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MARCH 2005

Where’s the ‘Fiscal Equity’ for School Leaders?

By CSA President Jill Levy

It may come as a surprise, but I actually requested to be among the last to testify before the City Council’s Commission on the Campaign for Fiscal Equity. I had made a private bet with myself and unfortunately, I won. Over a period of months and throughout the six sessions worth of testimony from educators, parents and community activists, legislators and policy makers, I did not hear one word about the necessity for increasing the support and resources for school leaders.

I have heard the call for reduced class size, for more training and higher pay for teachers, for comprehensively-improved early childhood, for new buildings and the repair of antiquated ones, and for safer schools.

There are two things no one addressed:

1) The critical need for our school leaders to share their instructional, supervisory and administrative responsibilities with an appropriately assigned and licensed supervisory staff.

2) With the exception of several attempts to assign large dollar amounts to an anticipated infusion of dollars, no one laid out a time frame or set the groundwork for the strategic utilization and evaluation of the new dollars.

One of the greatest failures of the management of our school system over the course of time is that we approach education in bits and pieces rather than with a comprehensive and strategic view. Because the system, as a whole, is politically driven and those in charge are constantly changing, school leaders are juggling the old and the new simultaneously, waiting for the next plan to carry forward and never given enough time to see if the old plan had any merit.

I have never witnessed a comprehensive plan for this system that incorporates a long-range vision supported with strategic steps to reach each benchmark along the way. It is and has been a system of impatience and fragmentation and I am afraid that it will continue to be that if we do not consider how, over time, we can incorporate the serious suggestions emerging from all the testimony presented before all the various commissioners on all the various commissions.

As for where school leaders fit into the puzzle of how to spend the potential CFE dollars, the meager references to principals always seemed to be tied to that dreaded word “accountability.” I must have missed any discussion about how to support principals. Clearly, any references to Assistant Principals or central administrative support must have whizzed right over my head.

In fact, I have never seen a city or state plan that supports Principals and addresses the need for professional supervision of all functions in our schools. We expect the Principal to not only provide instructional leadership, but also supervise every detail of the school’s operations. And in a system that separates instructional support from administrative support, neither “head” gets the full picture of a principal’s responsibilities.

Additionally, nowhere in the testimony does anyone acknowledge the value of Assistant Principals, Supervisors and Education Administrators. Nor have I ever seen a plan that mandates supervisory expertise in areas that are essential to improve student and teacher performance–guidance, early childhood, special education, bilingual education, social work and psychology.

Abundant research supports the theory that a Principal’s strong instructional leadership skills are essential for a school to succeed. Yet, I wonder if the general public understands what a NYC public school Principal is required to do. If we want our Principals to truly lead schools, to provide instructional leadership, to provide a vision for staff and parents, to guide our children, then we must acknowledge that these school leaders need real help. They cannot do it alone and then be called on the carpet when, surprise, their schools fail to meet some standard.#

Jill Levy is the President of the Council for Supervisors and Administrators.

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