Rochester schools Superintendent Bolgen Vargas says that managing ambiguity has become one of his biggest challenges. For example, Vargas says that he supports teacher-led schools, where teachers and schools operate with as much autonomy as possible. But with greater autonomy with operations and programs comes greater accountability, he says. | “Teacher-led schools, in my definition, would mean maximum autonomy, maximum flexibility, and maximum accountability,” he says. “I won’t make the mistake of the past. I won’t agree to give them autonomy and not accountability.” | Accountability could take several different forms, Vargas says, including denial of tenure for teachers or principals. | Everyone says they’re in favor of accountability, Vargas says, until it happens. He says that when he tries to deny tenure, the resistance is fierce. | There’s no denying that the district has suffered from serious management problems. But another thing is also clear: Gone are the days when educators are given the leeway or the benefit of the doubt because they work with people — and people have quirks. | Urban education, in particular, has rapidly pivoted to formulaic solutions. The ambiguity caused by issues like poverty, truancy, and low parental engagement may have unpredictable, but not excusable outcomes.
This article appears in Sep 18-24, 2013.
In reality Vargas actually does not support teacher-led schools unless they become independent entities separate from the RCSD. I really think Vargas is afraid that a successful teacher-led school will show that he and his administration buddies have no legitimacy and very weak leadership abilities!