Adminfo - and Vice Principals

Learning/The unending process
Utilizing strengths
In praise of the synergy of educators working together
by Rhonda Togyi
In A plea for strong
practice (in Educational
Leadership
in 2003), Richard
F. Elmore delivers a
poignant view of the
flaws of the No Child
Left Behind (NCLB)
policy from the United
States. One of the
most shocking and
hard hitting points
he makes is that “policy makers usually
know shockingly little about the
problems for which they purport to
make policy.” Despite the challenges
faced in this policy, he offers some
suggestions for educators.
In his article, Elmore suggests
that the focus of “school resources
and effort (be) on the development
of strong theories and practices of
school improvement.” Rather than
go for “the quick fixes,” it is important
that time and energy be invested
putting into practice that which will
truly make sound educational sense.
Schools need to ensure that students
are learning deeply and are becoming
thoughtful citizens who are valued. As
a new principal, this resonates with
me. I want to be sure that when decisions
for my school are made, they
develop from best practices and I am
February 08 • Adminfo • 9
able to provide solid
evidence to support
the tacit knowledge
experienced educators
possess.
Elmore wisely expresses
that “Improvement
is a developmental
process that proceeds
in stages and is
not a linear process.”
The notion that education
is not a straight path from “a
to b” is difficult for many people to
understand. Many educators struggle
with this issue themselves. We come
from a society where historically we
have been task oriented and believe
that work must culminate in the making
of a product. Early in my career,
my mother, who worked in the forest
industry and has a different perspective
on “work,” would ask me if my