Cages of Their Own Design

Principals and superintendents frequently lament that their hands are tied by contracts, policies, and regulations--especially when it comes to hiring and firing staff, assigning employees to schools or classrooms, designing programs, or allocating resources. There is something to these complaints, and I believe they are real problems.

But more than one thing can be true at a time. It is also the case that education leadership is marked by a debilitating timidity; reform-minded administrators could make much better use of their existing authority.

John Deasy, former superintendent of Prince George's County, Maryland, gained national acclaim for overseeing substantial achievement gains in low-performing schools. Even in a district with a collective bargaining agreement widely judged as restrictive, he shattered notions of what local leaders could do by transferring hundreds of teachers to new schools and initiating a voluntary pay-for-performance system. "Nothing prohibited any of this," Deasy explained. "Why does it not happen? [Because] most people see the contract as a steel box. It's not. It's a steel floor with no boundaries around it. You've just got to push and push and push."

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Frederick M. Hess is a resident scholar and the director of education policy studies at AEI.

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About the Author

 

Frederick M.
Hess
  • An educator, political scientist and author, Frederick M. Hess studies K-12 and higher education issues. His books include "Cage-Busting Leadership," "Breakthrough Leadership in the Digital Age," "The Same Thing Over and Over," "Education Unbound," "Common Sense School Reform," "Revolution at the Margins," and "Spinning Wheels." He is also the author of the popular Education Week blog, "Rick Hess Straight Up." Hess's work has appeared in scholarly and popular outlets such as Teachers College Record, Harvard Education Review, Social Science Quarterly, Urban Affairs Review, American Politics Quarterly, The Chronicle of Higher Education, Phi Delta Kappan, Educational Leadership, U.S. News & World Report, National Affairs, the Washington Post, the New York Times, The Wall Street Journal, the Atlantic and National Review. He has edited widely cited volumes on the Common Core, the role of for-profits in education, education philanthropy, school costs and productivity, the impact of education research, and No Child Left Behind.  Hess serves as executive editor of Education Next, as lead faculty member for the Rice Education Entrepreneurship Program, and on the review boards for the Broad Prize in Urban Education and the Broad Prize for Public Charter Schools. He also serves on the boards of directors of the National Association of Charter School Authorizers and 4.0 SCHOOLS. A former high school social studies teacher, he teaches or has taught at the University of Virginia, the University of Pennsylvania, Georgetown University, Rice University and Harvard University. He holds an M.A. and Ph.D. in Government, as well as an M.Ed. in Teaching and Curriculum, from Harvard University.


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