LETTERS.

Kids Can't Learn the Same

Regarding Dennis Kellison's column, "Who Contaminated the Effective Schools Movement?" (June 2001):

At one time, I was a strong proponent of the effective schools movement and still am to some degree. However, I object strongly to the myth of "all children can learn." I cannot speak to the intent of founders Ron Edmonds and Larry Lezotte, but I believe this notion has been widely interpreted to mean "all children can learn the same curriculum," with time merely a variable.

As a superintendent in his sixth year and an educator for 17 years in all, I do not believe this. I do not believe all children can learn the same material, the same way, with the same level of proficiency.

The claim "all children can learn [the same]" has been touted so much that the public has begun to believe we can make a rocket scientist out of every kid. That simply is not true. Not all students have the ability, attitude or ambition to be a rocket scientist or any other such thing.

The perpetuation of this myth has ramifications. When Johnny can't read (let alone be on his way to NASA), the public thinks it is our fault. After all, we have told them we can make every Johnny a rocket scientist. In addition, some excellent teachers have begun to believe this myth. When their students don't live up to the expectations, they blame themselves. Many a good teacher has harbored guilt for not turning out rocket scientists.

What we need to do is provide the best education for all children--recognizing that not all students will succeed the same, not all students can or will adapt equally to the classroom environment, not all students come with the ability to take advantage of what we offer. There are limitations to what the school can do.

Ambitious, creative, pie-in-the-sky thinking is important, but it needs to be tempered with reality, common sense and pragmatism or else we set ourselves up for failure.

RON KELLEY

Superintendent,

Unified School District 279,

Jewell, Kan.

Uncommon Encouragement

I found Carrie Steinweg's guest column ("Your Team's MVP? Consider the Secretary," May 2001) by chance during a visit recently to the central offices of the Montgomery County Public Schools in Rockville, Md.

I liked very much what she had to say about the role of the school secretary and was grateful to see a national magazine article describe those of us who serve in this role as "most valuable staff members, contributing to a good first impression."

Thank you for the good pat on the back.

ANGIE A. HAFER

Secretary,

Greencastle Elementary School,

Burtonsville, Md.

A Cover Worth Keeping

I really want to compliment you on the cover of your June issue ("The Resilient Superintendent").

Although I am no longer a superintendent and am working as a college professor of education, my years as a superintendent are an important part of my life and career. I have framed the cover and keep it hanging in my college office.

FRED SALES

Director of Certification and Student Teaching,

College of Charleston,

Charleston, S.C.

Five Worthwhile Strategies

Jerry Patterson's contribution ("Resilience in the Face of Adversity," June 2001) was timely and right on target. I refer to it often as his five leadership strengths for moving forward and keeping focused.

Thanks for sharing it with us.

JERRY SELLENTIN

Executive Director,

Nebraska Council of School Administrators,

Lincoln, Neb.

False Portrayal of Preparation

Susan Clark's article, "Sink or Swim? Leadership's Real Deal" (June 2001), is inaccurately based upon the old saw that graduate schools of education don't teach what beginning principals need to know.

At California State University-Bakersfield, we have an advisory committee composed of alumni who are practicing administrators to ensure we do teach what new principals need. We survey our students about their needs at the end of every course. All of our full-time faculty and adjunct faculty have been or are practicing administrators.

In California, a new building administrator must obtain a Professional Administrative Services Credential within five years. To do so, the new principal must demonstrate a state-defined level of administrative competence as evaluated by both a graduate faculty member and a school district mentor, who serves without additional pay.

This is why I object vehemently to the implication that school administrators are unwilling to coach new administrators and that they are not learning what they need to know in graduate school. At least with respect to nationally accredited schools of education, I think the criticism is overblown.

LOUIS WILDMAN

Professor of Advanced Educational Studies, California State University-Bakersfield, Bakersfield, Calif.

Future Teachers

I applaud the attention given to the problem of teacher recruitment in your January issue.

Dean Grant in his article, "Fast-Track Teacher Recruitment," stated, "Human resource directors can encourage their school districts to sponsor Future Educatots of America programs. The ideal scenario would be to have such a program operating in every middle school and high school." We could not agree with him more.

The National Education Association discontinued its Future Teachers of America program in 1969. A national, precollegiate teacher recruitment program has not existed since. Seven years ago, 11 national educational organizations agreed to focus on this critical need. Phi Delta Kappa International serves as the organizing force and houses the national FEA Office (www.pdkintl.org).

SHARI BRADLEY

Director, Future Educators of America, Bloomington, Ind.