Caldwell Reading
“The Impact of Self-Management
and Self-Government on
Professional Cultures of
Teaching: A Strategic Analysis for
the Twenty-First Century”
Presented by
Andrew McKinlay, John Chisholm, Kenneth Kim
Index
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Themes
Reality tunnel (Where is the author coming from?)
What assumptions does the author make?
Why is the author writing this?
Do you agree / disagree?
Is there something the author is overlooking?
Have you heard similar ideas from other sources?
How do the author's themes/arguments apply to
education in your local or provincial context?
• Questions to ponder
• Related resources
• References
Themes
Nine different themes on self-managed schools:
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Self management is irreversible – a growing mega trend
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Reform not understood in scope and in the classroom
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Self management by itself is insufficient
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Technology will energized school reform
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School culture needs to change
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Teaching as a ‘job’ needs to change
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Reward schemes needs to be revisited
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Outsourcing professional development to universities and other
providers
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Shift of authority from the institution to the individual
Reality Tunnel
Caldwell approaches this topic of reform in how
schools are managed in a very progressive manner.
He has identified ten mega trends with self managed
schools being one of them. Most of what he claims
comes from the public’s dissatisfaction of the status
quo. With education level of society increasing, more
people are wanting a say in what happens in public
education. Caldwell is obviously a strong supporter
of strategic reform that encompasses not only self
managed schools, but other curricular, learning, and
teaching changes. The policy changes he suggested
are similar to how business operate. With less
money, there has to be a leaner bureaucracy.
Assumptions
There is an assumption that self management is an
irreversible trend that is spurned by market
mechanisms as well as by curriculum and
accountability. The argument focuses on the changes
in how schools are governed in the UK and Australia,
primarily industrialized countries with similar
demographics. He prophesizes that self managed
schools are part of a mega trend that will not be
successful without changes in the curriculum,
teaching, and learning.
Reason for Writing
This article was first published in 1997; however,
much of what he is arguing for have not been adopted
in our current education system. The modeling of
education to other professions, particularly business
and medicine, is a very presumptive exercise.
Education is not like other businesses as it deals with
young minds with very fragile egos. It is not cut and
dry with many indicators that are affected by socioeconomic status and demographics. With funding
being limited, the concept of self management is
spurned by accountability. Refocusing on locally
managed schools, transparency has now becomes less
of an issues. Stakeholders now have ownership.
Validity of Caldwell’s Arguments
Irreversibility, yes history of labour has shown that
responsibility once given is very difficult to remove and market
pressure & technological innovation can only be held back
only so long, before non-competitive institutions become
obsolete in the Global Economy
Energization of School Reform through Technology,
absolutely, one need only to look back 20 years in most
industries to see how P.C.s, and the Net have revolutionized
process,quality, productivity & accountability.
Validity of Caldwell’s Arguments
Major Changes to Teaching as a Job, agree, if other professions
are inevitable mirrors on education, one only has to look at
banking where an army of tellers has been replaced by A.T.M.s
and remaining tellers diversify as more highly trained
“investment associates”, or the travel industry where customers
“self serve” on the net. Other industries boast flexibility where
an array of part time, contract and shared positions proliferate.
Validity of Caldwell’s Arguments
Professional Development Required, agree, with the
“obsolescence of knowledge” now at a staggering
18 mo (Ogden), lifelong learning as part of collaborative teams
is essential.
Self-management Only One Part of Excellence in
Education, agree, other key components are technological
integration, professional development and community/ school
integration.
Other Sources of Support:
Caldwell’s predictions and calls for reform are touted by
other futurists. Frank Ogden in “The Last Book You’ll
Ever Read” indicates that “constant retraining (to avoid the
land of techno-peasant) will be essential with groups
gathering to work on projects and then disbanding”.
Thomas Broesma in “In Search of the Future” echoes that non
bureaucratic multi skilled self managed teams will achieve
high performance and world class standards.
Other Sources of Support:
Caldwell’s concept of integration between school &
community is also supported by Handy who states that:
“if every teenager could have the option of a volunteer
mentor from the world outside, it might be the most useful
single thing that business could do to influence the education
of our young”
Issues Overlooked?
The author makes many solid arguments for the future of
educational reform however he fails to mention the impact of
demographics or the role that higher expectations can play in
educational excellence. Demographer David Foot in Boom Bust
Echo contends that educators need to “use demographics in
school planning rather than forever being surprised by inevitable
demographic changes. This affects everything from efficient
resource/ funding / technology acquisition to infrastructure.
Secondly Foot asks“why should students from Korea and
Singapore do so much better at math & science? Canadian kids
are as bright as any others and more than anything else the
education system needs higher expectations. If we can build
world class systems in business why not in education?”
Application to Own Experience
School Planning Councils, are now a part of every
school in BC.
School based staff develop school growth plans
and then the professional development to reach
those goals. Allows for ownership by all stakeholders.
If people cannot find meaning in any reform it cannot have an impact.
Learning is about 'meaning making' and it requires a radically new way of approaching
learning - one that guides the individual mind through the process of many minds working
together. Fullan (2001)
Locally developed curriculum for IT courses. A need was
determined, staffing and resources were put into place for the
need to be meet. Professional development was encouraged in
this area by all levels of administration.
Usefulness
Major concerns regarding SPC, these councils include
3 parents, 1 administrator, 1 teacher, and 1 student. This group
is responsible for creating school goals, and the teachers are
accountable to the ministry for these goals. Who do we want
to be driving the pedagogy? A taxi driver? A lawyer?
or A Teacher?
Self management, according to Rick Dufours will only flourish
when teachers are given the time and opportunity to develop the
environment where it can take place. Do many schools have this
taking place? SD #51 (Boundary) has gone to a 4 day week to
stave off closing schools; there is no money available.
Usefulness
Caldwell talks of technology energizing the next stage of school
reform. Technology does have the capability to energize the
next school reforms, our concern lies in the miss-use or
misunderstanding of technology. It will never replace a good
teacher.
Questions to ponder
1. There would be a huge union back lash if we changed teaching
as a 'job' as Caldwell suggest. How would this policy change
be implemented as a win - win for both sides?
2. In considering Caldwell's predictions have you seen first hand
any significant educational reform in your school setting, if so
what are the implications? Applications/Usefulness?
3. Would contracting services out to specialists create more
bureaucracy? How will these services be accredited?
4. Caldwell talks of technology energizing the next stage of
school reform. What is the next stage and how will
technology spur your school on to this and what does the
next stage of school reform mean to you?
Discussion Forum Posting
Please submit one posting to the Reaction to Caldwell
Presentation Discussion Forum addressing one or
more of these questions or giving your reaction/assessment of
Caldwell’s ideas in this chapter.
Related Resources
Websites on Brian Caldwell
• http://www.edfac.unimelb.edu.au/EPM/StaffProfile/BCaldwell.shtml
• http://www.cybertext.net.au/tct/context/caldwell.htm
Site Based management sites
• http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/go100.htm
• http://www.ascd.org/readingroom/edlead/9512/david.html
Powerful Professional Development, this book is available free online
at:
http://www.nsdc.org/sparksbook.html
References
Foot, D. 2000, Boom Bust Echo. Toronto: Stoddard Press.
Fullan, M. (2001) The new meaning of educational change
(3rd. Ed). New York: Teachers College Press
Handy, C. 1997. Hungary Spirit, London: Random House.
Ogden, F. 1994. The Last Book You'll Ever Read.
Toronto: McFarlane, Water & Ross.