The classroom and the boardroom

Press, Volume CXIII, Issue 33386, 19 November 1973, Page 14

The classroom and the boardroom

Enthusiasm for the representation of teachers on school boards is understandable; it is also mistaken. School principals, through whom other teachers may address themselves to boards, are not board members and should not become members of governing bodies. A principal may be a board’s chief adviser, and a board will ordinarily seek and accept his advice. But the principal should be subject to the final judgment of the board, and the board should not be put constantly in the position of having to rule on the executive action of one of its own members. If boards are to retain any semblance of independence on behalf of the pupils, parents, and the community in whose interests the schools are meant to be run, and if they are not to be dominated by “ experts ”, principals and teachers will be excluded from their ranks. The education system is already subject to a great deal of jargon and clap-trap and well-meaning, but vague, advice from authorities”. The school boards, though not wholly composed of laymen, should be allowed to shield themselves from those people who have day-to-day control in the classrooms. They should be enabled to consider the product of the schools and be ready, without causing embarrassment to any member or inviting unnecessary conflicts, to assess, and criticise, the performance of the professionals. The teachers have ample opportunity to protect their interests by other means, and their wisdom may be obtained by boards when the boards require it. New Zealand’s schools are fortunate in having many teachers whose skill, experience, and devotion are invaluable in the classrooms. The pre-eminence of their authority in the classrooms need not be questioned. But there is no sound reason for extending their role in the management and direction of a school system which is not wanting for the advice or influence of professional educationists. The role of boards composed largely of laymen should be strengthened rather than weakened and the role of teachers should not be confused with that of management