Case Questions: Leaders Who Make a Difference: Joel Klein Brings Accountability to NYC
Klein was a prominent leader in the educational system of New York. He had made impressive developments throughout his term in the Chancellor post. For example, Klein ensured an elevating trend in the number of graduates in New York. During his leadership, the number of graduating students shifted from fifty percent to sixty five percent. Nevertheless, his developments were subject to inadequate funds. The intense recess brought much limitation towards his reforms towards the educational system. Klein was a significant leader in the New York educational system. He had outstanding methodologies of developing the quality of education throughout the locality. Klein left a legacy in his area of leadership.
His strategies remained outstanding towards the development of the educational system. His leadership marked a memorable trend. His most memorable strategy was the mandate he gave to the school principals. Klein gave the school principals the utmost mandate to influence the recruitment of the teachers. In this case, the principals would make the best selection of the most qualified teachers. Definitely, this brought substantial contribution towards the increase of the graduates in New York. Klein had the most outstanding leadership in the New York educational system. This case presents a key issue that requires an outstanding decision. Klein left his post to his successor. The current leadership is not as progressive as the previous one. This is the key issue that requires stable decision. The regime needs to decide on the strategies of advancing the leadership of New York's educational system. In this case, the leadership requires a resilient trend. The current trend of the leadership triggers the requirement of new decisions.
Klein brought much contribution towards the New York educational system. Despite of this fact, he was subject to numerous challenges. The Chancellor's post entailed much challenge especially when Klein was taking over the office. As he took over the office, there were diverse problems that emerged from the New York educational system. The leadership system in the New York educational system brought much challenge to Klein. Bureaucracy was the key method of leadership in the educational system. During the entry of office, Klein perceived the leadership as a key limitation of the schools' academic performance. Principals of the schools had a substantial authority over the activities and curriculum of the schools. They were the ultimate decision makers in the institutions. Unfortunately, a significant figure of the principals did not have the outstanding qualification of the post. This was a major problem of the educational system, since some schools would reflect dismal performances. Nevertheless, Klein resolved this problem by conducting a massive replacement in the educational system. He oversaw the process of placing qualified principals in the schools.
As Klein entered office, the grading system in the schools was a major concern. In this case, the problem emerged from the techniques of reflecting the absolute performance of a student. In this case, Klein had to strategize on the implementation of metrics that would also enhance accountability in the educational system. The ancient educational system entailed much simplicity in the reflection of performances. Consequently, there was no vivid reflection of students' performance in the educational system. The ancient educational system only limited the scope of grading to the zip codes. Performances would only reflect through the zip codes. The main problem was in the inability of the system to determine the school's impact on the students. Klein succeeded to implement a new strategy in the system that sought to reflect the students' absolute performance. He implemented a new strategy that entailed the grading of the schools. It was more flexible as it entailed sharing with the parents.
As Klein entered office, there was a high trend in mediocrity in the educational system. This was a major challenge towards him as a new Chancellor. Mediocrity involved a policy of compromised delivery. The bigger portion of the offices did not deliver their roles satisfactorily. The entire administration engrossed much mediocrity. Officials lacked outstanding commitment towards the advancement of the educational system in New York. Officials dwelt on the principles of tenure, lockstep pay, and seniority. Definitely, this would trigger a self-centered spirit amongst the officials. Klein was subject to the intense mediocrity in the New York educational system. He overcame the mediocrity through the implementation of the Children First initiative. The initiative involved the investigation of the conditions in the public schools around New York. This was a comprehensive plan that took one year of studying and strategizing towards the advancements of the schools. Throughout his leadership, Klein eliminated the mediocrity. Consequently, he made profound contributions towards the improvement of the educational system in New York. As time went in his leadership as the Chancellor, the number of graduating students elevated significantly. During his time, the graduates shifted from fifty percent to sixty five percent. Evidently, Klein underwent numerous challenges in his leadership. Despite of this fact, he toiled to overcome them. Through his outstanding strategies, he made a significant advancement of the educational system in New York.
Klein's main element in the process of transforming the system was the change of right, which principals had in their schools. Klein saw the need allow principals, to choose teachers, to join their schools. Having been appointed the new Chancellor, Klein plans were to be accomplished in two phases; planning and execution. Two quick provisions characterized the first phase. The first provision was to initiate reward system to motivate superintendents for enhanced student performance. The second was a speech intended to transform the cornerstone to poor condition in the school system. Under this phase, Klein assumed that by rewarding the superintendents for improved performance, extra efforts would be applied to enhance the achievement even further. He also assumed that derailing factors in the education system were the type of tenure system applied in schools, the level of seniority among the staff, and lockstep payment system.
Klein assumed that bringing in outsiders was the best way to go in the process of reforming the system. This illustrates that the main element was to focus on the performance of schools plus the systems. This relied on the centre as a source of support to help the schools improve. Klein's strategy as new leader was to establish control of the schools, revise performance criteria, transform grading system, and address the mediocre surrounding the learning system. As a strategy for improved DOE, Klein initiated the program, which he called, Autonomy Zone. This program gave room for specific schools to adopt the performance accountability criteria. The schools were free to join and set their own targets. For a start, about 26 schools freely joined the zone program. The contracts for participants ran for 5 years. The schools that managed to obtain their targets remained at their levels. Those that fell short of targets were forced to subscribe to the ladder of consequences.
Klein's most significant actions included the formation of 10 regional offices from a collection of 32 community districts, initiation of the K-12 project, reduction in the number of superintendents, elimination of social endorsement, standardization of curricula, introduction of the rating system for principals, and inclusion of the ombudsman in every school.
The moves by Klein in attempts transform the education system were excellent and effective. With the introduction of the Zone program, the performance contracts signed by the volunteer schools encouraged the principals to work hard. This led to enhanced performances in the schools, as they feared the effects of failure to attain the targets set for a period of five years. The impact of failure was a demotion of principals of those schools or the eventually closing of the school. This created the agency needed to improve on performance. Standardization of curricula gave every student equal opportunity in acquisition of knowledge. The effectiveness of these radical changes is evident in the immediate outcome after their implementation. The performances of participating schools improved hence the initial goal of performance contracts were realized through the moves applied by Klein.
In order to curb the NYC's budget crisis, Klein should forward a motion reopening the closed schools. The schools that were closed because of poor student performance and failure of obtaining goals/targets set by the zone program exert much pressure on the functioning schools. This is one of the reasons behind the NYC's budget in relation to the education department. If all schools are functioning, the total revenue contributed increase. The reopening of the closed schools will help generate revenue required to further reforms in the education department. Klein should also consider increasing the cost of education in order to sustain it. The increased contribution by students to sustain their education system would boost the NYC's budget.
Numerous teachers who are in various schools against the wish of their principals' recommendation also characterize education department. These teachers are deemed useless towards…