My initial reaction to the recent performance of the Randolph County Board of Education was disbelief. They seem to want what is best for students and for the schools but how did people with good intentions make such a mess? There are, perhaps two underlying problems. One is that a majority of Board Members became so confident that they know what is good and right that they felt justified in imposing their personal values on students and faculty. The other is that a majority have become so complacent in accepting “how things are” that they are not attending to “how things could be”. There can be a happy ending to this story when the whole education team is working together toward a shared vision of excellence. First, here is a review of recent problems.
One Board Member defied the US Supreme Court, the Constitution and the advice of the Board’s legal counsel by offering sectarian prayer over the public address system prior to high school football games. That created a distraction from the School System’s responsibilities rather than advancing the cause of excellence in education. It does matter that some fans don’t want to be forced to hear his prayer in order to see a football game at a public school. Perhaps with good intentions, he imposed his beliefs and values on everyone in attendance and put the School System in a very difficult position.
In a separate matter, one parent complained about a book (The Invisible Man by Ralph Ellison) on a suggested reading list given to her 12th grade son. The school system staff followed their established policy; inviting the parent to specify her concerns, then convening two teams of professional educators to reconsider the appropriateness of the book. Both teams affirmed that the book should remain in school libraries and on the recommended reading list. It had been carefully selected for sound reasons.
The Board of Education voted to overrule its teachers, librarians and administrators by not only removing the book from the reading list but removing it from school libraries. It won the national book award and is considered an American classic by most scholars but board members explained imposing their views on students, professional educators, and the executive team by describing the book as “filth” and “…of no literary value…”.
The 12th graders who received the reading list would within a few months be deemed sufficiently mature to join the armed forces, go away to college, sign contracts and vote. Great literature can help them think through their own values before they are faced with the immediacy of important life questions. A majority of the Board of Education, much like their colleague who imposed his religious views on everyone attending football games, enforced their personal views of a book and thereby deprived students of an opportunity to think for themselves about American culture and literature.
The Board’s responsibility is to create an educational system which enables students to study, think, and come to their own conclusions. Instead, they appear to prefer indoctrinating students with their own beliefs and values. After local and international outcries over their action, the Board reversed themselves but offered minimal explanation and no apology to staff or students. Despite clear recommendations provided to the Board by the review teams, one Board member blamed the staff for not providing adequate advice. Why would English teachers and librarians want to work for a Board which does not trust them to choose books?
Robert Kennedy, paraphrasing George Bernard Shaw, said “There are those that look at things the way they are, and ask why? I dream of things that never were, and ask why not?” We need that attitude among our Board of Education. The Board’s role is to establish broad vision, strategies and policies; to select the executive leadership; and to support them in their work. The Board should distinguish their responsibilities from those of the staff by leading on issues such as, “What policies and governance practices are followed in nations that have the best educational outcomes?” “Which of those ideas would work well here?” “What resources are needed and how will we provide them?” “How will we prepare students for lifelong learning and coming to their own conclusions about the important issues of their lives?” “Why will the best teachers want to practice their profession in our school district?”
We should not be satisfied with what we have done in the past – not because it was bad; but because we need to do better. Our target should be public education as good as the best in the world because that is what our children deserve and because anything less will eventually produce a second class nation. Rather than school prayer or their opinions of individual books, we should hear from our Board of Education about their plan for excellence including educational strategies, projected human and financial resource requirements, recruitment, retention, nationally competitive salaries, facilities, a budget sufficient to provide classroom supplies (so teachers don’t have to purchase their own) and even the option of year-round school for students who are aiming for the stars. If the Boards and the public give our school systems the encouragement and support that they need and deserve, we will be thrilled with the great results that our students achieve.