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50 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Gulick & Urwick
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Classical Org Theory
• Classical formulation of principles • Emphasized drawing up formal charts that showed precise ways in which various offices and divisions were related |
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Scientific Management
Vs Classical Organization Theory |
Scientific
• Taylor • Ways to make individual at work more reliable & predictable • Reduce human error • $ = motivation to work • Pioneer in connecting motivation to performance Classical • Focused on entire organization • $ not the only motivation to work • Ideals, values, beliefs Y personal satisfactions • Complex web of social relationships • Concerned division of labor, defined lines of power |
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Mary Parker Follett
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• Spans gaps between scientific management and early industrial psychologists
• Helped modify strict classical management theory • All should seek to take orders from the situation itself, not one person |
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Politics and Governances
5 Questions define politics in Education |
1) Who should go to school? Who should have access
2) What should be the purpose of school? 3) What should be taught? 4) Who should decide? 5) Who should pay? Who-Purpose-What-Decide-Pay |
Scribner and Layton – Study of Educational Politics
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Politics and Governances
5 Questions define politics in Education Who should go to school? |
• Historically
o decided by race, SES, Religion, disability, choice, cultural belief • Current o Issues regarding retention and dropouts • SWD |
Scribner and Layton – Study of Educational Politics
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Politics and Governances
5 Questions define politics in Education What should be the purpose of School? |
• Workplace Prep
• Open the mind, create well-rounded individual o Intellectual, social, emotional growth • Instill democratic value/sense of community • Commercial transactions, create consumers |
Scribner and Layton – Study of Educational Politics
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Politics and Governances
5 Questions define politics in Education What should be the purpose of School? Historical Events… |
• 40’s: WW2 Vocational Training to stagger entrance into job market
• 50’s: Sputnik: Rise of standards to beat Russians o Emphasis on Math/Science • 60’s: Self-directed study to move toward self-actualization; Emphasis on arts, music, social science • 70’s Perkins Act: Keep students in schools longer; vocational/tech education to prepare students for jobs. • 80’s: Nation at Risk – can US students compete against rest of world. • 90’s: Global economy scare: US losing 1st place status to China and India |
Scribner and Layton – Study of Educational Politics
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Politics and Governances
5 Questions define politics in Education What does “B” Say? |
• Education is the cause and cure for all US problems.
o Perpetuates negative perception o We can’t get it right. • Renewed focus on ed w/ each historical event • Current “commercial approach to schools” o Preparing students to meet economic/commercial needs of the future. |
Gerald W. Bracey: The war against America’s public schools (2003)
(GBCey…2003) |
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Politics and Governances
5 Questions define politics in Education What should children be taught? |
• Curriculum hist. based on SES, regionalism and religion,
• What teacher knows • What local authorities said were important • Curriculum decided around CV (competing values) o Equity: Everyone should be taught equally o Excellence: Everyone should be taught to the same high standards o Choice: Education how and where you want on the subject they deem important • Curriculum now often based on o Reflection of values of key players o Local, State and National Standards o Accountability measures / HST |
Scribner and Layton – Study of Educational Politics
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Politics and Governances
5 Questions define politics in Education Who should decide issues of school direction and policy? |
• Not defined in US Constitution
• Left to be State/Local Function • Stakeholders have input through local and state elections • Based on competing values of efficiency and equity o Equity: Believe public has a right to govern its school o Efficiency: Believe school boards are not up to task of governing a complex school system o In school political arena, principals/teachers/parents claim right to decide school issues • Fed Gov / Supreme C. take increasing large role o Desegregation to Title IX o NCLB |
Scribner and Layton – Study of Educational Politics
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Politics and Governances
5 Questions define politics in Education Who should pay for school? Then and Now… |
• Historically: Fund by
o Indiv./benefactor o Families with children in school o Community fund raiser • Now o State and local taxes (income/property tax) |
Scribner and Layton – Study of Educational Politics
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Politics and Governances
5 Questions define politics in Education Who should pay for school? Issues and Competing Values |
• Issues: Federal vs. state vs. local funding
• Issues: Public funds to be used for o Private Vouchers (re led) o Charter schools o Tuition tax credit o Commercial / private providers • Competing values (efficiency and equity) o Diversity of fin resour. in communities has impact on equity of school programs o Inequity in res. inequities in ed. Oppor. o Tax Payers voc. on cost of education & what they are willing to pay for o Age of community changes thinking on who should pay (and willingness to pay) |
Scribner and Layton – Study of Educational Politics
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Politics and Governances
Change of Politics of education Shift (List) |
from Equity
to Access to Excellence to Accountability to Choice |
EAEAC
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Politics and Governances
Change of Politics of education Shift E AEAC |
Equity: Everyone should be taught equally
• Change from 14th Ammend (1860’s) guarantee civil rights, equal protection, due process to civil rights act of 1964 o From equal protection TO Equal Rights • Change FROM Plessy v. Ferguson (1884) o Separate but equal • Change TO Brown v. Board of Ed (1954) o School Segregation illegal |
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Politics and Governances
Change of Politics of education Shift E A EAC |
Access: Who can go to school / Who has access to PE
• IDEA (Public Law 94-142) o Right of students with disabilities to a free and appropriate public education • ADA o Individuals with handicapping conditions must have access to public spaces • Title IX of E. Amendments of 1972 o Cannot be denied access to educational opportunities based on sex (beyond athletics) |
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Politics and Governances
Change of Politics of education Shift EA E AC |
Excellence: Demand for high quality education
• Nation at Risk o 1983 commission declared that American PE is being eroded by “a rising tide of mediocrity. Ed lacked quality o Created “our schools are broken” mindset o Criticized by John Goodlad As political tool with misleading stats and no citations Overstated link between state of national economy & stud ach • Goal 2000 o Developed idea of national standards o Suggested a national assessment program |
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Politics and Governances
Change of Politics of education Shift EAE A C |
Accountability: increasing national influence, as well as state and local
o ESEA-1965: Title 1: funding for low income students tied to student achievement o NCLB-2002 : Re-authorization of ESEA: Improve schools by increasing accountability Close the achievement gap by targeting subgroups Move toward national standards and tests |
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Politics and Governances
Change of Politics of education Shift EAEA C |
Choice
• Charter Schools • Vouchers: Friedman 1955: competition will improve schools and academic achievement • Home School • Tax credit |
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Politics and Governances
Change of Politics of education EAEAC Results |
With each shift in public school policy the results have become cumulative
Public schools are now expected to be… Equitable, excellent based, accountable and with opportunities for parental choice. |
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Politics and Governances
Political Challenge Opposition and Resistance Strategies (List) |
• Co-opt:
o Form ad-hoc committees with reps from both sides of issue Principal not part of committee Empower members to make a decision Time Line for decision • Adapt / Modify o Change what you do based on input o Change what you do based on adaptations to values of opposition for political reasons • Persuade o Listen to opposing side, hear their concerns and rationale for concerns o Consider what they have said o Address the concerns o Keep Line of communication open so they know input is valued |
CAMP (as in a political strategy camp)
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Politics and Governances
National Agenda to Privatize Schools |
• Organized and systematic effort to discredit quality of American public education
o Public outcry about poor quality of America’s schools (NaR) o Media regularly calls attention to “failing schools” o Continual and consistent reports from employers on graduates not prepared for the work force o Politicians regularly campaign on platform of need for ed reform o Distorted and incomplete test data often used to build case that US cannot compete globally o John Goodlad: data in NaR characterized as misleading and unverifiable o Well known pundits associated with ed (bennet, burrows) regularly decry failures o Increased accountability and transparency requirements/not choice schools Lack of public confidence… |
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Politics and Governances
National Agenda to Privatize Schools (List) |
• Lack of public confidence
o Media o Politicians o Employers o Colleges o Business/Insudstry Student as products Schools = $ o Christian Conservatives HS, Vouchers, tuition Tax Credit = teach religion o Politicians (Bush, NCLB) o Pundits Bennett – Longer in school the dumber o Disonesty Bracey: distorted, spon, selected Goodlad: misleading and unverifiable |
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Politics and Governances
Recent Movements that may lead to privatization of public Ed. Vouchers |
“Educational Choice”
1) Vouchers – Friedman 1955 • Intended to provide poorer families more choice • Credited with promoting chages in public ed • Greatest weapon against public ed: put public money in private sector • No accountability for student achievement in private schools. |
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Politics and Governances
Recent Movements that may lead to privatization of public Ed. Private Maintenance Organizations |
Private Maintenance Organizations
• Increasingly used by charter and private schools • Companies interested in large amounts of money in ed • Companies come and go; not always stable • CEO’s make big salaries’ susceptible to greed/corruption |
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Politics and Governances
Recent Movements that may lead to privatization of public Ed. Charters |
Charters
• Exist because of outcry that public schools are failing • With freedom to develop outside bureaucracy, idea is that they should do better than pub ed • Competition will force public schools to improve • Problems: not much data to support: poor, nonexistent or nebulous accountability |
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Politics and Governances
Recent Movements that may lead to privatization of public Ed. Home School |
Home schooling
• Taken more kids from public ed than all other choice options combined • Virtually no accountability • Difficult to assess the success of the initiative |
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Politics and Governances
Recent Movements that may lead to privatization of public Ed. The List |
1) Vouchers
2) Tuition tax credit 3) Private maintenance organizations 4) Private schools 5) Charter schools 6) Home schools |
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Politics and Governances
Recent Movements that may lead to privatization of public Ed. What “B” has to say about it… |
Believes that completion will force schools to improve
What Doherty Thinks… Efforts to privatize occurring incrementally in an effort to supplant traditional education Follow the money: Education is big business and there is big money to be made. |
“B” = Bennitt
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Politics and Governances
Three Political Cultures. (List) |
1) Traditional: GOAL – maintain established order
2) Individualistic: Gov’t Hands off!, 3) Moralistic: The more people involved the better |
“T I M” is cultured…
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Politics and Governances
Three Political Cultures. (T) |
Traditionalistic: GOAL – maintain established order
• Believe an established elite should provide p.Leadership • Overriding political goals is maintaining established order • Government is seen as a positive force in community as long as it restricts the activity and maintains the status quo • Kinship, social connections and personal relationships are extremely important • Admin chosen to work in a trad. culture are typically acceptable to the local elite either because they are already par of the established order or because they come from similar environment • Success as principal depends on id the elite group • Depends on gaining and keeping support of elite group • Should never spring unexpected policy on elite group • School with Trad cult wants a principal who will maintain SQuo |
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Politics and Governances
Three Political Cultures. (T = SQUARE MaPS) |
SQ Status Quo: Principal’s job to maintain SQ
U Unexpected: never spring unexpected policy change A Admin acceptable: part or from same elite R Relationship: kin, social connection important E Established Elite: provide PL; success depends on their support M Maintain: Maintain the established order A P Positive: Believe government is a positive force in community S Success: comes from support of elite |
SQUARE MAPS
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Politics and Governances
Three Political Cultures. (I) |
Individualistic: Cov’t Hands Off, personal gain, exchange of f, w-dealer
• Believe that gov should keep intervention to a strict minimum in business, churches and schools • People see politics as just any other business – individuals become involved to advance themselves socially and financially • Base on exchange of favors that exist within a system of mutual obligation • More opportunity for corruption • need to understand and appreciate community members with a pragmatic and economic orientation • should set as a priority the running of a smooth, efficient and business-like school operation • should think in terms of offering taxpayers a good value for their tax dollar • should reach out to local business communities (JC, CoC) • must understand and appreciate com mem prag and Eco orientation |
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Politics and Governances
Three Political Cultures. (I = BEACH WIG VEEP) |
B Businesslike: priority to run school in an efficient b-like way
E Exchange of Favor: System of mutual obligations A Advance themselves socially & financially C Corruption: Greater chance for H Hands-Off Government W Wheeler-Dealer I Intervention from Gov NOT Wanted G Gain – Personal Gain Objective V Value: want good value for tax dollar E Efficient: expect principal to run school efficiently EP Economic/Pragmatic Orientation |
Individualistic = BEACH WIG VEEP
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Politics and Governances
Three Political Cultures. (M) |
Moralistic: The more people involved the better, everyone should have a voice
• Believe politics should be a public activity centered on the notion of public good • Devoted to the enhancement of the public interest • Most see government positively • Favor an activist government that initiates new programs when necessary • Participation in Politics should be as wide spread as possible • Leaders usually have the advantage that citizens consider education an important contribution to the common good • Community is very involved in school • Major challenge for school leader is providing numerous opportunities for community members to provide input on school policies and practices • Establish two-way channels of communication • Leaders must identify themselves with moral purpose, principles and ideas • School with Moralistic Culture wants a principal with morals, principles and ideas |
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Politics and Governances
Three Political Cultures. (M = CAVE PIC IMP^2) |
C Common Good: Citizens support ed for its contributions to CG
A Activist Gov: People favor active gov w/ new program wh needed V Voice: everyone should have a voice E Enhancement of public good P Principles: Gov. based on moral principles I Involved: community involved in school C Communication: Two way communications needed I Input: leader must provide oppor. For input from community M More involvement the better P Positive view of government IMP Ideals, Moral Purpose, Principles: What they want from leader |
MORALISTIC = CAVE PIC IMP^2
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Politics and Governances
How a Bill Becomes a Law |
1) An idea is presented to a lawmaker (in either chamber)
2) Bill is introduced by member of house or senate 3) Bill gets first reading 4) May be referred to committee 5) Committee reports bill to members of house or senate 6) Bill gets second reading 7) Debate on bill and first vote 8) Third Reading , final debate and vote 9) If passed, sent to second chamber and process repeats 10) Changes sent to conference committee 11) If passed, signed into law or vetoed by governor |
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Politics and Governances
Strategies for influencing Political Process CRAMPED FLIER |
1) Collaborate w/ other schools for broader support
2) Relationships: develop w/ elected officials and staffs 3) Attention: Get lawmaker’s attention with important issues 4) Mailing list 5) Pet issues, projects, programs lawmakers can get involved in at your school 6) Effect on constituency – emphasize 7) Data – Provide to help him persuade others and gain support 8) Fundraisers – participate 9) Letter of congrats upon election 10) Invite them to visit 11) Events – routine invitation to all events 12) Resource- be a resource to him, let pol resources and influence work for you |
CRAMPED FLIER
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Politics and Governances
Relationship Building with lawmaker According to (JC = Not me but close) |
1) Know who he is and how to contact
2) Best method of communication – letter 3) Do homework before contacting/ be knowledgeable 4) Know what bills are being discussed 5) Understand process 6) Make an appointment early in session while something can still be done 7) Utilize aids in your efforts When you contact 8) Stay on message, don’t use gargon 9) Be reasonable 10) Be polite 11) Tell him what effect bill will have on students, school and community 12) Follow up with a thank you |
John Curley – Urban Education (1988)
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Politics and Governances
Doherty “ism” Principal’s primary political function |
Principal’s primary political function is to minimize potential conflict between the community and the school
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Politics and Governances
Benefits and Consequences of Privatization Benefits (FIC2 S4 L2) “like fake sugar” |
• Fiscal flexibility
• Inspires conversation about what is important in education in a demo • Curriculum flexibility • Competition inspires improvement • Services cheaper through outsourcing • Smaller class sizes – more individualization • Students better served in school that focuses on a specific need • Schools offer specialized curriculum tailored to interest (arts, voc) • Less public focus • Less political environment |
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Politics and Governances
Benefits and Consequences of Privatization Consequences (“C2SI2” L4MN) “It’s a crime” |
• Citizen lose having voice in democratic education
• Concentrations of non-diversity – white flight • Some children rejected based on disabilities, non-english • Inefficient use of resources (empty public school) • Increased competition for scarce resources • Lose the level playing field of ed for all • Less empowerment of parent of children attending • Little accountability : fiscally or academically • Lack of quality – no oversight: who is teaching or what is taught • More focus on profit than in preparing and educating student • No standards |
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Politics and Governances
How Public schools and private sectors can collaborate to improve schools. |
• Business community serving on school advisory committees
• Business community serving as school board members • Business leaders sponsor academic teams, robotics, ethics comp. • Industry reps serve on school-to-work committees; schools send career tech interns to industry • Students earn community service hours volunteering in nursing homes, etc. • Zoo school, lagoon quest, etc: students have off-campus learning opportunities • Business and industry connections to high school academics • School support services offered more efficiently; transportation, food services, custodial, grounds • Special services; physical therapy, counseling. |
Bottom Line: Get Kids out, Community Involved, Services offered
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Politics and Governances
Why public schools are under attack. According to “B” |
1) Educators traditionally trusted to handle education as professionals
2) Sputnik created doubt that ed was on track 3) Fear that ed had failed America (NaR) 4) Reform efforts failed 5) Cultural change of 60’s made criticism of traditional social institutions normal. 6) 1983 NaR alarmed public that US ed was in need of radical reform 7) Perception perpetuated by long line of commission and media reports of ed failure, poor test scores, unprepared for jobs of the future, inability to compete globally 8) Sensationalistic reporting fuels growing taste for tabloid journalism 9) Ed has been maligned through use of statistics that are distorted, spun and selected. |
Gerald Bracey
Bottom Line: Taken advantage, lied about, used as agenda (just like war) |
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Why public schools are under attack. By WHO
According to “B” |
1) Politicians: Seeking platform (Bush NCLB)
2) Sec of Ed: decrying poor test scores 3) Bill Bennett: making kids dumber 4) Chester Finn: ed is an ossified govt inst only interested in serving interests of teachers, not kids 5) University: gets grands ONLY if they say ed needs fixed 6) University: think tanks offer critical commission reports 7) Christian Right: push agenda for vouchers to pay for private religious ed 8) Media: looking for sensationalistic button pushing topic. |
Gerald Bracey
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Politics and Governances
Four kinds of adult relationships in school culture that affects politics of school According to “?” |
1) Parallel Play:
• Work in isolation, little collaboration, don’t share craft knowledge or expertise 2) Adversarial • Actively or passively aggressively work against each other • Can be openly hostile, or withhold craft knowledge 3) Congenial • Socially friendly, don’t discuss work 4) Collegial • Professional relationship built around sharing craft knowledge and expertise |
Roland Barth: Improving relationships within the schoolhouse
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Politics and Governances
Four kinds of adult relationships in school culture that affects politics of school What does Harvard Principals Academy have to say? |
The most powerful predictor of student achievement is the quality of the relationship among the adults in the school
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Harvard Principals Academy
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Politics and Governances
What Chester Finn has to say about Public Education… |
“Public education has proven that it cannot reform itself. It is an ossified government monopoly that functions for the benefit of employees and interests groups rather than children and taxpayers”
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Chester Finn
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Politics and Governances
What Chester Finn has to say about Public Education… His Evidence… |
After years of attempted reform, no substantive change for the better has occurred…
1) Test Scores a. TIMSS: US math and science scores behind rest of world b. NAEP: We make kids dumber, decline in scores from 4 to 8 to 12 i. Bennett c. Extrapolates that all students in all grades do poorly despite years of reform 2) Declares that grad post lowest scores in world (we don’t test grad) 3) Low grad rate and high DOR are evidence that HS are failing 4) Other international/national comparisons: AP/IB enroll/scores low 5) College entrance scores on decline 6) High rate of remediation required for FTIC 7) Only reform that has worked is reform posed from outside a. NCLB b. State mandates to enact standards and make schools/dist acco |
Scribner
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Politics and Governances
What Scribner has to say about DIVERGENT VALUES… |
Divergent Values and belief systems are brought to bear on the politics of education.
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Politics and Governances
Doherty”ism” about how good you are… |
You are only as good or as popular as your last decision.
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