Implementing Postmodernism in Changing the Role of School Administrators in America's Schools
IMPLEMENTING POSTMODERNISM IN CHANGING THE ROLE OF SCHOOL ADMINISTRATORS IN AMERICA’S SCHOOLS
Arthur L. Petterway, PhD
June 11, 2010
IMPLEMENTING POSTMODERNISM IN CHANGING THE ROLE OF SCHOOL ADMINISTRATORS IN AMERICA’S SCHOOLS
Arthur L. Petterway, PhD
Principal, 12th Grade Academy
Stephen F. Austin High School
Houston Independent School District
Houston, Texas
Adjunct Professor, Educational Leadership & Counseling
Prairie View A & M University
Prairie View, Texas
ABSTRACT
This article examines the impact of post-modernism on school transformation. Moving away from rigid paradigms of structural reform, the postmodern approach suggests a fluid acceptance of discordant voices and diversity, as necessary ingredients in the construction of meaningful change. Transformation implies interconnectedness, which by itself is inconsistent with the notion that the process of change can be truncated to convenient and easily identifiable compartments. The article suggests that a vision for reform that is inspired, or at least influenced by a postmodernist approach will consider learning and instruction as part of an undivided process. However, success will be measured not on the basis of how efficiently instruction was delivered, but by how much learning occurred.
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____________ School administrators’ role has changed dramatically in the past decade as public schooling systems have endured increased political scrutiny and policy intervention. Gone are the days when school administrators merely functioned as principals or head teachers who are revered and feared at the same time by their subordinates. Today, the work of administrators has moved away from leadership and towards management and has continually posed problems so challenging and daunting enough to erode the very core administrative values that they were trained to embrace in the first place.
The purpose of this article is to
Arthur L. Petterway, PhD
June 11, 2010
IMPLEMENTING POSTMODERNISM IN CHANGING THE ROLE OF SCHOOL ADMINISTRATORS IN AMERICA’S SCHOOLS
Arthur L. Petterway, PhD
Principal, 12th Grade Academy
Stephen F. Austin High School
Houston Independent School District
Houston, Texas
Adjunct Professor, Educational Leadership & Counseling
Prairie View A & M University
Prairie View, Texas
ABSTRACT
This article examines the impact of post-modernism on school transformation. Moving away from rigid paradigms of structural reform, the postmodern approach suggests a fluid acceptance of discordant voices and diversity, as necessary ingredients in the construction of meaningful change. Transformation implies interconnectedness, which by itself is inconsistent with the notion that the process of change can be truncated to convenient and easily identifiable compartments. The article suggests that a vision for reform that is inspired, or at least influenced by a postmodernist approach will consider learning and instruction as part of an undivided process. However, success will be measured not on the basis of how efficiently instruction was delivered, but by how much learning occurred.
____________________________________________________________
____________ School administrators’ role has changed dramatically in the past decade as public schooling systems have endured increased political scrutiny and policy intervention. Gone are the days when school administrators merely functioned as principals or head teachers who are revered and feared at the same time by their subordinates. Today, the work of administrators has moved away from leadership and towards management and has continually posed problems so challenging and daunting enough to erode the very core administrative values that they were trained to embrace in the first place.
The purpose of this article is to
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