Gov. John Baldacci’s proposal to modify the administrative structure of school units in Maine has significant implications for all Maine citizens. Financing education, assuring representative governance and structuring how education is administered are essential components for our state’s economic and cultural development.

Over the past eight years, nine school districts, the United Technology Center in Bangor, Child Development Services of Penobscot County and the University of Maine have developed a collaborative model that has changed institutional relationships and improved the education of our children. This model, the Penobscot River Educational Partnership (PREP), has created greater effectiveness and efficiency in our schools and these were the primary reasons the partnership was created. PREP supports the goals of increased efficiency and effectiveness. Our successes include the following:

. PREP offers professional development programs for less than half the cost of providing the activities as individual units.

. PREP has hired psychologists and speech therapists at a rate below that available to school units individually. In addition, service has been provided to outlying districts where, previously, it was unavailable.

. PREP has increased the consistency within our districts in planning and implementing initiatives by providing time for professionals, guidance counselors, curriculum coordinators and special-education directors to work together. Initiatives on teacher preparation and early literacy also continue.

. PREP, with advice and consultation from partners at the University of Maine, is beginning the implementation of a Business Services Initiative involving group purchasing and defining potential areas of consolidation in the provision of business services to our public schools.

. PREP has provided leadership, information and direction in policy issues relating to our schools.

In building this collaboration and achieving these successes, we have learned that there are four critical elements to effective change in education that we believe should be considered when evaluating plans to restructure our schools.

Trust is the bedrock upon which individuals and units come together to find solutions for problems. Trust is not legislated; it cannot be imposed, but rather develops when individuals work face to face, sharing their goals, and developing a common understanding of the issues and their solutions. A change in the overall structure of education in Maine will require a significant level of trust. The issue of local control over education is basically an issue of trust. Before massive structural changes are accepted, trust must be developed that the proposed change is in the best interest of the children.

A clearly defined mission is essential. High taxes and the ability of communities to pay are legitimate reasons to ensure that schools are as efficient as they can be. The mission in the governor’s plan is unclear. Is it to reduce taxes with a top-down directive, or to initiate the planning needed to determine the most effective and efficient structure for our schools? The Brookings Study called for an Educational Strategic Plan and Investment for Education. Our partnership recommends a clarification of mission and a thoughtful, well-planned approach.

A thorough analysis of possible solutions is essential to any major change. Individuals need to know what options were considered, what other states have done, and how the proposed change fits with the reality of their lives. The magnitude of change proposed by the governor requires these types of analyses. Answers for difficult questions should be forthcoming and the public should not be satisfied with a response that specific issues will be addressed at some future time.

Preparing people for change is the last, and most time-consuming step in the process as it requires reaching multiple groups of individuals whose lives will be affected. During the 2005-06 school year, the proposed Bangor Region 8 had 16,000 students, 1,300 teachers (FTE) and 62 school-based administrators (FTE). Any reorganization affects parents and concerned taxpayers. Time will be needed to plan for and implement organizational changes that impact this many people. Developing a regional school board, hiring a superintendent and consolidating financial structures where operating expenses were $127 million during the 2005-06 school year is a significant undertaking. Costs such as debt service, major capitol outlay, transportation and federal expenditures are additional costs to the units. Keeping educational professionals and parents involved in the process is a significant undertaking. Our partnership recommends that time be spent with each of these groups helping them understand, embrace and support change toward efficiency and effectiveness in education.

Implementing a successful restructuring of Maine schools will require attention to the four critical elements described above. All four work together, powerfully, when time is taken to address change in a systematic way. Certainly, Maine schools can be more effective, and they must be more efficient. We need to design a better organizational structure for our schools. Quick solutions won’t work. Comprehensive planning, done within a specified time frame, involving the public, offers the best opportunity to provide high-quality education, while at the same time becoming more responsive to Maine taxpayers.

Owen Maurais worked 31 years in public education as a teacher, special education director, assistant superintendent and superintendent of schools. He is the executive director of the Penobscot River Educational Partnership.