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“How do we get there? We

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“How do we get there? We start by recognizing that education is a service. It faces the same challenges as any service enterprise whose goal is to build in innovation and excellence that will serve every customer. They are captured in four questions:

How do you recruit, train, and motivate good leaders (such as superintendents and principals)?
" How do you recruit, train, and motivate good service providers (such as teachers)?
How do you "not lose sight of the customer" (in this case, students and parents)?
How do you continuously improve, testing whether what you are doing is working and whether you are adapting successfully to the world around you?”

As an educator in the Baltimore City Public School system, it would be easy for me to say that the answers to these questions appear to be nonexistent. Though it would be easy to state, I am sure that it would also be a very bias, inaccurate statement. The major apparent road block for the solutions or answers to these questions seems to be the allocation of funds. Whereas I am sure on paper funding is available, the statements that are constantly made towards us fellow teachers are, “ We don’t have the money for that”. To date, I agree with the statement, “The differences in American school districts are less about the wealth of the community or the color of the students they serve than about how they organize and manage the instruction they provide.” However, it is quickly becoming hard for me to not disagree. “Effective teachers” that work in a school district that is populated with a demographic of students whose home environments devalues the entire educational system can become frustrated due to the lack of support and lack of “ good leaders” ( principals). Let me clarify. Generally , “good” principals lead good schools where the demographics include students who have supportive families who value education and reinforce skills learned at home. Therefore , effective teachers, who have a heart for the students and produce academic growth , become frustrated, overworked, and exhausted. They generally give up the fight and transfer to “ good” schools, with “ good “principals. Consequently, the inner city schools are consumed with ineffective teachers and administrators working with at risk students that are unmotivated and do not achieve academic success. The cycle continues and no one seems to benefit. How does a failing district become motivated enough to want to fairly spend money to seek and implement effective strategies that answer the 4 keys questions that are the recipe to a successful educational system?

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