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What’s Messed Up In AZ Education:
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In my opinion, we haven’t had effective leadership at ADE for over a decade. This has been an era of mandates with predictable mediocrity the result. Proof of my point comes from data and the business world. First, while the focus has been one of accountability and constant discussion about testing, Arizona’s ranking among states has dropped dramatically on the National Assessment of Academic Progress as follows:
1996 2007
4th Grade Reading 32/51 47/51
8th Grade Reading 23/51 42/51
4th Grade Math 31/51 44/51
8th Grade Math 26/51 37/51
Secondly, from the business world comes the premise that the accumulation of trust is the measure of the legitimacy of leadership. At this time there is a virtual absence of trust and confidence between public school educators and state education leaders. If you think I may be exaggerating, just ask around. Without a trustworthy leader, we will continue as present, with pockets of excellence here and there, but floundering as a state.
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The Arizona Department of Education (ADE) has moved from a leadership/service organization to a regulatory agency. While there are many wonderful ADE employees, instead of leadership focusing on providing exceptional public service, a “gotcha” mentality has developed. As a result the vast majority of public school employees unfortunately now view ADE as an adversary rather than a partner. This must change ASAP.
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Communication between ADE leadership, teachers, school superintendents, charter holders, school boards, and the professional groups supporting those entities is woeful. To lead effectively, the superintendent must have regular opportunities to meet with his constituents, listen to them, and, most importantly, hear them. In this age of technology, it is relatively easy to meet electronically with constituents relieving them of the burden of coming to Phoenix regularly.
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There is little evidence that ADE understands or appreciates that there are highly professional, dedicated, hard-working folks in districts and charters, and on school boards, that are exceptional and do not enjoy top-down management but do desire local control.
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The Superintendent of Public Instruction is not viewed as an advocate for public education with the legislature or the governor.
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The Superintendent of Public Instruction is not viewed as a key player in the development of a new financial formula for education.
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There is miscommunication and duplication of effort between ADE and the County School Superintendents’ offices.
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While lip service is paid to the notion that you must have excellent schools in order to draw business and industry to Arizona, our past legislatures have never understood that an investment and commitment to education is a necessity. Every good businessman knows you develop your business plan, commit to what you value, and then invest to bring your plan to reality. Our achievement results have been so mediocre statewide over the past decade that many of Arizona’s decision-makers have lost confidence in our system and now wish to privatize education by starving the system financially. We must earn back lost trust by becoming excellent thus assuring future investment.
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There been a huge argument concerning the amount of money spent on public education in Arizona. While one can argue that teachers are paid less than prison guards and waste haulers, another may argue.
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Teachers, support staff, administrators and board members across the state feel very unappreciated for their efforts on Arizona’s children’s behalf.
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The turnover rate at ADE is so high that performance is negatively affected.
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ADE’s student attendance tracking system, while well-meaning in design, is slow, cumbersome, and frustrating to users. It is not available for input for weeks at a time; simply put, it does not meet the schools needs. |
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