“The Power of Their Ideas” by Deborah Meier

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Summary of the Book

This book is about America’s education system and school reform. It details how a group of teachers were determined to make a difference in the education system and managed to achieve this by radically changing their teaching methods. They managed to make this difference by recognizing that education had to be child-centered; the education was based on the needs of the students.

What I found most interesting about the book was Meier’s adoption of a private school model approaches to education and redefined it in a public school.

The fascinating aspect was that the recipient school was in the poor district of Harlem. Harlem is home to impoverished minority communities. The children in the school had the worst grades in the city of New York. This group of teachers believed that this could transform. They embarked on a journey that ended with noteworthy results. This book explains how the change is realized even in the most bureaucratic and challenging of conditions. It builds a strong case for establishing small schools and involving parents and stakeholders in collective responsibility. Part of the success involved cultivating relationships with parents and adapting to the needs of the students. It also promotes the idea of consciously establishing and organizing a school that positively influences and cultivates a learning atmosphere. This helps mold children into responsible and objective young people who know what they want to be in future. Rather than increase poverty and racism in the lives of children, the school instead creates possibilities of social-economic empowerment and helps them break away from poverty (Meier, 1995).

The educational and philosophical ground of leadership

The educational and philosophical ground of leadership is based on fundamental principles that Meier employed. These principles led to the success of these schools (William, 1995). The first secret lies in the adoption of child-centered education. In 1974, when Meier started out, this type of education theory was popular; but they went a step further and integrated the community in the process as well. In doing so the teachers and students focused based on learning which was not just about skills but also the subject matter. Another key is found in the registration process: by the school policy, it is compulsory for the parents or guardians to bring the children for registration to the school personally. This mandate is the bridge to establish and nurture a relationship between them and the school administration. Teacher autonomy is an additional ingredient of this success recipe. To be an effective educator in the classroom, there must be freedom when taking and completing tasks – it is not the how but rather the what, that is important (“About Educational leadership”). William points out that Meier also draws attention to a common school culture whereby the staff contributes to every decision and takes direct responsibility to implement them. (William 1995). He also mentions how the structure of the school day at Meier’s school enhanced trust between students and teachers. The teachers and students should spend time that is more constructive together. This can be achieved through longer class periods with fewer discrete subjects. This is fundamental for effective pedagogy.

Connections between poverty and democracy

The connection between poverty and democracy is observed in Meier’s experience with the marginalized and racially mixed children in East Harlem. Meier believes that all students deserve an education that is meaningful and challenging during its acquisition. This notion is what radically reforms her schools. Meier proves that this type of communal, autonomous high school model can be extremely successful in the inner city. She also demonstrates how the schools address the very pertinent issues of class, poverty, and race. (“The Foundation for,”) She wanted to provide at public expense for the least advantaged what the most advantaged bought privately for their children (William, 1995). He states that this book further explains how teachers should teach morality as well as skills and knowledge. He asserts that Meier highlights this in her schools where the teachers adhere to the rules and expectations of the school. For her, a democratic community was a non-negotiable purpose of good schooling (William, 1995). The limitations of the current educational legislation are seen in its bureaucracy and pedagogy. It promotes standardization in education and this does not further the uniqueness of the child but rather looks at all children as being the same.

Possibilities and limitations of educational leadership in the current educational legislation

On the other hand, the possibilities as seen through Meier’s book are endless. School reforms can begin by embarking on child-centered education, which has its focus on the child’s needs, abilities, interests and learning styles with the teacher facilitating this learning. (Klonsky, 11) Providing an education that is both children-centered and community-centered within the education system is another opportunity. This is clearly demonstrated by Meier who created an alternative school while working under the constraints of the public school system (Klonsky, 11). This idea of a small school where teachers, parents and students are actively involved in the educational process gives leeway to production of high school graduates who go on to do well in college and in the world (Meier, 1995)

Karenika (2005) identifies how the teachers found ways to incorporate qualities valued into their everyday decisions at the school. This involved being held responsible for every aspect of work in the entire school. Meier justifies the importance of having more choices for teachers and families within public schools. She believes that this type of educational practice calls for combined co-ownership of this new model of schooling in an atmosphere that allows for reflective examination and restructures based on experience. (“The Foundation for”) Effective be educational leadership does not micromanage any educators or students (“About Educational leadership,”). This is echoed by Meier who advocates for freedom from bureaucracy to allow creativity, flexibility and freedoms that facilitate learning. The foundation for educational renewal agrees that this also provides opportunities for collaboration with each other and with students and parents. This then creates the most favorable learning environment for both teachers to work and students to learn. Small schools promote good teaching. They also contribute to developing and helping the students to engage their world in more positive ways. However, it takes the community – the teachers, students, and parents – to take the risk and seize the opportunities that are presented by this alternative way of education.

References

About Educational Leadership. (n.d.).Retrieved from www.educationalleadership.net

Karenika,. (2005). Book review: the power of their ideas. Web.

Klonsky, M. (2005). Book review: the power of their ideas. Web/

Meier, Deborah. (1995). The power of their ideas: lessons for America from a small school in Harlem. Boston: Beacon Press

Sullivan, W. (1995). Book review: the power of their ideas. Web.

The Foundation for Educational Renewal. (n.d.).

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“The Power of Their Ideas” by Deborah Meier

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