key constituencies in the education fiefdom must be understood.
The Education Schools; Faculties, deans, researchers
The Federal and State Departments of Education
The District Administrators; Superintendents, AssistantSuperintendents, Central Office Specialists, Principals and AssistantPrincipals
Teachers; Teacher Unions, Teacher Assistants, Library Specialists,Para- Professionals
School Boards at State and Local District Levels
Book PublishersThis is not intended to be an exhaustive list but it does cover the biggestleverage areas in education. E.D. Hirsch comments in
The Knowledge Deficit
that an army of American educators have been taught ³technicallyincorrect´ education principles in their ed school training. He points out thatwhat American educators ³know´ about education is different than whateducators in other nations who are teaching their kids more effectively know.Yet the insular, defensive, delusional, and inbred education fiefdom is adept atsuppressing this truth. Thus, for decades (beginning in the 1930s) Americaneducators have been trained consistently in the same wrong principles. Thiscontinuous ³poisoning´ of the well of American education knowledge is ahuge problem and is far more important to address than other areas givencurrent focus. The key shortfall here is that the education schools teach the³how-to´ process to the virtual exclusion of subject knowledge. Researchshows that the ³how-to´ process doesn¶t work and cannot work. While somekids will learn no matter how poor the education system because they have thesafety net of parents who understand the subjects and can teach them outsideof school or they have access to tutoring, private schools or other supportmechanisms, many depend on the schools doing what they are supposed to do.They are the ones who are most harmed by the current system.An extension of the education school impact is that their leadership programsdo not produce effective leaders if anything more than preserving the statusquo is required. You may be shocked by this assertion but if you deny it is a problem, then why is the performance of our education system so poor? This problem is very well documented. One of the most thorough and completereports on the education school leadership programs is available in Arthur Levine¶s (2005)
Educating School Leaders.
He concluded after studying