The education change agents... the John Hillarys of the world (see below)... didn't completely succeed in psychologically manipulating/ destroying traditional academic teachers and administrators. So bring in the clowns: "the multi billion dollar corporate types" to finish them off.
or... ARNE DUNCAN'S ambassadors paid to destroy local control!
In order to insert federal enforcement into state and local education operations, Duncan has apparently taken a lesson from corporate reform-purchasing “philanthropist” Eli Broad. Broad is a major supporter of teaching temp agency Teach for America (TFA). Moreover, his support enables TFA to fulfill its goal of supplanting career school administration with its TFA alums. To this end, Eli Broad offers former TFAers (and others willing to privatize public education) “training” in corporate-reform-friendly “leadership” via his unaccredited Superintendents Academy.
Here is the lure to districts: Broad agrees to subsidize its superintendents’ salaries during a two-year “residency and enlists long-term career support for its grads. Below is an excerpt from the Broad website. It is an appeal to potential “partners,” including state departments of education:
|Arne Duncan's "Principal Ambassadors": Federally Monitored "Local Control"??
So, bring in the clowns (the Broad Foundation and other foundations of their ilk). The corporations mean business. No more fussing around with "not always successful" change agent manipulation of teachers and principals to do what "they" want in the classroom.
These entities go for the jugular using money to buy off good educators in order to implement the lifelong (community schools) global workforce training agenda with its unelected council (soviet) form of government. This has been in the works since 1934 when the Carnegie Corporation called for using the schools to change our nation's capitalist economic system to a planned economy. (Go to American Deception.com and type "Conclusions" into the search engine for Carnegie's important little book "Conclusions and Recommendations for the Social Studies."
The following article explains the disgusting display of arrogance on the part of just one major change agent, John Hillary, in 1990. This unconscionable method of manipulating educators to "go along" evidently did not completely succeed in turning our schools into tax-funded corporate workforce training labs. (Thank you, traditional teachers and principals, for holding out for so long.)
An excerpt from my book the deliberate dumbing down of america, pp. 277-278. The reader should remember that the manipulation of classroom teachers and administrators discussed in this article is standard operating practice in most schools undergoing "restructuring."
THE 1990–91 (WINTER) ISSUE OF OUTCOMES, AN EDUCATIONAL JOURNAL DEVOTED TO Discussion of Outcome-Based Education and the problems associated with its implementation (teachers’, administrators’ and community resistance) published a remarkable article entitled “Paradigm Change: More Magic than Logic” by John C. Hillary.
The most disruptive changes—second order changes—on the other hand, call into
question the entire context of organization. Such multidimensional changes not only challenge the content of each domain but also disrupt the alignment among them. Paradigm change is therefore not only traumatic in and of itself, but also challenges other attributes and disintegrates the relationship among all domains. The eventual outcome of such change is “transformed” or “renewed” organization.
The new vision for schooling suggested by contemporary educators represents a significant “second order” challenge to school organization.
The leader of planned second order change will be regarded as out of context by the
organization. If he thinks and behaves in accord with a vision that requires second order changes, he has no choice but to violate or challenge the established culture, mission/purpose, and paradigm of the organization. From the existing frame of reference, such behavior will be seen as illogical. Powerful and pervasive psycho-social forces will bear down on the renegade in a relentless organizational effort to bring him back into alignment. Unless the leader succeeds in progressively bending the pervasive frame, persistence is increasingly risky.