By Seymour Bernard Sarason
Ranging from the idea that the governance process of faculties works opposed to college reform, the writer of this article has produced a cause for replaced governance. He addresses the variations among effective and unproductive contexts of studying, and offers a thesis for switch.
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Additional resources for How Schools Might Be Governed and Why
Example text
The reviewers noted that several of the schools that enthusiastically joined the coalition did so without feeling there would be any need for them to make any change in the way they were operating. I find that instructive. The belief that we can make progress without making any substantial change is widespread. In any event, our discussion with central administration about moving on to new schools turned out to be a short one. We were never able to get into a conversation about what was needed to effect change in troubled schools.
I needed more. I needed the sense that there were others with whom you could share ideas. I needed to believe that thinking and exploring were part of the job. S. 227 (Louis Armstrong Middle School)Queens College collaboration. How did you get involved in that? ST: Saul Cohen became president of the college and, unlike most who get to this position, he was seriously interested in public education. S. 227. The school had been built but was never opened because of a court order preventing its use before a plan was presented insuring that it would be a 55/45 integrated school.
ST: For the most part, yes. The vast majority had never been in a school where there is as close and as extensive a collaboration between a school and a college. That required a lot of adjustment on their part. Some were comfortable sharing ideas and collaborating on direction. Some were not. Most came with their own views about what they wanted to do and accomplish. They didn't seek the position to conform to the way things were; they had their own educational theory and agenda. Our role required us to make appropriate adjustments.
