Upon his arrival in New York City eight months ago to take charge of the largest school system in the nation, Richard R. Green brought with him a plaque that had sat on his desk in Minneapolis. The plaque bears the inscription, "Notice to all employees: no task will be evaded merely because it is impossible." This message has proven to be highly relevant as Green grapples with the challenges of what some refer to as "the impossible job." He aims to establish control over a system known for its bureaucratic rigidity, which is only matched by the unforgiving political environment of the city.
When Green arrived in March, he was hailed as a potential savior for a system plagued with problems. However, in recent months, he has faced criticism from the media for the slow pace of reforms. Despite this, his efforts are supported by key stakeholders, including board members, the teachers’ union, the mayor, and business leaders. They acknowledge the difficulty of Green’s task, having to address issues that have accumulated over several decades in a system he has no prior experience with. Green himself is "very satisfied" with his progress thus far, such as ensuring a smooth start to the school year and initiating discussions on long-term reforms.
In a comprehensive interview last week, the chancellor reflected on his transition from being a respected and relatively independent leader in Minneapolis to the challenging environment of New York City. He acknowledges the complexity of the school system in this city, stating that comprehending its intricacies requires substantial effort. Even then, he is unsure if anyone can truly grasp it fully. Green assumed the chancellorship at a pivotal time, as the district has recovered from financial difficulties and the public expects more accountability for the system’s failure to adequately educate a significant number of students. He recognizes the immense responsibility he carries, emphasizing that the future of a world-class city is at stake.
However, while Green’s words convey a sense of urgency, many New Yorkers do not perceive this urgency in his actions. At the start of the school year, The New York Times criticized Green for not demonstrating strong leadership in his first six months. They claimed he had failed to effectively advance his agenda. Yet, James F. Regan, a long-standing board of education member, echoed the sentiments of Green’s supporters when he emphasized that the chancellor never promised immediate results. He acknowledged that Green does not settle for quick, superficial solutions to complex problems. Green himself acknowledges the impatience of New Yorkers but remains focused on the ultimate goal of improving the education system for the one million children it serves. He stands against rushing into instant solutions that have little long-lasting impact.
Mr. Green’s primary focus during his short time as chancellor has been on boosting the morale of teachers and staff members. He believes that their efforts will ultimately determine his effectiveness in his role. Since his arrival, Mr. Green has praised teachers as unsung heroes, acknowledging that their work has been underappreciated amidst the criticism the education system has faced in recent years. "My biggest challenge since coming to New York City is to acknowledge and affirm that there are outstanding individuals out there who are doing remarkable jobs," he said. "There are people here who show up every day and have dedicated their entire careers to addressing challenges. However, for the past four, five, or six years, their efforts have been met with a consistent message that whatever they do, it doesn’t matter."
Mr. Green firmly believes that meaningful improvements must happen within the classroom. He emphasizes the need to restructure the system so that administrators in the central office and elsewhere understand that their main duty is to support what happens in the classroom. "I know I’m not the first chancellor to express this sentiment," he admitted. "We are doing everything we can to empower teachers and, in turn, strengthen education in New York City."
Sandra Feldman, president of the United Federation of Teachers, which boasts 90,000 members and is the largest local union in the country, has praised Mr. Green’s emphasis on teacher support. She is pleased with the tone he has set and recognizes that previous chancellors often placed blame on teachers. "Now, it’s crucial for him to follow through," she added. "Teachers are more realistic than others when it comes to understanding that change is challenging, particularly in a large bureaucratic school system like this one. The bureaucracy tends to persist in its old ways, even in the face of criticism from its leader."
Despite having strong support from influential figures in the school system, observers suggest that Mr. Green’s fate will ultimately be determined by his ability to address the growing discontent surrounding his leadership abilities. "He didn’t fully grasp the extent to which New Yorkers were desperate for immediate improvements in the education system," said Stanley Litow, executive director of Interface, a research group focusing on human-resource issues in the city. "His long-term approach to reform clashes with people’s desire to see instant change."
Joanne Wasserman, an education reporter for the New York Daily News, believes that Mr. Green’s greatest weakness so far has been his lack of a "New York style." She explains that New Yorkers are accustomed to quick, symbolic gestures and are becoming increasingly impatient with the pace of progress. Many agree that Mr. Green’s strained relationship with the media poses the biggest threat to his position. The media’s influence was clearly demonstrated when negative publicity led to the sudden departure of his predecessor, Nathan Quinones. With education occupying a prominent place on the political agenda, the media critically examines every move the chancellor makes.
Prior to assuming his role, Mr. Green was assured by the board of education and other influential figures that he would have more autonomy in running the school system than previous chancellors. However, it wasn’t made clear to him that he would have to deal with numerous decision-makers. The intricate dynamics of what Mr. Green refers to as "creative tensions" in New York, or what others see as the overtly political nature of the school system, is evidenced by differing opinions about the chancellor’s relationship with the board.
According to Philip Kaplan, president of the New York City School Boards Association, Mr. Green is akin to a bus driver who has a map but receives directions from the board. Kaplan believes that if the chancellor had more control, he could turn the system around. On the other hand, Ellen Sulzberger Strauss, president of Executive Service Strategies and member of the education committee of the New York Partnership, believes that Mr. Green should stick to his own approach and not engage in political games to please others. She emphasizes that New Yorkers need to decide whether or not they will support him.
Working with a city government that controls the school budget means that the system faces additional scrutiny and accountability from various city agencies. This is unlike Minneapolis, where the school system operates independently as a taxing authority. Mr. Green acknowledges that this new arrangement fundamentally changes the dynamics.
Mr. Green does not anticipate easing the intensity of his 16-hour workdays until June, when the budget process for the next year is completed. He believes that his impact will be measured by the extent to which parents celebrate their schools rather than by specific appointments or projects.
In conclusion, Mr. Green faces the challenge of navigating the complex political landscape of the New York City school system while striving to make a meaningful difference in the lives of students and their parents.
