Sir Ken Robinson is a gifted public speaker who has been featured in a series of provocative Ted Talks about education. In “How To Escape Education’s Death Valley,” he utilizes his dry wit and unassuming demeanor to highlight what common sense tells us about teaching and learning.
As a public school superintendent, Charlie Irish spent much of his career challenging the conventional thinking of his profession. This past year, he and I co-authored Cleaning Up the Mess from Sacred Cows: A Strategy to Take Back Our Public Schools. In it, we identify “sacred cow” conventional beliefs that are severely weakening the relationship between the public and our public schools. He recently wrote about how the Brexit saga in the United Kingdom exposes some of the sacred cow thinking that is putting that relationship in jeopardy.
“Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.” These inspiring words from Margaret Mead rang true on September 18 in North Royalton where a small group of thoughtful and committed citizens decided to join a grassroots movement to discuss and help shape statewide education policy for their public schools. This statewide movement is being led by the Ohio Public School Advocacy Network.
The release of the most recent national poll of the public’s attitudes toward the public schools reveals a major threat facing public education. This month, PDK International, a leading thought-leader for the educational profession, reported that broad discontent is leading half of our nation’s teachers to consider quitting their jobs. This is a growing concern of mine, and it is one of the reasons why I wrote America’s Schools at a Turning Point: And how we THE PEOPLE CAN help shape their future and Cleaning Up the Mess from Sacred Cows: A Strategy to Take Back Our Public Schools. The PDK report is illuminating and worth reading.
Last evening, the leadership team for the Mayfield Public School Advocacy Network hosted a two-hour discussion with its State Senator, State Representative and Ohio Department of Education Board Member. The conversation was friendly and cordial but also very open and frank. For me, one of the most important takeaways from the meeting was it appears that some, if not many, of our state’s policymakers understand the negative impact of high stakes state testing and the growing sense of urgency to do something about it. In fact, when I asked the three statewide policymakers point blank how widespread the awareness of the testing problem is, they said, “very widespread.” Mayfield is one of 10 school districts participating in a pilot initiative to provide Ohio’s citizens an opportunity to discuss and help shape statewide education policy.
Ryan Pendleton recently created a video update of House Bill 305 (the Ohio Fair School Funding Plan) for the Ohio Public School Advocacy Network. Treasurer of the Akron City Schools, Ryan worked for more than a year with a team of school district treasurers and superintendents to help State Representatives Bob Cupp (R-Lima) and John Patterson (D-Jefferson) create this proposed change in how Ohio’s schools are funded by the state.
I was recently checking out the video library of the Kettering Foundation and discovered a two-and-a-half-minute video titled “Constructing a Public Voice.” It caught my attention because constructing a public voice is exactly what the Ohio Public School Advocacy Network is doing right now. It is giving our citizens an opportunity to discuss and help shape education policy in our state.
Phil Schlechty was born a few miles from my childhood home near Dayton, Ohio. When I had a chance to meet him later in our lives, I thought and continue to think that he was one the smartest and most visionary people I have ever met. In fact, his insightful work in the field of public education is legendary. One of his beliefs about the way schools ought to be is that they serve their purpose when they develop mechanisms for the active and continuous connection of families and the community to the schools. Not only have I never forgotten this powerful belief, but it became the centerpiece of my career of trying to help educational leaders bring people together to make a difference. In 1999, I asked Phil if he would write the foreword for my book, The Power of Public Engagement: A Beacon of Hope for America’s Schools. In saying yes, I learned that he was more then just intelligent. He was also humble and kind – which is why he occupies a special place in my heart.
“If states seek to build truly public accountability systems, they must give stakeholders a voice in what a given school or district is accountable for. Whether through polling, focus groups, or civic deliberation, the public must have greater power over the way that school quality is conceptualized and tracked.” This is one of the major conclusions reached in a well written and timely article in Phi Delta Kappen titled, “Putting the public back into public accountability.” Initiatives are currently underway in several states to create accountability systems that include more than end-of-year test scores in key subject areas.
Nearly six years ago, a small group of citizens in the Cleveland Heights-University Heights City School District formed a leadership team of 30 people and kicked off a grassroots initiative in support of their local public schools. Today, the Heights Coalition for Public Education is not only alive and well, but it is thriving. Why, you may ask, has the Heights Coalition been able to sustain itself while many, if not most efforts like this, ultimately lose energy and fade into the sunset? The key to the Heights Coalition’s longevity is that this initiative is not relying upon one or two people for its lifeblood but, rather, it is being led by a team of citizens who are able to provide the energy needed to keep it going. This is an important insight for the statewide initiative underway by the Ohio Public School Advocacy Network to give citizens a stronger voice in shaping statewide education policy.