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A Conversation with the Kansas Commissioner of Education Bob Corkins

KNEA traditionally interviews the commissioner of education when one is appointed. KNEA President Christy Levings visited with Mr. Bob Corkins on November 7. Click here to see her response.

I don't know if you know what we do…

Yes, I do. I'm familiar with a broad array of stakeholders. I have been in and around the Statehouse for 20 years now and have dealt with a wide variety of people. They each have their own views and opinions of K-12.

This [job] is in a lot of ways a very natural progression for me. I feel like everything I've done has really contributed toward preparing me for the challenges in front of the Department of Education today. It's nontraditional in a very healthy way. We're seeing this in a lot of other parts of the country… organizations are following a nontraditional route in picking their executives from business backgrounds or military backgrounds or what have you. In this case, something other than the traditional superintendent. I think the Board was pretty broadminded in taking a more comprehensive approach to their selection.

What do you think the strengths of the educational system are in this state?

Local control is certainly a long tradition in Kansas history. I certainly favor that for K-12 ...more accountable to consumers, if you will. This state's always shown a substantial financial commitment to K-12. I think it's been admirable, almost exemplary in terms of the sensitivity of policy-makers and service providers to giving the resources that are necessary to make this a top quality K-12 system.

Other strengths? Obviously the personnel. Kansans in general. The source of community pride Kansans take in their schools. The high level of intelligence of our students. The commitment of everybody involved in the delivery system.

There are tremendous strengths in our Kansas school system and I certainly hope to enhance that as best as I possibly can in my role here, in providing some sort of vision or guidance for that improvement… And there's always room for improvement. Everybody recognizes that. I think the guiding principle ought to be to put the student first. Not that that hasn't been the general desire of everybody, throughout our history, even the recent history, but I think it sometimes gets lost in the message.

As policy-makers hear from a variety of different sources on what needs to be done to achieve incremental improvements, all of the stakeholders in the process view that the position they're advocating really is in the best interest of the student. I come from a more diverse background that will enable me to take a more objective view of those arguments.

I don't come from the traditional line of school administrators, principals, superintendents, and an advancement up to the commissioner's position, which has been our history. So I'm not beholden to anybody or have any implied notion of allegiance to any given interest. That puts me in a better position to make some objective observations and advise the State Board of Education accordingly. I think I'm in a better position to help judge what it means to put the student first and to achieve those high educational outcomes. And that means all the other stakeholders, everybody, I might even say particularly school superintendents, need to understand that their opinions will not receive any greater weight in our evaluation process than anybody else's. And that the best interest of achieving top student outcomes is the concern that drives everything else. All the other stakeholders' interests have to be subsidiary to that primary objective.

So, I think it'll be, at least under my guidance and fulfilling my role in advising the board, a situation where there really is less bias than there may have been in the past. I can truly say it will be an unbiased set of recommendations that I present to the Board.

What would you like Kansas teachers to know about how you feel about public schools?

I hope to instill a philosophy of empowerment, both externally and internally at the department. By empowerment I mean the advantages to be gained from greater choice and control over your environment. I think that bodes very well for parents in selecting the best educational options for their child, and putting the student in an environment where they're going to achieve the greatest outcomes.

How does that philosophy apply to teachers?

The teachers? Well, certainly there's no question that I've been a very strong advocate for greater choice and competition in education. In fact, it's an umbrella concept that relates to a lot of different reform possibilities, from more liberal, open enrollment practices to liberalizing charter school laws in Kansas to providing state scholarships for low-income or special education students. Tax credits are another direction it could go in as well.

But it also creates more opportunities for teachers to pursue those environments in which they will find the greatest fulfillment… Greater opportunities for advancing their professionalism, for improving their income. Also teaching in subject areas in which they have a greater interest and with greater latitude. …

Are you talking about professional licensing, is that what you're talking about, when you say greater latitude?

What I'm thinking about are charter schools and their ability to tailor the curriculum to specific desires on the part of parents in their community. Charter schools are given more regulatory freedom in structuring that curriculum. Emphasizing certain things rather than the classical education… Those are options that I think teachers would find attractive, that may not be emphasized in the traditional school setting that they're employed in currently.

Again, more options are out there for teachers to consider in choosing where they'd like to work or where they'd find the greatest fulfillment and reward. I think that's a concept I'd like to convey and instill throughout the K-12 system. So I think there's a great amount for teachers to gain personally, professionally and in a lot of different ways from this whole empowerment message and reform movement.

What would you like teachers to know about your specific goals for public schools? What can I as a teacher expect from you?

First of all, there's that issue of communication. Just knowing we're receptive to whatever ideas or recommendations you might have I think will be very helpful. I hope teachers will see me as more receptive to their ideas than perhaps commissioners may have been in the past.

But, people need to understand it starts with the Board, and the Board of Education sets the policy, the goals and objectives and my responsibilities are to carry out those objectives and to advise the Board on how those can best be met.

As a member of the teaching profession with a great history of achievement… what are you going to do that will help me continue to be successful in my job?

A lot has been put into motion already I think that will be of great benefit and improvement. The initiative to get more dollars into the classroom will be very meaningful to teachers.

Another program that's gotten better support in recent months is the mentoring program. I think it will be funded to the tune of a million dollars this next fiscal year so that we can better indoctrinate new teachers and (give) some assistance to those who will provide them counsel and orientation and guidance in their careers.

I do believe a big part of that ought to be an appreciation from the educational community on the advantages that greater empowerment and choice can bring to them. Choice and controlling their environment and how much that can help their professional development and professional opportunities. That would be something in the long term that would speak to teachers' interests.

When you talk about choice, are you really talking about tax credits, voucher opportunities…?

When I say empowerment, again, it's a philosophy. Rather than speak to any particular program, it's a philosophy that ought to apply externally throughout the K-12 system and internally here at the Department of Education. I'm not committing myself to specific programs at this particular point… But I want to move the discussion in that direction and based upon the feedback we get both from the board and from all the stakeholders, teachers included, we'll decide which of those will be the best option for the state.

Is there one thing you'd like us to mention in this article?

The empowerment philosophy I hope to instill throughout the K-12 system and the Department of Education.

Want additional comments from this interview, contact KNEA President Christy Levings or KNEA Communications Director Cynthia Menzel. Comment

Christy Levings
KNEA President

Bob Corkins
Kansas Commissioner
of Education

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