Build Consensus, Quit Pointing Fingers

Four months into the toughest task in public life, the new Los Angeles Unified School District’s Board of Education lacks a strategy that is commonly understood and broadly based, but it is not for lack of trying. Perhaps, then, it was simply fortuitous that noted school reformer James P. Comer was in Los Angeles last week.

Comer was not here to quell the chaos engulfing the upper echelon of the LAUSD, and he made no reference to it. Yet his presentation to the Los Angeles Child Guidance Clinic “Because We Care” conference was instructive for those who seek a constructive way out of the schools controversy. His remarks were based on more than a quarter of a century of research at Yale University and work in school districts including Chicago. I was struck by the simplicity and power of Comer’s three-part approach to reform: Adopt a no-fault policy, build consensus and work collaboratively. Comer is too experienced to believe that his approach constitutes the panacea for public education. Yet clearly articulated and strongly embraced core values that define the essence of LAUSD reform could make the difference between succeeding and failing.

The recent agreement between the school board and its two new top staff members, Ramon Cortines and Howard Miller, could contain the makings of an effective transition team. In its quest to succeed, the Board of Education might benefit from Comer’s insights if they were to consider the following:

* No-fault. Finger-pointing, blaming and damning will not reform nor improve the LAUSD. Such behavior is counterproductive. It is the easy way out. The focus must be on identifying how to fix what is broken and not conveniently scapegoating any person. There is enough blame to go around. Searching for a savior will prove to be equally futile.

* Consensus. Consensus does not mean unanimity, but a rush to judgment could easily risk reform and precipitate costly setbacks. The more productive pursuit is to carefully gain the trust of stakeholders throughout the system. There will be debate and even disagreement; that is supposed to happen in a democratic society. It is better to get as many people as possible on board, inside and outside the system.

* Collaboration. The real test for reformers is in causing people to work together for change. Clarity, fairness and trust are essential elements in across-the-board collaboration. The Board of Education, the superintendent, senior staff, local school administrators, teachers, parents, students and community members must become collaborative partners.

Yes, Los Angeles is faced with another crisis. Crisis comes from a Greek word that means to decide or judge. Crisis sets the stage for constructive confrontation and produces the opportunity for decisive action, a turning or a breakthrough. The crisis confronting the LAUSD has not brought the system to the breaking point, at least not yet.

I reject the notion of prolonged ethnic strife or simmering class conflict as a result of a tumultuous three weeks. There need not be the traditional crowd of winners and losers, nor should there be. The LAUSD should not become the playground (or battleground) for in-your-face power brokers versus behind-the-scenes manipulators.

More than a break or a breakup, the LAUSD needs a breakthrough: the emergence of a new paradigm. Periodic changing of the guard just won’t do. Fundamental change, tough though it may be, is imperative. We can no longer put off open and rational discussion regarding the quality of instruction, teacher preparation and supervision, student achievement and school site maintenance and construction.

Some people seem to believe that the stage is set for something momentous to happen in public education. If they are correct, this city and its school district must live up to their civic responsibility of honoring the future of both with the promise of effective schooling. We cannot boast of being a first-class city and tolerate a second-rate school system. Schools can no longer be left off the agenda for productive civic life.

Beyond the short-lived headlines, public education must be prominently and permanently placed on the civic agenda. This will require leadership that is grounded, centered and trusted by all communities. Creatively applied, lessons from Comer’s approach could point that leadership in the right direction.