Avoiding Inappropriate Outside Influencers
We should not want inappropriate outside influences in our school district because local communities best understand the unique needs and challenges of their students, allowing for more tailored and effective decision-making. Outside influences might prioritize agendas that do not align with the community’s values and priorities, potentially compromising the quality of education. Additionally, local control ensures accountability, as school board members are directly answerable to the community they serve. Preserving local governance fosters a sense of ownership and investment in the success of local schools, strengthening the overall educational environment.
However, there are many layers of governance and we can not operate in a vacuum. There is no simple, blanket approach to handle every situation we have to address. The first question I believe needs to be asked in each situation is - at what level should this decision be made – classroom level, school level, district administration level, school board level, state level or federal level? There may be decisions that are most appropriately made at each level, while other decision should not be made at each of the levels. There are also ideas and movements that originate at one level that are very reasonable and should be accepted and adopted at other levels. Because this can all become very complex it is important that we have board members that are knowledgeable and flexible enough to navigate the issues appropriately.
One major caution I put out there is how many outside influencers don’t present themselves as this. Rather they rely on “insiders”, such as board members or other politicians to push their views and agenda to give the appearance that there is no outside influence but only local control.
Some reasons I do not want outside influences on our local school board are:
Community Representation: Local school boards are designed to represent the unique values, needs, and priorities of the communities they serve. Outside influences, especially those with different agendas or interests, may not understand or respect our community. Keeping decisions within the community ensures that policies and practices reflect the specific desires and preferences of community. Furthermore, our education approach should be tailored to the specific cultural, social, and economic environment of the community. Outside influences may push for standardized approaches or policies that do not align with our values and viewpoints, potentially undermining the effectiveness and relevance of the educational system.
Accountability and Transparency: Local school board members are accountable to the residents of their district. This direct accountability fosters transparency and responsiveness, as board members are more likely to be accessible and to act in the best interest of their constituents. Outside influences, on the other hand, may lack this direct accountability, potentially leading to decisions that prioritize external interests over local needs.
Preventing Conflicts of Interest: Outside influences can introduce conflicts of interest, where decisions are swayed by external pressures rather than what is best for the students and the community. This can lead to decisions that prioritize financial gain, political agendas, or other non-educational motives over the welfare and development of students.
Maintaining Autonomy and Empowerment: Local control over school boards empowers communities to make decisions that best suit their unique circumstances. This autonomy fosters a sense of ownership and investment in the local education system. When outside influences intervene, it can erode this autonomy, making the community feel disenfranchised and disconnected from the decision-making process.
Some additional ideas we need to consider to ensure our district operates effectively and in the best interest of students are:
Educational Expertise: Educators and administrators are trained professionals with expertise in areas such as instruction, child development, curriculum design and assessment. Increasing outside influences with various agendas can undermine the role of these professionals, potentially leading to less effective educational outcomes.
Equity: Submitting to outside influences might result in policies that cater to the preferences of a vocal minority rather than the diverse needs of the entire student population. This can exacerbate inequalities and marginalize students from different backgrounds or with unique needs.
Consistency and Standards: Schools need consistent policies and standards to ensure all students receive a high-quality education. Allowing for increased outside control can lead to fragmented and inconsistent educational practices, making it challenging to maintain a coherent and effective educational system.
Potential for Conflict: When outside influences, particularly ones with very narrow agendas, get involved in our local decision-making it can lead to conflicts and disagreements among parents, teachers, and administrators. This can create a contentious environment that distracts from the primary goal of educating students.
Educational Burden: Educating our children effectively is an extremely challenging endeavor. Having district employees responding to more and more outside agendas places additional burden on teachers and administrators as they navigate and implement varying demands and preferences, diverting time and resources away from instructional priorities.
