Reader Reply
School Administrator, February 2017


Inspiring Professional Growth
I was delighted to read in the November 2016 issue of School Administrator about the inspiring work happening in school districts around the country to improve professional learning for teachers. From an innovative, competency-based professional learning program in Tennessee to a new wave of capacity building in 22 other districts, your coverage was full of strong examples of how professional learning can be designed effectively to meet the needs of teachers and students today.

We know that teachers need professional learning that is relevant, job-embedded to support collaboration and sustained over time. The role of administrators in establishing a culture of learning for adults and students in a building is a foundational aspect of sustaining effective practices toward school improvement. The November issue spotlights how incredibly challenging and rewarding this work can be. It is tough, but when designed accordingly, it can provide enormous dividends toward improving student learning outcomes and teacher practice.   

Thank you to the districts, schools and teacher leaders and organizations spotlighted in this issue for strongly committing to professional growth and development. Elevating what is working in the field is one of the most critical responsibilities we have to one another for improving our practices.

I look forward to reading more inspiring stories.

Felicia Cumings Smith
Senior Program Officer,
Bill & Melinda Gates Foundation
Seattle, Wash.


Political Advocacy
Your October 2016 issue discussing legislative advocacy by superintendents included a piece (“Never Hesitating to Testify”) by Michael Fitzpatrick, superintendent of the Blackstone Valley Vocational Regional School District in Massachusetts. In his article, he describes testifying before legislative committees as a way of staying connected both to legislators and to proposed legislation. He promotes the role of “superintendent as legislative adviser,” and his personal examples illustrate an effective practice for supporting his schools.

Of particular note was Fitzpatrick’s awareness that his regional school was barred by regulation from applying for certain government grants. In response, he organized several of his member districts to apply for grants independently, which served to benefit his own regional school's curriculum offerings.

Several credible researchers have advocated for open systems when organizing one’s work, especially social systems. Open systems enrich themselves as they interact with their environment. Closed systems atrophy. Fitzpatrick created an open system of inquiry and equity for his school.

His story is a living case study worth sharing. Through his advocacy and willingness to integrate himself into the political process, Fitzpatrick was able to enrich his school’s learning environment. As a result, his member districts’ resources were blended into an unusual collective culture that benefited all students, regardless of their town of residence.

Thomas P. Johnson
AASA emeritus member,
Harwich Port, Mass.


Provocative Columns
George Goens’ My View column “The Illuminating Interview: BS-Ed and Education" (September 2016) is a wonderful satire about the content of many overeducated writers. I am supposing the tipoff to the satire came as soon as I spotted “cognitive” in the text. I believe the usual B.A. degree holder does not know what that term means, and the typical Ph.D. candidate uses it four or five times in most correspondence, I am told.

In the same issue, I really felt for Paul Hewitt, the recently retired superintendent in Fayetteville, Ark. (“Returning to the Scene … and Finding It Inhospitable”) as he discovered that innocent, well-meaning comments can lead to real problems.

Al Holliday
Founder,
Journal of Educational Public Relations,
Camp Hill, Pa




Letters should be addressed to: Editor, School Administrator, 1615 Duke St., Alexandria, VA 22314. E-mail: magazine@aasa.org