Article #1
Introductory
Comments
Professional
Training of Academic Decision-Makers
at the
Minneapolis Public Schools
To the extent that
the general public gives much thought at all to the sort of professional
training that key academic decision-makers at locally centralized school systems
such as the Minneapolis Public Schools bring to their positions, most people
seem to assume that a degree in education means that people paid to design
academic programming have credentials pertinent to the task.
In this edition of Journal of the K-12 Revolution: Essays and Research from Minneapolis,
Minnesota, I give an objective presentation of the credentials held by
Superintendent Ed Graff and other key academic decision-makers at the
Minneapolis Public Schools. In Part
Two: Analysis of my new book, Understanding the Minneapolis Public
Schools: Current Condition, Future
Prospect, I assess the value of these credentials; comment on these credentials also arises in
Part Three: Philosophy, wherein I trace
the origins of education departments, colleges, and schools in transformation
from normal schools into college and university based programs. I have in the course of entering 1200
articles on my blog also provided a bevy of information pertinent to the
training of public teachers and administrators.
In this edition of the journal I entreat my
readers to give very thought to the kind of training undergone by academic
decision-makers at the Minneapolis Public Schools and, in anticipation of
delving for my own commentary, form your own views as to the adequacy of the
given professional preparation.
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