Document Type
Issue Area Six
Abstract
The topic of school change, the necessity for it, and those aspects of schools that need changing has been in the forefront on the national, state, and local level during the past few years. Is there an assumption here that schools must change to meet the needs of society? If so, what aspects of a changing society should schools address? To what extent? Can one take the position that schools can anticipate the societal needs of tomorrow and meet the needs of a changing society? Adding the words, "The schools as a Positive Force" may imply that position. In my estimation, that is a mighty large order and, based on my 34 years of experience as a public school teacher and administrator, is pretty idealistic. On the other hand, it is a noble undertaking and one to which the people of Iowa should aspire.
My observation is that change in the public domain is very, very slow. Education is a very broad and complex topic with which to deal. Changing even one small aspect of public formal schooling K-12 just slightly in one direction is difficult. To be a positive force for school change requires persistence, focus, and patience.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
5
Issue
2
First Page
270
Last Page
273
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1994 Institute for Educational Leadership, College of Education, and the University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Wilbeck, Rod
(1994)
"Local Control, Stable Purposes and Changing Teaching Strategies: A Positive Force,"
Institute for Educational Leadership Monograph Series: Vol. 5:
No.
2, Article 65.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol5/iss2/65
