1. Hi, my name is Jacek [yot-zek] and I have been, and no longer wish to be, a victim of scientific management.

2. Shifting the Management Paradigm

3. Scientific Management is rooted in… Modernist Paradigm

4.  Originated in 20 th Century when life in Western civilization was characterized by capitalism, rationalism, individualism and a move towards secular culture. (English, p.36)  Social progress was tied closely to the dynamics of capitalistic production and economic growth. (Giroux, 1997)  Science and technology were intrinsically good and “served as the drivers of society’s engines.” (Starratt, 2003)

5. Scientific Management a.k.a Taylorism “Principles of Scientific Management “ Frederic W. Taylor 1911. Taylor believed that…. There is only one best way to accomplish a job. Administration “can be reduced to replication of behaviors that are proven to be effective and efficient” (English, p.34)

6. Scientific Management a.k.a Taylorism  Manager ‘s role is to discover the best way to accomplish the job with the least number of body motions.  Results of worker’s labor can always be predicted and quantified.  Administrator’s role is to: Clearly delineate the necessary steps Provide training Monitor process of implementation Use hard data to evaluate efficiency and effectiveness

7.  Taylorism provided extremely mechanized way to standardize the workplace (Foster, 1986)  Valued organizational goals more than it valued the interests and needs of the people.  Bureaucracy was firmly established through a clear delineation of managers’ and workers’ responsibilities (English p.35) Scientific Management a.k.a Taylorism

8. According to the Scientific Management the role of the worker is to…

9. …follow routine steps…

10. ….not requiring intellectual capability…

11. …or imagination.

12. Scientific Management Supervisor most likely believed that…  Those in position of power had intellectual superiority.  Subordinates had no internal motivation and were only motivated by money.  Workers didn’t have intellectual ability to do their job without very close supervision and monitoring.

13. Scientific Management applied to schools  Focused on measuring efficiency in the production of schools’ products a.k.a. children  Assumed that human endeavors are always linear, rational, predictable and consistent.  Followed three principles: 1. Preference for sanitized language avoidance of expressing anything that is perceived to be uncomfortable or offensive 2. Logical Rigor consistency and predictability 3. Value Neutrality refusal to acknowledge bias

14. Causes of opposition to Modernist Paradigm and Scientific Management  It was seen as imperialistic  It resonated with notions of class, gender and race domination.  It was a catalyst of alienation of individuals  Resulted in domination of the individual by bureaucracy

15. Progression to Moral Leadership in Education Since “schools serve as spaces for social reproduction” (English p.39) two questions can be asked Should they solidify the Status Quo? Should they bring about change?

16. The Choice is Clear “The only constant is change, continuing change, inevitable change, that is the dominant factor in society today. No sensible decision can be made any longer without taking into account not only the world as it is, but the world as it will be.” (Isaac Asimov)

17. Decision is Obvious From modernist to a broader global view Minimum competencies and high stakes testing Position of influence on broader (global) society

18. Meaning, Purpose and Ethical Leadership Thoughts and Ideas  Having meaning in our lives ties our behavior to a purpose. What is the reason for our existence?  Educational Leadership is not the mechanism to perpetuate commerce. What is the product of our work?  Schools are no longer places for merely academic pursuit. What do we need to pursue?  Schools are places where human imagination and creativity can be used to re-create our world. What would that world be like?  Schools are places of struggle between the status quo and fabrication of a different existence. What existence would that be?

19. Essential Questions for Ethical Leaders  How are society and culture reproduced through schooling?  Why underclass children often become underclass parents?  Why can’t schools break the cycle of class reproduction?  How is a culture of sexism and violence perpetuated?

20. Moral Leaders are…  Purpose Driven Cognizant of the prevailing cultural issues inside and outside the school Provide a critical voice addressing the meaning behind: racial profiling, violence and drug trafficking Go beyond academics Are at the forefront of societal accountability and responsibility.

21. Moral Leaders Self-Reflect  Carefully examine values, attitudes, assumptions and predispositions covering a whole host of issues.  Unearth areas of dissonance that may exist between their demonstrated behaviors and internal assumptions.  Wrestle with how schools and their administration potentially perpetuate racial and class divides.  Examine and question the relevance of operating norms.

22. Our Discussion As more and more of us agree that our schools must go through radical changes, in order to prepare our students, teachers and administrators for the 21 st Century, to what degree, the “legacy” of scientific management will be slowing us down? What essential questions will moral leaders be asking themselves in the 21 st century that they did not have to ask before?

23. “These teachers will not do anything unless you spell out exactly what you want done step by step and write them up if they don’t do it”

24. “When I visit your school, I want to see all students learning the same content and I want to see all teachers teach the same way.”