Tall order for education reform

By The Gazette Editorial Board

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Now that the state education summit is over, Iowa Department of Education Director Jason Glass and other members of Gov. Terry Branstad's staff are charged with sifting through the sometimes-conflicting opinions, philosophies and interpretations of data presented by the summit's distinguished guests.

We were disappointed to see that there wasn't much room for local participants' input during the whirlwind two-day event. We hope that will come later, if the governor shops around a draft education reform plan during town hall meetings as planned this fall.

Branstad said he hopes to have a draft plan within a month, and a final plan together by the time the Legislature convenes in January.

Branstad flatly denied critics' suggestion that his reform agenda was set before the summit, saying he wants only what we all do: to create a world-class educational system.

“The question is, how do we get there?” he asked. “How do we come up with a strategy we can build a consensus around?”

But consensus is an unlikely outcome, and one that's less important to true educational reform than leadership and commitment to change and providing the appropriate resources.

First, we need:

l A comprehensive, ambitious plan with higher standards that realistically reflect the skills and knowledge our students need to compete in a global economy, and clear communication about how well schools are meeting those standards.

l Early childhood education that stops demographic achievement gaps before they start.

l A continuum of professionalism that develops, as well as rewards, excellent educators - beginning with admission to the state's colleges of education.

l Career development that includes substantive, ongoing professional development, regular and meaningful teacher assessments with input from administrators, peers, parents and students; and adequate time for teachers to work on improvements.

Branstad's plan should acknowledge the singular role of school administrators in creating institutional excellence. It should enlist the help and support of the business community and be more accommodating of charter schools. It shouldn't attempt to micromanage districts, yet encourage innovation, individualized instruction and excellence.

It's a tall order, but effective reform requires it.

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