The Department’s sympathy note contained three interesting tidbits:

1) It was dated April 6 – three days after a government evaluation of D.C. OSP showcased the effectiveness of the program. Knowing that no government agency could approve even a small letter without an amazing amount of revision and drafting, the DOE must have chosen not to reveal this (none too small) bit of information in their burial of the report.

2) Further, one sentence in the letter reads: “Enrollment for DCPS begins on April 1, 2009.” First of all, does this hint at the fact that the letter may have been in early drafts prior to April? How long has this plan been in motion? Secondly, this information can’t be helpful to parents. It’s like receiving a 30-day notice after you’ve been evicted – more than a little too late.

3) Co-signed by Jim Shelton (formerly program director of the Education Division at the Bill and Melinda Gates Foundation and East Coast partner of the NewSchools Venture Fund), it is the only official notice we’ve seen of the fact that Duncan has filled the post of Assistant Deputy Secretary for OII. (Thanks for the heads up!)

The irony of the letter’s close would be hilarious if it wasn’t so sad:

“We hope this information is helpful and look forward to working with you so that you can make the best choices for your child for the 2009-2010 school year.”

Now comes the hard part.

Frankly, you’re one of the few national education leaders I do not know, which gives me some rare objectivity in the matter. That, and the fact that my organization has no horse in the race, no member group to protect, no current ties to you at all.

So, let me offer some fresh advice about what you can expect – and what might take you by surprise.

1) Everyone will want to claim you as his own.  Allowing them to do so will compromise your efforts.

From where you will sit just across from the Capitol building you’ll see dozens of advocates converge on your department. They’ll arrive at the invitation of career department employees, who will beckon them to provide ideas for the new Secretary. Your incoming advisors will have little control over this. The bureaucracy has a way of creating environments and momentum entirely on its own.

As these groups come and go, they will tell journalists about their sense of your department. They will say, “We’ve been told he’ll fully fund our program” or “the Secretary is working hard to ensure all three year olds eat before school.” Some might say “he’s the biggest charter school supporter we’ve ever had and he’ll show that soon.”

And the Congress, just a few blocks away, will attribute all of these comments directly to you. The solution:

• Let the hard working career pool know upon your arrival that you and the others appointed by the President are the only ones allowed to speak about policy (though, of course, you’ll consult them regularly)

•Articulate your agenda and your priorities in the first week to avoid speculation and dissension

2) The Department of Education’s most senior level staff, from the attorney general’s office to the division manager in charge of state data collection, operates differently than your staff in Chicago.  They are seasoned employees who focus on implementing the law as it is written, not as it should be. Change comes slowly to them and their colleagues.

The first advice I was given when I arrived at my newly appointed post in the education department years ago was illustrative – “Things take time here,” they said. “Don’t expect to change policy overnight. It takes years.”

Yeah. Thanks. No.

You must choose two kinds of people to join you –Washington insiders who know the ropes and passionate reformers.  Both types are necessary to ensure key agenda items do not get lost in an “it takes time” comfort zone.

3) Saying you are “for” charters and performance pay will not make you a national reformer.

Supporting increases in the federal grant programs for charters does not constitute a reform pedigree. Directing those funds to states where charter laws are strong – as the law requires – gives you that pedigree. Likewise, backing and pushing through Congress a performance pay plan will not make you a reformer.  Using your bully pulpit to urge the unions to give up seniority and embrace comprehensive pay for performance will.

You can demonstrate how much you really do want to achieve by doing a few simple things that cost no money:

• Deliver an early “State of Education” speech, to follow the President-elect’s first major address as President. Making education the subject of the first major cabinet address after the President speaks puts the priority where it should be—at the top.

• Articulate the role of the Education Secretary versus a local superintendent, taking care to be bold about a national vision that embraces accountability and choice.  Make it clear that you will expect superintendents to do their part in making such ideas flourish.

Just like on the basketball court you cherish, Washington requires skilled players who learn their opponents’ moves before they act.

We reformers look forward to the tip off as well as getting in the game, Mr. almost-Secretary.

All that talk about reform. We kept saying people are policy. A look at the latest education transition team members is telling on that score. They come from the traditional, Kozol-esque education perspective that relies on well-intentioned government programs and court decisions to force schools to do good, rather than accountability and power in the hands of educators and parents to create good. The Berkeley bent which embraces the old civil rights agenda (top down) not the new one (bottom up) is apparent in most of these, the Obama Education Transition Team members.

Joan Baratz Snowden

This former Director of Educational Issues for the AFT believes we should consider performance based pay systems but only with teacher buy-in (i.e. unions). Meanwhile, Rome is burning while Nero fiddles…

Maria Blanco

Directs with Professor Chris Edley the Berkeley based research unit that is heavily oriented toward financial and top down solutions to equity issues (i.e. desegregation) rather than power solutions (ie. choice)

Juliet Garcia

As President of the University of Texas at Brownsville, Higher Ed is her specialty, financial assistance her focus. Served on a Carnegie Foundation council that pushes the same.

Eugene Garcia

His Arizona State University Ed Dept gave us the group we affectionately call the “don’t worry be happy” education crowd; Berliner, et al who have tried to convince us we have a “manufactured crisis” in education. Tell that to the 50% of illiterate students we have.

Goodwin Liu

Another Berkeley scholar, Liu’s specialty is affirmative action; he’s for it. And he co-chairs for the same Chief Justice Earl Warren Institute on Race, Ethnicity, and Diversity where Blanco works.

Ann O’Leary

Yet another Berkeley adviser (this makes four if you include the unofficial Chris Edley) and Center for American Progress fellow, O’Leary cut her teeth advocating for social services for the poor in CA state retirement, welfare and health care.

John Polidori

Jack Polidori is a union guy. He’s Director of Legislation & Political Organizing for the Delaware State Education Association with a long history advising teachers’ unions in Maryland, North Carolina and Massachusetts.

Jonathan Schnur

Finally, the token reformer…sort of. Schnur has been a friend of charter schools through his New Leaders for New Schools principal placements, but he’s outgunned in this totally status quo transition team.

Jon Weintraub

Another Clinton-ista, Weintraub once served in the Peace Corps, worked on the Hill and contributed money to Hillary’s campaign.