Paul Heckman

Paul Heckman knows firsthand the power of a community that takes charge of its own destiny. In fact, he believes communities made up of empowered parents have schools that function better.

Usually schools talk to parents: administrators and teachers tell them what their children are doing in school and report on their academic progress. It is a one-way conversation, according to Heckman.

To create a dialogue, Heckman says both sides must work to build the “assets of families and communities” and to get those inside schools working side-by-side with parents and others on the “outside.” The dynamic will change only when everyone works together on things that matter to the community.

In Tucson, Heckman—then a professor at the University of Arizona—brought poor Latino parents together with school teachers and administrators to take political action. In one instance, the groups successfully fought to rid the neighborhood of a vacant house that sheltered prostitutes across the street from a school. In another, the groups worked together to shut down a bar too close to a school.

“Political action requires some analysis, asks for a solution, and then everyone works together to get it,” said Heckman. “This process helps school personnel see students’ parents in a new light. Suddenly, they seem powerful.”

In addition, everyone is focused on a common cause. Most importantly, teachers and administrators realize that parents have strengths “they can leverage.” This leads to an exchange of resources and knowledge, and gets all parties away from a focus on “resisting and fixing each other,” explains Heckman.

Heckman joined the School in 2004. His work in Tucson and subsequently at the University of Washington’s Center for Educational Renewal influence his approach to the School’s new joint Ed.D. program with Sacramento and Sonoma State Universities.

Heckman hopes to translate what he has learned in his work with communities and schools to prepare K-12 district and community college leaders for success.

“The purpose of public school is to advance the democracy,” said Heckman. “Only if parents, teachers and kids are democratically involved in the same endeavor, can that purpose be fulfilled.”

In the CANDEL program, Heckman and his colleagues focus the students on a fundamental truth: “leadership doesn’t mean one person leading.”

“Our students need the knowledge and skills that will enable them to help people do for themselves,” he said. “A great administrator is an instigator.”

According to Heckman, the current system is organized for “control” with the emphasis on accountability (standardized tests and reporting) taking the focus off “creativity.” He thinks the goal needs to be on breaking the status quo.

“Of course, we want to graduate leaders who are prepared to keep the trains running,” said Heckman, “just maybe on different tracks.”