Innovative leaders in education are overrated | IN 60 SECONDS

Major school districts around the country
are searching for new superintendents. In the process, everyone is looking for an
“innovator”—someone with new and exciting ideas. But along the way, a simple truth is too often
lost: We forget that success in any organization, is mostly a matter of precision, discipline,
and focus. Exciting ideas are only as good as their execution. Too often in the search for innovation, districts
swing back and forth between new programs, and don’t do any of them especially well. Teachers and students get swamped by a tide
of ceaseless, half-serious change. Some district is inevitably embracing reform
A and rejecting B as misguided . . . just as another is latching onto B as shiny
and new, and discarding reform A as old and tired. Here’s a suggestion: Don’t ask who’s “innovative”
and don’t look for a “change agent.” There’s nothing wrong with any of that, but it’s a distraction. What matters much more than what leaders promise to do for kids is how they are going to do it. What do you think districts should look for in a superintendent? Let us know in your comments. Also, let us know what other topics you’d
like our scholars to cover in 60 seconds, and be sure to like and subscribe for more
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6 thoughts on “Innovative leaders in education are overrated | IN 60 SECONDS”

  1. From Reich's Characterology, you could identify innovators from body shape. Achievers or implementors have another body shape, but could be part of the same persons defence.

  2. No "going to do", do what works for given demographics. Even thought they do have much in common, what works best in farm schools in terms of material and presentation will be less than optimal in upper class and urban schools and ditto for role swapping.

  3. Be as innovative as you want – sol ong as the emphasis is on the basics (3 'R's) because they are the foundation from which all other learning builds.

  4. A good way to learn is to actually help the students to build something. Schooling is teaching something so you can go into the workplace and maybe use it later in life, but what if you were building something personal in class that actually meant something to you. I can't see hoe that would work in mathematics for example but other subjects could be more constructive.

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