By JC Bowman – Contributing Education Editor, TriStar Daily
In the field of education, I frequently receive emails and letters from educators and parents throughout the state. Among these, some stand out for their clarity and insight. One such letter, authored by the husband of a Tennessee educator, poses critical questions that deserve attention.
“As a military veteran, businessman, and husband to an educator, I have seen distinct parallels between our military and the current state of education in Tennessee. I genuinely enjoyed my time in service, and I credit much of my business success to my military journey.”
“Yet, I cannot ignore the primary reason I chose not to reenlist: the breakdown between leaders at the top and the men and women carrying out tasks on the ground.”
“In the military, laws and regulations are passed by congressmen and generals who likely have never served or haven’t led at the company or platoon level in decades. These leaders create regulations that often feel like metaphorical handcuffs, making our troops’ jobs harder than necessary—sometimes nearly impossible. I argue that the same is happening in education.”
“We have state legislators who have never walked a day in a teacher’s shoes, and directors and central office staff who haven’t taught in a classroom in decades. In their efforts to raise test scores, they keep piling unnecessary burdens onto teachers, who are already carrying too much.”
“We can pass more laws, increase funding, and find new ways to add 2+2, but at the end of the day, our education system will not change until leaders start leading—investing in and empowering their people.”
“It’s fair to assume that most CEOs of successful organizations would tell you that their greatest asset is their people. These CEOs encourage innovation and empower their staff to create simple yet effective processes that yield predictable results.
“They embrace the role of servant leaders, welcome feedback, and take constructive criticism in stride. They are masters of active listening, showing empathy, and are unafraid to delegate. When times are good, great leaders give credit to their teams. When times are bad, they take the blame.”
“In education, many so-called leaders seem to have it backward. There is such a laser focus on students and test scores that they forget that teachers are education’s greatest asset. Teachers drive the inputs and processes, while students and test scores are merely the outputs.”
“Focusing on inputs and processes has become a lost concept for today’s education leaders. They forget that their roles exist to support teachers, and without teachers, their positions would cease to exist. They rarely, if ever, engage in meaningful conversations with teachers about what is working well, what needs improvement, and how to make their jobs more efficient.”
“Empowering teachers to create their own goals, strategies, and processes is not even a thought. Instead, leaders quickly add more planning requirements, more meetings, and stricter dress codes, believing these changes will improve test scores.”
“At the end of the day, there will not be sustainable, long-term improvement in education until leaders start leading. Sure, micromanagement may boost test scores in the short run, but it ultimately breeds disgruntled teachers, and the results will not last.”
“A key concept in leadership is understanding that people are led while things are managed. Leaders must take a long, hard look in the mirror and ask themselves, “Am I doing everything in my power to lead and serve my people in the best way possible?” The answer is already known. It is reflected in test scores and the morale of educators.”
“It is time for the blaming and micromanaging to end. It is time to start leading.”
He critiques the focus on test scores over teacher support, arguing that effective leadership should empower educators instead of adding burdens. By comparing education leaders to successful CEOs, he emphasizes the need for servant leadership, active listening, and accountability.
The letter warns against micromanagement, which can harm teacher morale and effectiveness. It calls for a leadership shift that supports educators and fosters collaboration, stressing that lasting change in education requires prioritizing the empowerment of teachers.
JC Bowman is the executive director of Professional Educators of Tennessee and Contributing Editor of the TriStar Daily.
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