Here are my ‘gutted’ points that I found interesting from Bendall reading of the introduction of Tomorrow’s Schools.
1. Bendall explains how the policy reform of Tomorrow’s Schools in 1989 caused opposing views of the proposed changes to education.
- ‘Dark associations’ such as – competition replacing social justice, product replacing process and profession of teaching devalued by concept of business like management with no distinction between factory and school
- Opposing view from dissatisfied teachers and parents that at last unsatisfactory schools were now being opened up to parental questions, criticism and support
- Apprehensive principals more accountable and reduced national resourcing for education
- Welcoming principals saw this as enhancing the profession as same status as CEO with more control and freedom from Department of Education
- Manifestation of the shift towards Tomorrow’s school was the establishment towards separate and individual Boards of Trustees composed of parents elected by local community
- BOT’s responsible for the welfare of their school
- Sharp and clear distinction made between management and governance
- Complexities of the staff trustee roll
- Concept that parents now as key stakeholders and more accountable to them
- Elected government as a key stakeholder now experiencing self-managing schools as a barrier to the implementation of policy to improve the national education system. To overcome this government:
- Set actual requirements for schools to use ‘guidelines’ or ‘frameworks’ that set national priorities
- Cynically exploited the devolution of responsibility of schools by implementing their policy without sustaining political damage
- Changed policy such as making over subscribed schools set enrolment zones but schools to manage the consultation with community, often confrontational
- The Importance of students as key stake holders and that schools exist not for teachers, parents or principals, but for students
Bendall, M. (2009). A Leadership Perspective. In J. Langely (Ed.) Tomorrow’s Schools 20 Years On. Auckland and Wellington: Cognition Institute. pp. 104 -119.