Schools need leaders; that much we know. But are good teachers born or made? And what goes into being a good principal or superintendent? The George W. Bush Institute will tackle these issues Wednesday during its first education symposium. James Guthrie, the institute's senior fellow and director of education policy studies, has thought about this issue throughout his career at Vanderbilt University, the University of California at Berkeley and now Southern Methodist University.
What should parents look for when figuring out whether their child has a good teacher?
The most important thing is to make sure the teacher knows how to teach. That can no longer be assumed. We are learning so much more about instruction. In many areas, we are coming closer to what good instruction looks like.
So, what does it look like?
A good teacher makes it very clear what's supposed to be learned. For example, a third-grade teacher will make it clear that students will study fractions.
Parents also should ask teachers what is to be studied each year. And they should inquire how a teacher plans to teach their child. You want a teacher who has multiple ways to reach a child.
A parent likewise needs to know how well their child has learned their subjects - and if they aren't learning them, what will happen to help them.
This sounds basic. Is this not happening?
The questions are basic and eternal, but now teachers should have answers. In earlier eras, it wasn't so clear. And the answers didn't matter as much. Twenty-five years ago, you could drop out and still get a good job, marry your sweetheart and live the American Dream. That's not so today.
You're interested, then, in leader-teachers. Are they born? Or can teachers be taught how to be strong leaders?
Yes, we want leader-teachers. And we hope teachers can be taught leadership. But not all leaders have to be teachers. We need powerful teachers who can extend their influence beyond the classroom and help their colleagues.
Leadership, though, is only part of the process. Our goal is that, within a reasonable period, every student will be ready for college or a good career. To get there, several things have to fall in place. At the Bush Institute, we have concluded that leadership will be needed to make that happen. That includes with principals and superintendents.
How do you plan on making this happen?
This may sound audacious, and I hope not arrogant, but we want to alter the paradigm about how principals and superintendents are selected, prepared and evaluated. We hope to assemble sufficient expertise to change that paradigm because present practices are insufficient.
First, principals and superintendents don't know enough about modern business practices. Second, they are insufficiently prepared about core aspects of instruction.
The U.S. does two things really well: It invents and manages organizations. We want to take advantage of that management expertise and help school leaders become good at managing their institutions. We also want to help them know more about instruction.
That's the new preparatory paradigm, and we want to put that in place in our universities. We also want to get business schools to team up with big-city school districts.
Is it possible for a superintendent to be a financial and academic expert?
I don't know if they have to be good at finances, but they have to be good with data. They need to know what is needed in their classrooms and how money is being used. They can't do either without information about instruction. That will help them align their resources with effective instruction.
President Barack Obama wants teachers assessed on their effectiveness. Can that be done?
It can, but not with one tool. Relying upon tests alone is not sufficient. We are getting closer to developing tests that show the value a teacher adds, but we aren't there yet.
We also need to take some measure of their ability to instruct, and that includes doing so through observation. Teachers haven't been so willing to undergo some degree of subjective judgment, although many of us in the workforce are. Teachers need to get used to this, which is one reason we want to prepare principals. They need to know what to look for in a teacher.
Are any districts preparing principals like this?
New York City is working on this. Houston is approaching it. So are Plano and Round Rock. Austin is engaged with it. So is Fresno.
Dallas Superintendent Michael Hinojosa has been selective in choosing principals.
If all a superintendent does is minister to his school board - he needs to keep his job, after all - and select able individuals as principals, he deserves favorable comments. You have to get the right people on the bus, and things will take off from there.
This interview was conducted, condensed and edited by Dallas Morning News editorial columnist William McKenzie. His e-mail address is firstname.lastname@example.org. James Guthrie's e-mail address is email@example.com.