Wihoit interview

A conversation with Kentucky Education Commissioner Gene Wilhoit

On Sept. 8, Education Commissioner Gene Wilhoit announced that he would be resigning his position and, effective Nov. 1, becoming the chief executive officer of the Council of Chief State School Officers, a Washington, D.C.-based organization of the top education officials of the 50 states. On Tuesday, Oct. 3, Wilhoit talked with Boardcast about his tenure in Kentucky and the next phase in his career.

Q: What was it about the CCSSO and this new job that attracted you to seek and finally accept it?

A: Two things. First, I was complimented that the chiefs across the country showed confidence in me and had indicated that they wanted to become extremely proactive in the next two to five years in developing a leadership role across the country. They asked me if I wanted to be a leader in that initiative. It was good to see my colleagues coming together with a desire to take a much more active role. I felt that would be something that would match what I wanted to do. I've been in this seat and it was a good opportunity.

Secondly, it was a chance for me to have a once in a lifetime opportunity. With the reauthorization of No Child Left Behind coming up in the next two years, and from my point of view seeing a real need to make improvements in the federal law, to have an opportunity to influence that was something I felt was important to be done, was worthy work and something I could contribute to.

Q: The man leaving the CCSSO job, Dr. Thomas Houlihan, announced his retirement plans in late April. That was about the time that five new state board members were being named by Gov. Fletcher. Did the timing of the CCSSO job opening and the uncertainties regarding the makeup of the state board play in your decision to apply for your new job?

A: No. Although he announced his retirement in April, I didn't have any consideration of the job at that time. It was something that came up unanticipated in the last couple to three months.

I have developed what I think is a pretty good relationship with the board. They had offered me a long-term relationship and that made the decision even more difficult. They had shown great enthusiasm. We had gone to a retreat and had developed an agenda that we were moving forward on.

(The change in the board) was not a dramatic shift from where we had come from. They had a respect for the history of reform. They did bring some new perspectives and sometimes I think that's good -- someone looking at an issue with fresh eyes can spot something not obvious to someone who has been around a long time. The new members individually bring strengths to the table and are going to be strong leaders in the future.

So all of this didn't play into my decision in any negative way. It made my decision more difficult. In my first serious conversation with them about my future, they had said they were prepared to offer me a four-year contract. The fact that that was something available to me was a tremendous pull to stay in Kentucky.

Q: You've held the commissioner's job for a record six years, and that's also longer than any of the former Superintendents of Public Instruction held their similar posts (due to the then-Constitutional prohibition on serving more than one four-year term). When you look back on this stage of your career, what do you think you'll recall, either most fondly or as having been the most significant things achieved during your tenure?

A: Those two -- fondness and significance -- do merge. For me, being able to step back and say things have been achieved, that the world of education is better in Kentucky than when I began -- and maybe I played a part in that -- does make a difference in my life. It's what drives me.

In terms of achievements, our students are better off than they were nine years ago (when he first joined KDE) and six years ago more specifically. I'm pretty pleased with that. We're not where we need to be, absolutely, but student achievement has continued to grow. We've had sustained growth on our state assessments and on the National Assessment of Educational Progress (NAEP). We've moved from lower-achieving status in English and language arts to above the national average. The latest science results where Kentucky was one of nine states recognized for significant progress and one of the highest tier of achieving states in fourth and eighth grades was wonderful news.

Beyond the results, there are some interactions I've had with the education community that have been extremely positive. I've tried to treat teachers with respect but also to challenged them to do more. That's been difficult for them and generally they've delivered. I'm pleased with how the teachers have responded.

Administrators have come a long way in the last six years. I can still remember nine years ago my first interaction with them. We weren't talking about teaching and learning; we were mostly talking about management issues. I think we've made that transition with administrators.

I feel positive about the role I've played with policy makers. Sometimes it's difficult to try to hold onto an agenda and push the policy makers, and in this case, many of them were pushing me. But to hold together and to reach agreement and move forward, we've done pretty good in those areas, too.

Overall, I think it's been a successful six years for the Commonwealth. I think I can walk away saying we've made some definite progress. Again, it is not finished. There are too many gaps in student learning. Some schools need to improve. Some support systems need to be put in place for our teachers, but at least we're on the right track. Kentucky is known nationally as a state that can hold its own among all the states.

Q: Looking ahead again to your new job, what kind of advocacy role do you hope to play in terms of working for continued improvement in the learning opportunities for children in public schools, here and across the U.S.?

A: There will be a couple of roles in terms of advocacy. One will be this desire on part of the chiefs across the country to exert themselves and to be known as respected and trusted voices on education issues and and a legitimate source of solutions. What I'll take to that job is what I've learned here in Kentucky. We've been deeply immersed in education reform. We've wrestled with the tough issues and have come up with solutions that are unique and different, and I'll take those to that conversation on the national level.

A second level will be with the Congress and the administration. Assuming we can be successful in being a very strong and powerful advocate for the states, the benefits will come back to Kentucky. I hope to work with some issues that we in Kentucky want to do in this state and to exert the rightful role of states in education policy making. I want to develop a stronger and more productive relationship with the U.S. Department of Education.

We're going to advocate for children across this country this agenda we've carried in Kentucky around higher achievement and reducing gaps. That will be a centerpiece in what we do. The states are unified on this agenda and we expect to get results. So, I'll take what I've learned here and apply it at the national level and, I hope, with the work we do there, Kentucky will continue to see benefits.

Q: Finally, many local leaders have noted the attention you gave to the leadership roles of school boards and superintendents during your tenure. Why was that the case and is that something you will encourage among other state education commissioners in your new position?

A: Well, the reason I did that is that I do have deep down a strong belief in the system of balance between the state leadership role and the actual responsibility of delivering education belonging to people at the local level. I also believe you can get people to minimal compliance with a strong, heavy hand and a dictatorial role at the state level, but you can not get them to excellence. Excellence has to be internalized. Excellence has to be driven at the local level and the state level through a coordinated effort.

I also believe the lay leadership of education is critical to our system of government in this country. I learned from direct interactions with local board members, through such means as the local board advisory committee that's been so helpful to me and through the one-to-one discussions I've had with them, I've developed a tremendous respect for board members.

I thoroughly enjoyed and looked forward to those interactions with the KSBA Board of Directors. From the very beginning, it was apparent to me that they had the true interest of children at heart, that they were driven to improvement, that they were willing to look at themselves, to ask hard questions and to take a leadership role. That respect has only grown. This is one of the more positive benefits of my years here. I could mention people by name who have been in leadership positions over the years. All of them I count as friends and colleagues. I think the result is that we respect what an important role they play. If we had not had that type of relationship, we would not be where we are today.

In terms of superintendents, I remember my first conversation with them and it was mostly around management issues and around finance. Those are both important issues but those alone won't get us to education excellence. I contrast that with recent conversations and the products coming from superintendents. I see a world of difference and hope I've been a part of that. The superintendents' recent white papers that were developed around early childhood did influence the legislature. Their work on assessment likewise. That's what I like to see coming from superintendents. They are moving themselves into roles as respective leaders at the state level and I expect that to continue.

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