Leaders Recommend School Policy Changes

With school tests and taxes in the news, I asked several local leaders about their priority for state or national policy change.  Here’s what they told me:

John Wollensheim, Rosemount High School principal “would reform the testing system and move to competency based progress through school for students.  Regarding testing, there are currently too many systems in place. MAP, MCA, GRAD, PSAT, SAT, ACT, AP, Acuplacer.  We need a system P-16 that measures individual growth over time, can be used at all levels (P-16), and can be used for students to progress through school.  We could end promotion through school by age, and instead allow students to progress by competency as measured by this new testing system. In the ideal world, MN colleges and universities would be able to use these test results for admissions, scholarship, and student course placement issues. Wouldn’t a system that measures student growth and became the target for all of our schools P-16 be great?  Imagine an aligned system!”

Jay Haugen, Farmington superintendent recommended “ a process in place that would allow any school district, or group of school districts, with an acceptable plan, a waiver from any rules that get in the way of their redesign efforts. There of course would be a number of rules, such as those governing the health and safety of students, that could not be waived. The rules that govern our educational system have a lot of control over the outcomes achieved by our educational system, and so it seems reasonable that we test these controls to see if changes can lead to greater student success or less expensive models of education.”

Daniel DeBruyn administrator of PACT Charter in Ramsey, wrote,  “If I could reform one thing in K-12 education policy, that reform would consist of efforts to provide more flexibility and less bureaucracy for schools in meeting academic standards. The majority of educators (faculty, staff and administration) are passionate about and dedicated to ensuring that students receive a high quality education. Accountability and school improvement are important and should consist of many factors that make up a child’s education and contribute to the quality of a school. Test scores are important, but are not the end all. We need a balanced approach.”

Mark Ziebarth, principal at the Cambridge/Isanti Intermediate School and School for All Seasons also seeks greater flexibility, “For me the number one thing to reform is the industrial model of education.  Increasing our flexibility as schools with calendars, class arrangements, staffing, and funding all would help us get out of an outdated model that attempts to treat all students the same.”

Jessica Lipa, director of Career and Technical Education in the Anoka Hennepin District recommended, ” efforts to provide more flexibility and less bureaucracy for schools in meeting academic standards. The majority of educators (faculty, staff and administration) are passionate about and dedicated to ensuring that students receive a high quality education. Accountability and school improvement are important and should consist of many factors that make up a child’s education and contribute to the quality of a school. Test scores are important, but are not the end all. We need a balanced approach.”

Scott Douglas, principal at Lake South high school wrote, “The most important K – 12 education reform would be the elimination of tenure and seniority. This will positively impact student learning by giving school principals the ability to make sure the best teachers instruct our children. A vast majority of teachers are passionate, dedicated and hard working. Principals, as instructional leaders, currently have the responsibility but restricted capability to ensure success for every student.”

Mitch Clausen, C-I High School principal, reported, “If I could reform one thing it would be to be able to reward great teachers for great teaching.  Not only would I reward great teachers monetarily, I would give them opportunities to grow by traveling/studying and teaching other teachers how to be great.  In today’s system, there is no difference in how we reward good teachers as compared to rewarding great teachers.  There is a huge difference between good and great.”

Representative Pat Garofalo, chair of one of the Minnesota House Education Committees, responded that one of his priorities is to “reform teacher retention policies to be based on teacher quality and effectiveness as opposed to the current system of quality blind layoffs within a seniority based system.”

Several educators, including the Forest Lake, Rush City and Milaca superintendents urged changes in the way schools are funded.  As Princeton superintendent Rick Lahn wrote,  “The single most important reform needed in public education today is a revised school funding formula that provides adequate resources to public schools on an equitable basis. The current system of funding has not provided adequate resources needed to provide a quality education for all students. Four day school weeks and massive taxation shifts will not adequately prepare our students to compete for jobs in a 21st century global economy. Furthermore, the current system has resulted in massive funding inequities between school districts across the state essentially creating a system of districts that have and those that have not. Until these issues are properly addressed, it will be extremely difficult to gain traction on other much needed reforms.”

Sondra Erickson, chair of the  Minnesota House Education Reform Committee and state representative from the Princeton area, wrote, “If I could reform one thing in K-12 education policy, I would repeal most laws and return control to local school boards, parents and teachers. I love to recall my education in the 1950’s as well as the early days of my teaching career (early 1960’s) when neither the federal government nor the state breathed down our necks demanding, requiring, regulating, controlling.”

So along with money, leaders are seeking ways to help them spend money more effectively.