THE PUBLIC MIND: SORRY FOLKS, YOU MISSED THE POINT

To the Editor:

Education reform is a major topic of conservation these days. And I agree, we need education reform. However, those who think that our education systems will be brought to where they should be activities of a governor, or the legislature, are mistaken. As badly as local school systems need things that money will buy, the infusion of new money is not going to completely solve the problem.

The key to solutions for problems in our school systems is the point of control. We will continue to have problems as long as we keep the control of the classroom out of the hands of the principal, and the control of the school system out of the hands of the superintendent.

Point one: The classroom teacher should be given the opportunity to use his/her expertise and training to choose present and follow-up materials and procedures used in the classroom. Obviously, committee work, administrative input and conferences and other teachers will enhance those decisions. A teacher in control should be responsible to the administrator assigned to oversee the area, and not to unruly students, distraught parents or unhappy individual board members. Chances are that the people making decisions for the classroom have more formal training and/or experience in the classrooms than any one individual trying to reform education.

Point two: The principal, or coordinator of a building, or other designated area, should be responsible for the smooth operation of the area to which he/she has been assigned. The overall program for the given area should be the focus. The coordination of all parts of that program, and the welfare of the student body should be centered with the principal.

Point three: The superintendent of schools should be responsible for interpreting board policies to the teachers and the justification of teachers needs to the board. The control exercised by the superintendent should be within policies set by the board. All instructions and policies should be passed onto the superintendent as a direct result of action by the board. Individual board members, citizens of the community, and politicians should have opportunity for input, but should not expect direct reactions to their suggestions that have not passed through the board in session.

Point four: If each level of decision making is given the responsibility for good decisions, and the authority to implement those decisions, there is less confusion in the operation of the school system. This procedure then frees up the Board of Education to study the needs of the entire school system and rationally, and intelligently, form them into policy.

Education is better implemented, and produces better results in a controlled environment. Any individual, or group of individuals, attempting to interpret policy, change policy, or participate in the daily operation of the schools, outside the control channels and policies set up by those responsible for control confuses the issue and reduces the quality of education received by the students. And, folks, quality of education is the point.

Dr. Robert L. Cox

Professor Emeritus

Southeast Missouri University

Cape Girardeau