classroom

• Self management by itself is insufficient

• Technology will energized school reform

• School culture needs to change

• Teaching as a ‘job’ needs to change

• Reward schemes needs to be revisited

• Outsourcing professional development to universities and other providers

• Shift of authority from the institution to the individual

Reality TunnelCaldwell approaches this topic of reform in how schools are managed in a very progressive manner. He has identified ten mega trends with self managed schools being one of them. Most of what he claims comes from the public’s dissatisfaction of the status quo. With education level of society increasing, more people are wanting a say in what happens in public education. Caldwell is obviously a strong supporter of strategic reform that encompasses not only self managed schools, but other curricular, learning, and teaching changes. The policy changes he suggested are similar to how business operate. With less money, there has to be a leaner bureaucracy.

Assumptions

There is an assumption that self management is an irreversible trend that is spurned by market mechanisms as well as by curriculum and accountability. The argument focuses on the changes in how schools are governed in the UK and Australia, primarily industrialized countries with similar demographics. He prophesizes that self managed schools are part of a mega trend that will not be successful without changes in the curriculum, teaching, and learning.

Reason for WritingThis article was first published in 1997; however, much of what he is arguing for have not been adopted in our current education system. The modeling of education to other professions, particularly business and medicine, is a very presumptive exercise. Education is not like other businesses as it deals with young minds with very fragile egos. It is not cut and dry with many indicators that are affected by socio-economic status and demographics. With funding being limited, the concept of self management is spurned by accountability. Refocusing on locally managed schools, transparency has now becomes less of an issues. Stakeholders now have ownership.

Validity of Caldwell’s Arguments

Irreversibility, yes history of labour has shown that responsibility once given is very difficult to remove and marketpressure & technological innovation can only be held back only so long, before non-competitive institutions become obsolete in the Global Economy

Energization of School Reform through Technology, absolutely, one need only to look back 20 years in most industries to see how P.C.s, and the Net have revolutionized process,quality, productivity & accountability.

Validity of Caldwell’s Arguments

Major Changes to Teaching as a Job, agree, if other professionsare inevitable mirrors on education, one only has to look at banking where an army of tellers has been replaced by A.T.M.s and remaining tellers diversify as more highly trained “investment associates”, or the travel industry where customers “self serve” on the net. Other industries boast flexibility where an array of part time, contract and shared positions proliferate.

Validity of Caldwell’s Arguments

Professional Development Required, agree, with the “obsolescence of knowledge” now at a staggering 18 mo (Ogden), lifelong learning as part of collaborative teams is essential.

Self-management Only One Part of Excellence in Education, agree, other key components are technological integration, professional development and community/ school integration.

Other Sources of Support:

Caldwell’s predictions and calls for reform are touted by other futurists. Frank Ogden in “The Last Book You’ll Ever Read” indicates that “constant retraining (to avoid the land of techno-peasant) will be essential with groups gathering to work on projects and then disbanding”.

Thomas Broesma in “In Search of the Future” echoes that non bureaucratic multi skilled self managed teams will achieve high performance and world class standards.

Other Sources of Support:

Caldwell’s concept of integration between school & community is also supported by Handy who states that:

“if every teenager could have the option of a volunteer mentor from the world outside, it might be the most useful single thing that business could do to influence the education of our young”

Issues Overlooked?

The author makes many solid arguments for the future of educational reform however he fails to mention the impact of demographics or the role that higher expectations can play in educational excellence. Demographer David Foot in Boom Bust Echo contends that educators need to “use demographics in school planning rather than forever being surprised by inevitable demographic changes. This affects everything from efficient resource/ funding / technology acquisition to infrastructure. Secondly Foot asks“why should students from Korea and Singapore do so much better at math & science? Canadian kids are as bright as any others and more than anything else the education system needs higher expectations. If we can build world class systems in business why not in education?”

Application to Own Experience

School Planning Councils, are now a part of every school in BC.

Locally developed curriculum for IT courses. A need wasdetermined, staffing and resources were put into place for theneed to be meet. Professional development was encouraged in this area by all levels of administration.

School based staff develop school growth plansand then the professional development to reach those goals. Allows for ownership by all stakeholders.

If people cannot find meaning in any reform it cannot have an impact. Learning is about 'meaning making' and it requires a radically new way of approaching learning - one that guides the individual mind through the process of many minds working together. Fullan (2001)

Usefulness

Major concerns regarding SPC, these councils include3 parents, 1 administrator, 1 teacher, and 1 student. This groupis responsible for creating school goals, and the teachers are accountable to the ministry for these goals. Who do we wantto be driving the pedagogy? A taxi driver? A lawyer? or A Teacher?

Self management, according to Rick Dufours will only flourishwhen teachers are given the time and opportunity to develop the environment where it can take place. Do many schools have thistaking place? SD #51 (Boundary) has gone to a 4 day week to stave off closing schools; there is no money available.

Usefulness

Caldwell talks of technology energizing the next stage of schoolreform. Technology does have the capability to energize the next school reforms, our concern lies in the miss-use or misunderstanding of technology. It will never replace a good teacher.

Questions to ponder1. There would be a huge union back lash if we changed teaching

as a 'job' as Caldwell suggest. How would this policy change be implemented as a win - win for both sides?

3. Would contracting services out to specialists create more bureaucracy? How will these services be accredited?

2. In considering Caldwell's predictions have you seen first hand any significant educational reform in your school setting, if sowhat are the implications? Applications/Usefulness?

4. Caldwell talks of technology energizing the next stage of school reform. What is the next stage and how will technology spur your school on to this and what does the next stage of school reform mean to you?

Please submit one posting to the Reaction to Caldwell Presentation Discussion Forum addressing one or more of these questions or giving your reaction/assessment of Caldwell’s ideas in this chapter.

Discussion Forum Posting

Related Resources

Websites on Brian Caldwell• http://www.edfac.unimelb.edu.au/EPM/StaffProfile/BCaldwell.shtml• http://www.cybertext.net.au/tct/context/caldwell.htm

Site Based management sites• http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/go100.htm• http://www.ascd.org/readingroom/edlead/9512/david.html

Powerful Professional Development, this book is available free online at:

http://www.nsdc.org/sparksbook.html

References

Foot, D. 2000, Boom Bust Echo. Toronto: Stoddard Press.

Fullan, M. (2001) The new meaning of educational change(3rd. Ed). New York: Teachers College Press

Handy, C. 1997. Hungary Spirit, London: Random House. Ogden, F. 1994. The Last Book You'll Ever Read. Toronto: McFarlane, Water & Ross.