Breaking the Mold: How Do School Entrepreneurs Create Change?

Autor/in	Williams, Joe
Titel	Breaking the Mold: How Do School Entrepreneurs Create Change?
Quelle	In: Education Next, 6 (2006) 2, S.42-49 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	School Personnel; Public Education; Educational Vouchers; Charter Schools; School Choice; Entrepreneurship; Public Schools; School Districts; Superintendents; Leadership; Principals; Federal Legislation; Change Agents; Academic Achievement; Educational Change; United States; Wisconsin + Suchen Sie Ihr Suchwort? Schulpersonal; Öffentliche Erziehung; Educational voucher; Bildungsgutschein; Charter school; Charter-Schule; Choice of school; Schulwahl; Unternehmungsgeist; Public school; Öffentliche Schule; School district; Schulbezirk; Schulrat; Führung; Führungsposition; Principal; Schulleiter; Bundesrecht; Schulleistung; Bildungsreform; USA
Abstract	Disgusted by what he and his staff considered to be poorly written, poorly stapled, and generally disorganized mandatory citywide exams sent to Fritsche Middle School by the Milwaukee Public Schools central office in the fall of 1999, Principal Bill Andrekopoulos committed an act of ownership theretofore unheard of in the 100,000-student school district. Andrekopoulos and his staff stuffed the exams back into the box and shipped them back, Return to Sender. Andrekopoulos, who at the time was a student of a national performance-management program, proved what could be done when sound decisions were made by entrepreneurial leaders at the school level rather than at the central office. Schools like Fritsche in Milwaukee have historically been the exception within public education. Increasingly, though, the trends that made Fritsche possible, including strong leadership in the principal's office and shifts in power caused by private-school vouchers and charter schools, are apparent throughout the United States. In this article, the author discusses how entrepreneurs within the public school systems play a role in improving conditions for learning in the schools under their charge. He also discusses how policymakers who wish to unleash more entrepreneurial energy in struggling school systems should consider an approach that makes risk taking more glamorous and rewarding than is currently the case. (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://www.hoover.org/publications/ednext
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10