Jerry Murphy - Academia.edu (original) (raw)

Papers by Jerry Murphy

Phi Delta Kappan, 2006

Reading Mr. Mintzberg's latest book on business management education, Mr. Murphy was struck by it... more Reading Mr. Mintzberg's latest book on business management education, Mr. Murphy was struck by its relevance to educational leadership programs. To find out how the ideas in the book could be adapted by Ed Schools, Mr. Murphy went straight to the source for some pithy advice.

Teachers College Record: The Voice of Scholarship in Education, 1982

Five hundred yards from the U.S. Capitol stands the new Hall of the States. An imposing white mar... more Five hundred yards from the U.S. Capitol stands the new Hall of the States. An imposing white marble structure, it provides space for twenty-nine associations of state officials and the Washington office of thirty-three states. While seven of these organizations represent state education interests exclusively, a number unmatched by any other function of government, all of them are concerned with state education issues. This command post for lobbyists--the first centralized location for state delegations--reflects the states' deep concern about recent federal activities. It also symbolizes three important trends in the states during the past twenty years: the growing power and presence of state government in the federal system; the emergence of a new state polities that has spread influence among numerous groups (including the federal government); and the increasing importance of educational policy in state and federal affairs. These trends indicate a dramatic change in the focus and power of many state governments. Just twenty years ago, almost all the states were regarded, if noticed at all, as weak links within the governmental system. Now, many are much more professional and responsive, and would appear capable of dealing with important educational issues. 1 But even the more progressive states, the subject of this essay,

quick-to credit Graham Allison's work. There are major differences between them, however. The aut... more quick-to credit Graham Allison's work. There are major differences between them, however. The authcfs reao^ different conclusions about the tele of rationality and bargaining because they ase different definitions, because of .the influence of the dominant mode of thinking'at the time they vrote, because of the differing character of the puzzles examined, and because of the questions the analysts •anted to answer .and «hy they wanted to answer them. Three lessons caa be learned from efforts to apply, models to decision-making, first, alternative models hold out the possibility of a better; if not-more complicated, understanding of how decisions are actually .mad* and. how programs are actually implemented. Second, models have added measurably to'the complexity of conducting policy research, third, the utility of a, model depends in part on the personal judgments of the^analyst on what is important and appropriate for study. Hodele of decision-making , whether frustrating or not, have helped analysts gain a deeper understanding of society and its study, and they' are essential for the further development-of policy analytis. fAnthor/IBT) Documents acquired by EEIC include many informal unpublished materials not available from ether sources^ ERIC makes every effort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often'encountered and this affects the quality of the microfiche and hardcopy reproductions ERIC'makes available Via the BBIC Document Reproduction Service (EDRS). EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made from the original.

Phi Delta Kappan, 2011

Leaders who learn a new way to respond to the stress and strain of leadership can enhance their p... more Leaders who learn a new way to respond to the stress and strain of leadership can enhance their performance and enrich their experience.

Harvard Educational Review, 1973

While much has been written about the failure of federal efforts to secure educational reform, li... more While much has been written about the failure of federal efforts to secure educational reform, little systematic attention has been paid to the organizational constraints impeding the implementation of federal educational policy. In this article,the author focuses on some of these constraints while exploring the impact of federal discretionary funds on state education agencies. In this process, he challenges many current ideas about how properly-functioning education bureaucracies work,and how they should be reformed and evaluated.

This study of the impact of unrestricted federal aid on State bureaucracies describes how federal... more This study of the impact of unrestricted federal aid on State bureaucracies describes how federal money was spent in nine SEAls (particularly in Massachusetts, New York, and South Carolina). It also examines whether Title V promoted a rethinking of SEA priorities and led to a "thorough overhaul" of SEA activities. Study findings reveal that, while SEA budgets and staffs doubled between 1965 and 1970 (one fifth of the 1970 dollars coming from Title V), SEA strengthening varied significantly from State to State. In New York and Massachusetts, the Title V outcome took the form of marginal adaptations of ongoing activities in procedures, activities, or roles; while in South Carolina, marked changes took place. However, the author notes that in none of these States did Title V stimulate a rethinking of priorities or promote a thorough overhaul of activities._Even in South Carolina, Title V failed to promote basic change, but rather acted as a facilitator for a SEA that was "ready to go." The report explores explanations for the failures of Title V and concludes that the underlying reasons why Title V failed to promote basic institutional change may have as much to do with the way complex organizations typically behave with free money as it does with particular institutional or individual shortcomings. An extensive bibliography is appended. (Page 355 may reproduce poorly.

Inequality in Education, 1970

Abstract : Members of the Department of Defense and the Department of Commerce have agreed to co-... more Abstract : Members of the Department of Defense and the Department of Commerce have agreed to co-chair an Interagency Technology Assessment Group (ITAG) to develop a list of technologies where it is estimated that the Soviets lead western accomplishments. The ITAG's executive committee is composed of members from the Department of Commerce, Office of Foreign Availability, and Department of Defense, Office of Strategic Planning. This ITAG is chartered to bring together the appropriate U.S. technical interests which will facilitate U.S. industry access to Soviet technology. The result of the Group's activities is a report listing those Soviet scientific advances which may lead U.S. scientific capabilities. The Soviet technology can be measured in scientific (mathematical or physical terms; or in business terms (cheaper to manufacture, less person- power intensive, etc.); or in both scientific and business terms. The purpose for developing this documentation is that, while the USSR is going through this period of political transition and requiring hard currency for expanding their industrial capabilities, they are making their scientific advances available for purchase by the West at an unprecedented rate. It would be in the U.S.'s best interests (both government and industry) to examine these offering to procure these beneficial scientific advances while they are available for sale from the USSR.

Phi Delta Kappan, 2006

During a dinner party in an elegant Fifth-Avenue apartment overlooking Central Park, an investmen... more During a dinner party in an elegant Fifth-Avenue apartment overlooking Central Park, an investment banker asked me, "Just how does it feel to be the dean of an Ed School?" I was attending this party, along with the president of Harvard, to raise funds from a select group of Wall Street wizards. My daunting task was to woo these potential donors with an after-dinner speech. The banker's surprising question came after we had hit it off, swapping stories over sauteed scallops. "It feels great to be an Ed School dean," I replied. "It's such a wonderful challenge." "Yes," the banker responded hesitantly while looking a trifle sheepish, "but it is such a low-status job." Forging ahead, I smiled and prated on about the opportunity to make a difference. To be sure, I was somewhat taken aback by my new friend's bluntness. But I was also moved by his awkward honesty, for he seemed to be candidly sharing with me his shattered stereotype - surprised that his tablemate could be both an Ed School dean and an interesting guy. Let's face it, schools of education are held in low regard in many circles, and not just among titans of finance dining on Fifth Avenue. As dean I was regularly reminded during fund-raising forays and even in meetings with colleagues from other parts of the university that schools of education were perceived to be part of the problem with our public schools, not part of the solution. This low regard, which runs deep and is increasingly widespread, undermines the credibility and influence of schools of education. (1) Do Ed Schools deserve these negative perceptions? No--and yes. As an unrepentant enthusiast of schools of education, I believe that many are a lot better than their reputation and are inhabited by outstanding individuals who do important work. To convince critics of the worth of education schools, however, is a challenge. I have learned that the most effective strategy is to avoid railing against deep-seated stereotypes and instead to keep an open mind, listen sincerely to the views of critics, and then invite them to meet with faculty members and students. If stereotypes breed contempt, familiarity can breed support, and rubbing elbows can lead to mutual respect. However, when it comes to programs that educate school administrators, the critics are mostly on target--and they have been for a long time. (2) Unless this problem is faced squarely, I think these negative perceptions will metastasize, and, given the current climate, schools of education risk becoming progressively marginalized and deemed irrelevant. The granddaddy of high-profile complaints about administrator preparation programs is the withering attack made 19 years ago by the National Commission on Excellence in Educational Administration, which recommended that more than 60% of these programs be closed. (3) Since then, other observers have regularly chimed in with ever louder complaints. (4) For example, the Broad Foundation and Fordham Institute issued a "manifesto" three years ago that pointed to "a leadership famine amidst a feast of 'certified' leaders" and recommended giving up on schools of education and deregulating the field. (5) Exactly one year ago, in the latest high-decibel indictment, Arthur Levine contended that university based leadership programs range from "inadequate to appalling." He described a "race to the bottom," with failures in admissions, curriculum, faculty, pedagogy, and more. Particularly chilling was the reported growth of university satellite operations with little regard for quality. (6) I agree with much of the latest indictment--and Levine deserves credit for reminding us yet again of this enduring problem. While a number of programs are better than he suggests, (7) far too many are inadequate and, with the heightened pressures for high-status credentials and fast-track programs, may be getting worse. At the very least, schools of education are slow stepping elephants when it comes to leadership education--sluggishly adjusting to today's call for new blood, stronger content, more relevance, and higher quality. …

Harvard Educational Review, 1971

Most of the literature on Title I of ESEA focuses either on activities at the federal level—the p... more Most of the literature on Title I of ESEA focuses either on activities at the federal level—the passage and early administration of the law—or at the local level—the quality of programs or alleged abuses in using Title I funds. Little attention has been paid to the intergovernmental problems of implementing education reform in a federal system. In this article, the author examines the interaction between the different levels of government concerning Title I, focusing mainly on the program's management and on specific federal efforts to issue strong guidelines. The discussion reveals the political and bureaucratic obstacles which constrain federal efforts to redirect local priorities and explores the notion of countervailing local power as a way for the poor to gain greater leverage in the program's operation.

Phi Delta Kappan, 2005

... "That helps me a lot ... Embracing Confusion: What Leaders Do When They Don't Know ... more ... "That helps me a lot ... Embracing Confusion: What Leaders Do When They Don't Know What to Do. This feature allows you to create and manage separate folders for your different research projects. ... Save time, stress and hassle, and get better grades with trusted, online research ...

Phi Delta Kappan, 2005

Where leaders start when they don't know where to start Starting a new job is inherently confusin... more Where leaders start when they don't know where to start Starting a new job is inherently confusing, say Mr. Jentz and Mr. Murphy. Using an Entry Plan can transform that confusion into a resource for better decision making by enabling three kinds of timely learning: learning about your new workplace, learning about yourself, and collective learning about new ways of approaching vexing problems. t wasn't supposed to be like this. I was the enthusiastic first choice of the search committee and was warmly welcomed by the staff. In fact, a lot of people acted as if I could walk on water. Everybody was open to change and so hopeful about the future. It looked like I had found my dream job, and I was really excited about getting a chance to implement my vision of instructional improvement. What a wonderful start to a honeymoon! But nine months later, everybodyincluding me-was disappointed. My brilliant vision was in the trash bin. Conflict had replaced consensus. Trust had disappeared. After such a promising start, all I heard were complaints about process. In the meantime, I was exhausted, overwhelmed, and bewildered. 1 just didn't know what to do. Honeymoon? My dream job had turned into a nightmare. Who among us isn't familiar with this story or at least a variation on it? Whether you are arriving to take up a new post or serving in the trenches when a new administrator takes charge, the moment of job entry always seems rich with the possibility for productive changeand freighted with the heady fantasy that the Lone Ranger will ride into town and make everything better overnight. Of course, reality quickly sets in, and we are reminded once again that there are no silver bullets. Like many of you, we have seen this pattern of shattered dreams play out scores of times, and we, too, bear our own scars from mistakes made as administrators entering new jobs.

Phi Delta Kappan, 2006

Reading Mr. Mintzberg's latest book on business management education, Mr. Murphy was struck by it... more Reading Mr. Mintzberg's latest book on business management education, Mr. Murphy was struck by its relevance to educational leadership programs. To find out how the ideas in the book could be adapted by Ed Schools, Mr. Murphy went straight to the source for some pithy advice.

Teachers College Record: The Voice of Scholarship in Education, 1982

Five hundred yards from the U.S. Capitol stands the new Hall of the States. An imposing white mar... more Five hundred yards from the U.S. Capitol stands the new Hall of the States. An imposing white marble structure, it provides space for twenty-nine associations of state officials and the Washington office of thirty-three states. While seven of these organizations represent state education interests exclusively, a number unmatched by any other function of government, all of them are concerned with state education issues. This command post for lobbyists--the first centralized location for state delegations--reflects the states' deep concern about recent federal activities. It also symbolizes three important trends in the states during the past twenty years: the growing power and presence of state government in the federal system; the emergence of a new state polities that has spread influence among numerous groups (including the federal government); and the increasing importance of educational policy in state and federal affairs. These trends indicate a dramatic change in the focus and power of many state governments. Just twenty years ago, almost all the states were regarded, if noticed at all, as weak links within the governmental system. Now, many are much more professional and responsive, and would appear capable of dealing with important educational issues. 1 But even the more progressive states, the subject of this essay,

quick-to credit Graham Allison's work. There are major differences between them, however. The aut... more quick-to credit Graham Allison's work. There are major differences between them, however. The authcfs reao^ different conclusions about the tele of rationality and bargaining because they ase different definitions, because of .the influence of the dominant mode of thinking'at the time they vrote, because of the differing character of the puzzles examined, and because of the questions the analysts •anted to answer .and «hy they wanted to answer them. Three lessons caa be learned from efforts to apply, models to decision-making, first, alternative models hold out the possibility of a better; if not-more complicated, understanding of how decisions are actually .mad* and. how programs are actually implemented. Second, models have added measurably to'the complexity of conducting policy research, third, the utility of a, model depends in part on the personal judgments of the^analyst on what is important and appropriate for study. Hodele of decision-making , whether frustrating or not, have helped analysts gain a deeper understanding of society and its study, and they' are essential for the further development-of policy analytis. fAnthor/IBT) Documents acquired by EEIC include many informal unpublished materials not available from ether sources^ ERIC makes every effort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often'encountered and this affects the quality of the microfiche and hardcopy reproductions ERIC'makes available Via the BBIC Document Reproduction Service (EDRS). EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made from the original.

Phi Delta Kappan, 2011

Leaders who learn a new way to respond to the stress and strain of leadership can enhance their p... more Leaders who learn a new way to respond to the stress and strain of leadership can enhance their performance and enrich their experience.

Harvard Educational Review, 1973

While much has been written about the failure of federal efforts to secure educational reform, li... more While much has been written about the failure of federal efforts to secure educational reform, little systematic attention has been paid to the organizational constraints impeding the implementation of federal educational policy. In this article,the author focuses on some of these constraints while exploring the impact of federal discretionary funds on state education agencies. In this process, he challenges many current ideas about how properly-functioning education bureaucracies work,and how they should be reformed and evaluated.

This study of the impact of unrestricted federal aid on State bureaucracies describes how federal... more This study of the impact of unrestricted federal aid on State bureaucracies describes how federal money was spent in nine SEAls (particularly in Massachusetts, New York, and South Carolina). It also examines whether Title V promoted a rethinking of SEA priorities and led to a "thorough overhaul" of SEA activities. Study findings reveal that, while SEA budgets and staffs doubled between 1965 and 1970 (one fifth of the 1970 dollars coming from Title V), SEA strengthening varied significantly from State to State. In New York and Massachusetts, the Title V outcome took the form of marginal adaptations of ongoing activities in procedures, activities, or roles; while in South Carolina, marked changes took place. However, the author notes that in none of these States did Title V stimulate a rethinking of priorities or promote a thorough overhaul of activities._Even in South Carolina, Title V failed to promote basic change, but rather acted as a facilitator for a SEA that was "ready to go." The report explores explanations for the failures of Title V and concludes that the underlying reasons why Title V failed to promote basic institutional change may have as much to do with the way complex organizations typically behave with free money as it does with particular institutional or individual shortcomings. An extensive bibliography is appended. (Page 355 may reproduce poorly.

Inequality in Education, 1970

Abstract : Members of the Department of Defense and the Department of Commerce have agreed to co-... more Abstract : Members of the Department of Defense and the Department of Commerce have agreed to co-chair an Interagency Technology Assessment Group (ITAG) to develop a list of technologies where it is estimated that the Soviets lead western accomplishments. The ITAG's executive committee is composed of members from the Department of Commerce, Office of Foreign Availability, and Department of Defense, Office of Strategic Planning. This ITAG is chartered to bring together the appropriate U.S. technical interests which will facilitate U.S. industry access to Soviet technology. The result of the Group's activities is a report listing those Soviet scientific advances which may lead U.S. scientific capabilities. The Soviet technology can be measured in scientific (mathematical or physical terms; or in business terms (cheaper to manufacture, less person- power intensive, etc.); or in both scientific and business terms. The purpose for developing this documentation is that, while the USSR is going through this period of political transition and requiring hard currency for expanding their industrial capabilities, they are making their scientific advances available for purchase by the West at an unprecedented rate. It would be in the U.S.'s best interests (both government and industry) to examine these offering to procure these beneficial scientific advances while they are available for sale from the USSR.

Phi Delta Kappan, 2006

During a dinner party in an elegant Fifth-Avenue apartment overlooking Central Park, an investmen... more During a dinner party in an elegant Fifth-Avenue apartment overlooking Central Park, an investment banker asked me, "Just how does it feel to be the dean of an Ed School?" I was attending this party, along with the president of Harvard, to raise funds from a select group of Wall Street wizards. My daunting task was to woo these potential donors with an after-dinner speech. The banker's surprising question came after we had hit it off, swapping stories over sauteed scallops. "It feels great to be an Ed School dean," I replied. "It's such a wonderful challenge." "Yes," the banker responded hesitantly while looking a trifle sheepish, "but it is such a low-status job." Forging ahead, I smiled and prated on about the opportunity to make a difference. To be sure, I was somewhat taken aback by my new friend's bluntness. But I was also moved by his awkward honesty, for he seemed to be candidly sharing with me his shattered stereotype - surprised that his tablemate could be both an Ed School dean and an interesting guy. Let's face it, schools of education are held in low regard in many circles, and not just among titans of finance dining on Fifth Avenue. As dean I was regularly reminded during fund-raising forays and even in meetings with colleagues from other parts of the university that schools of education were perceived to be part of the problem with our public schools, not part of the solution. This low regard, which runs deep and is increasingly widespread, undermines the credibility and influence of schools of education. (1) Do Ed Schools deserve these negative perceptions? No--and yes. As an unrepentant enthusiast of schools of education, I believe that many are a lot better than their reputation and are inhabited by outstanding individuals who do important work. To convince critics of the worth of education schools, however, is a challenge. I have learned that the most effective strategy is to avoid railing against deep-seated stereotypes and instead to keep an open mind, listen sincerely to the views of critics, and then invite them to meet with faculty members and students. If stereotypes breed contempt, familiarity can breed support, and rubbing elbows can lead to mutual respect. However, when it comes to programs that educate school administrators, the critics are mostly on target--and they have been for a long time. (2) Unless this problem is faced squarely, I think these negative perceptions will metastasize, and, given the current climate, schools of education risk becoming progressively marginalized and deemed irrelevant. The granddaddy of high-profile complaints about administrator preparation programs is the withering attack made 19 years ago by the National Commission on Excellence in Educational Administration, which recommended that more than 60% of these programs be closed. (3) Since then, other observers have regularly chimed in with ever louder complaints. (4) For example, the Broad Foundation and Fordham Institute issued a "manifesto" three years ago that pointed to "a leadership famine amidst a feast of 'certified' leaders" and recommended giving up on schools of education and deregulating the field. (5) Exactly one year ago, in the latest high-decibel indictment, Arthur Levine contended that university based leadership programs range from "inadequate to appalling." He described a "race to the bottom," with failures in admissions, curriculum, faculty, pedagogy, and more. Particularly chilling was the reported growth of university satellite operations with little regard for quality. (6) I agree with much of the latest indictment--and Levine deserves credit for reminding us yet again of this enduring problem. While a number of programs are better than he suggests, (7) far too many are inadequate and, with the heightened pressures for high-status credentials and fast-track programs, may be getting worse. At the very least, schools of education are slow stepping elephants when it comes to leadership education--sluggishly adjusting to today's call for new blood, stronger content, more relevance, and higher quality. …

Harvard Educational Review, 1971

Most of the literature on Title I of ESEA focuses either on activities at the federal level—the p... more Most of the literature on Title I of ESEA focuses either on activities at the federal level—the passage and early administration of the law—or at the local level—the quality of programs or alleged abuses in using Title I funds. Little attention has been paid to the intergovernmental problems of implementing education reform in a federal system. In this article, the author examines the interaction between the different levels of government concerning Title I, focusing mainly on the program's management and on specific federal efforts to issue strong guidelines. The discussion reveals the political and bureaucratic obstacles which constrain federal efforts to redirect local priorities and explores the notion of countervailing local power as a way for the poor to gain greater leverage in the program's operation.

Phi Delta Kappan, 2005

... "That helps me a lot ... Embracing Confusion: What Leaders Do When They Don't Know ... more ... "That helps me a lot ... Embracing Confusion: What Leaders Do When They Don't Know What to Do. This feature allows you to create and manage separate folders for your different research projects. ... Save time, stress and hassle, and get better grades with trusted, online research ...

Phi Delta Kappan, 2005

Where leaders start when they don't know where to start Starting a new job is inherently confusin... more Where leaders start when they don't know where to start Starting a new job is inherently confusing, say Mr. Jentz and Mr. Murphy. Using an Entry Plan can transform that confusion into a resource for better decision making by enabling three kinds of timely learning: learning about your new workplace, learning about yourself, and collective learning about new ways of approaching vexing problems. t wasn't supposed to be like this. I was the enthusiastic first choice of the search committee and was warmly welcomed by the staff. In fact, a lot of people acted as if I could walk on water. Everybody was open to change and so hopeful about the future. It looked like I had found my dream job, and I was really excited about getting a chance to implement my vision of instructional improvement. What a wonderful start to a honeymoon! But nine months later, everybodyincluding me-was disappointed. My brilliant vision was in the trash bin. Conflict had replaced consensus. Trust had disappeared. After such a promising start, all I heard were complaints about process. In the meantime, I was exhausted, overwhelmed, and bewildered. 1 just didn't know what to do. Honeymoon? My dream job had turned into a nightmare. Who among us isn't familiar with this story or at least a variation on it? Whether you are arriving to take up a new post or serving in the trenches when a new administrator takes charge, the moment of job entry always seems rich with the possibility for productive changeand freighted with the heady fantasy that the Lone Ranger will ride into town and make everything better overnight. Of course, reality quickly sets in, and we are reminded once again that there are no silver bullets. Like many of you, we have seen this pattern of shattered dreams play out scores of times, and we, too, bear our own scars from mistakes made as administrators entering new jobs.