Presented by Andrew McKinlay, John Chisholm, Kenneth Kim

1. 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

2. Index • 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

3. Themes • Nine different themes on self-managed schools: • Self management is irreversible – a growing mega trend • Reform not understood in scope and in the classroom • Self management by itself is insufficient • Technology will energized school reform • School culture needs to change • Teaching as a ‘job’ needs to change • Reward schemes needs to be revisited • Outsourcing professional development to universities and other providers • Shift of authority from the institution to the individual

4. 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.

5. 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.

6. 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 socio-economic 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.

7. 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.

8. 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.

9. 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 isessential. Self-management Only One Part of Excellence in Education, agree,other key components are technological integration, professional development and community/ school integration.

10. 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.

11. 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”

12. 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?”

13. 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.

14. 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.

15. 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.

16. Questions to ponder • 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? • 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? • Would contracting services out to specialists create more • bureaucracy? How will these services be accredited? • 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?

17. 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.

18. 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

19. 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.