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“Code of Conduct for School Board Members.” This was intended, wrote the superintendent, in recommending the code, “to set standards for how the Board interacts with itself.” Sounded like sex to me. But the preoccupation with board member behavior was the result of the long-standing tension between the democracy represented by elected officials who oversaw the schools and the professionalism of those hired to run them. The superintendent was definitely attempting to tip the balance in favor of the pros. “We will not attempt to exercise individual authority over the district’s operations, staff, or personnel decisions,” read one of the rules he was proposing for us. Another: “We will not express individual judgments about the performance of the superintendent or staff. . . . We recognize the value of the chain of command. When approached by staff, constituents or the public, we will channel all inquiries to the administrator.” I e-mailed the superintendent, “Is this a joke?” He called and laughed lamely.

“We should let people know we are looking for quality, of course, but not to the point of advertising outside official channels.”

the board never reviewed other major expenditures, such as the installation of a new computer system.

Right-to-work states do not have higher scores than states with strong unions. Actually, the states with the highest performance on national tests are Massachusetts, Connecticut, New Jersey, Vermont, and New Hampshire, where teachers belong to unions that bargain collectively for their members.

One must wonder how it is possible to talk of improving schools while cutting funding, demoralizing teachers, cutting scholarships to college, and increasing class sizes.