While in Juneau this week I met with several legislators to share my reservation about HB 278, the large education bill that includes several proposed changes to how charter schools are approved and supported. I consider our charter schools to be an important part of KPBSD and feel that they work just fine- there is no urgency to change how we approve or support them. After talking with colleagues from around the state, I sense that this is true for them too. With this as a backdrop, I have to ask why the bill includes these changes, what is driving this? My take is that if you peel back the layers, you will find that the inclusion of pro charter school sections in this legislation is an effort to challenge our neighborhood schools. I view it as a way to stimulate change.
Over the years I have learned that schools and districts tend to be protective about their work and often without realizing it, strive to maintain the status quo. Creating a culture of continuous improvement that necessarily requires a shedding of some of what it is doing, is difficult. It is imperative then, that we continue to reflect on our performance and in turn, be willing to let go of the practices that are no longer working. We shouldn’t need the legislature to motivate us to do this.
Stimulating change
While in Juneau this week I met with several legislators to share my reservation about HB 278, the large education bill that includes several proposed changes to how charter schools are approved and supported. I consider our charter schools to be an important part of KPBSD and feel that they work just fine- there is no urgency to change how we approve or support them. After talking with colleagues from around the state, I sense that this is true for them too. With this as a backdrop, I have to ask why the bill includes these changes, what is driving this? My take is that if you peel back the layers, you will find that the inclusion of pro charter school sections in this legislation is an effort to challenge our neighborhood schools. I view it as a way to stimulate change.
Over the years I have learned that schools and districts tend to be protective about their work and often without realizing it, strive to maintain the status quo. Creating a culture of continuous improvement that necessarily requires a shedding of some of what it is doing, is difficult. It is imperative then, that we continue to reflect on our performance and in turn, be willing to let go of the practices that are no longer working. We shouldn’t need the legislature to motivate us to do this.