LETTERS.

Applicable Advice on Technology

Stephen Kleinsmith raised the right questions in his article, "Technology in the Schools, So What?" (April 1997).

Too often schools are preoccupied with the acquisition of computers and the construction of labs without addressing the link between technology and curriculum. Posing the questions, as Kleinsmith did, can help school and district leadership focus on the intended purpose of technology. Before moving ahead with massive expenditures for technology, school leaders must carefully examine the potential benefits to student achievement, and his questions can serve this purpose.

Further, school districts must ensure that all school staff become proficient in the application of technology. Klein-smith discusses the adoption within his school district of a personal improvement plan for teachers that is used to increase staff proficiency. This is an essential element to any technology plan.

Students deserve teachers who know how to make effective use of the technology and how to integrate this tool into the teaching of their discipline. School leaders are responsible for ensuring this happens, and Kleinsmith has effectively addressed this issue.

Kleinsmith was right on target with his observations regarding the application of technology to most other areas of our economy and culture. Schools cannot ignore this revolutionary change in how work is carried out. By addressing the issues he raises, school leaders can ensure the community and staff are together in common purpose as we go about "changing the way we do business through the application of computer technology.

JAY A. HEATH

Associate Professor of Educational Administration, University of South Dakota, Vermillion, S.D.

Kozol's Compelling Stand

Jonathon Kozol's compelling and hard-hitting article ("Industry's Whims Subjugate Students' Needs") in the May issue was a powerful statement on American business's impact on public education. The piece moved me so that I challenged the editorial staff of the Syracuse, N.Y., Post Standard, to reprint Kozol, which they did.

I made this request to the newspaper as part of my response to a previously published letter by the chief executive officer of the New York State Business Council in which he unjustly criticized the financial management of public schools. I argued that the Business Council was impersonal in its approach by focusing on cost, taxes and a favorable status for business. Not a word was said about education.

Kozol's article eloquently represented my beliefs.

FRANK AMBROSIE

Superintendent, Cayuga-Onondaga BOCES, Auburn, N.Y.

Worth Sharing

The collection of special essays in the May issue of The School Administrator is an excellent call to action.

With your permission, I intend to reproduce them for our school board members, staff and community leaders.

ROBERT K. MELICK

Superintendent, Detroit Lakes Public Schools, Detroit Lakes, Minn.

Personal Relevance

I thoroughly enjoyed Richard Flynn's article ("55 and Searching," June 1997). I found his personal story of job hunting after many years as a superintendent very realistic. His "touchy scenario" segment on the interviewing sequence he faced was so true as to be humorous.

I also would like to echo Fred Sales' opinion ("Losses at Retirement") in the Letters section that AASA make a concerted effort to increase portability of retirement benefits across state lines. By maintaining the present system, states limit the pool of candidates for classroom and administrative jobs, especially for experienced educators.

JERRY A. NEFF 

Superintendent, Hebron Public Schools, Hebron, Neb.

Phooey to Parochials

Your August issue, with its articles on parochial schools, was an insult to all competent administrators. The most absurd was the article "Catholic School Lessons for the Public Schools."

In my six years as a principal, my school embodied more quality education than any parochial school I am aware of. With several parochial schools nearby, it was not unusual for a family to send children to both public and Catholic schools. The "dumb" ones, as they were sometimes described by their parents, came to us. I am proud to state that in most cases we ended up with all the students in those families because of our better teachers and programs.

The only advantage parochial schools have over the public schools is that they dump their problems or turn them away in the first place. The worst discipline problem I had to deal with as principal was a student who was kicked our of a parochial school.

Most criticism of the public schools is based upon problems that exist in the inner city. As part of a recent panel discussion, I asked my fellow panel members to name three things in the inner city that work better than the public schools. They couldn't name one.

By the way, if the secret of quality lies in Catholic education, why do we never hear of great schools in South America, Portugal, Spain or Italy?

JOHN PAGEN

Retired Superintendent,

White Lake, Mich.

A Refreshing Exercise

Cryss Brunner's article, "Exercising Power," in the June issue is just what I need as I struggle to change the power structure to more of a collaborative decision-making process.

This task is not easy. One constantly faces the mood of resistance among the establishment, so Brunner's insights were most appreciated. I would encourage additional articles on this subject.

EMERY J. BABCOCK,

Superintendent,

Stevens Point Area Public School District, Stevens Point, Wis.