The themes and trends in the 1970s and early 1980s in education were very similar to those existing today as previously identified in this book. The State Department of Education and County Offices of Education were faced with the responsibility of being change agents to improve educational opportunities for all young people in California, during a time when resources were limited and their particular departments were viewed in a less than positive way by the State Legislature.
Early in Wilson Riles' tenure as State Superintendent of Public Instruction he recognized that his ability to accomplish change could only occur through a cooperative effort with the California Association of County Superintendents and Schools. What started out to be monthly meetings between Wilson Riles, his top staff members, and the Executive Board of the California Association of County Superintendents of Schools (CACSS) eventually evolved into a number of committees that exist to this day (in some cases under a new name). The groups include the Joint Planning Committee; the State Steering Committee on Curriculum Development and Publications, Administrative Services Steering Committee, and the Educational Technology Committee.
Working with and through these organizations made it possible for Riles to implement the Early Childhood Education Program; to consolidate the application process required of districts in acquiring various sources of state and federal funding; to improve fiscal accountability and assessment; to develop a model for state text book adoption; and to develop a Special Education Master Plan.
In a speech to the CACSS in Sacramento on October 15, 1975, his recognition of these joint efforts were expressed quite clearly. He indicated that "None of our efforts to reform and restructure education in California could have been successful without the cooperation of the county offices. There isn't enough manpower in the State Department of Education to perform the hundreds of tasks necessary to implement reform". Typical of his positive nature, he went on to praise both the State Department of Education and county office staff for working side-by-side in a variety of state efforts and expressed this as follows: "Because we have a strong cooperative intermediate unit to expand and extend the capacity of the State Department of Education to effect change, reform of the public school system in California is possible. You provide the vital link which keeps lines of communication open".
He also indicated that it was important for us to provide the leadership necessary to save our schools and stated that, "We are going to provide that leadership, not independently, each running off following the sound of his own drummer, but cooperatively. I say that with some assurance because the pattern of cooperation has already been established...The entire public school system is better able to survive the threats to its existence because of this massive interaction between county and state staff working on joint goals -- goals which you have helped to establish". His closing remarks best describe his leadership style and philosophy, both important to those of us who worked with him. He stated that, "In learning how to provide cooperative leadership, we have learned another lesson which will see us through the difficult times ahead. We have learned that problems aren't really obstacles, but unrecognized opportunities".
DR. JAMES COWAN received his B.A. and M.A. from Whittier College and his Ed.D. from the University of Southern California. He has served as Ventura County Superintendent of Schools since 1969, and was President of the California Association of County Superintendents of Schools in 1976-77. He was Ventura County Chair for each of the Riles' election campaigns. In addition to his leadership role with district and county superintendents, he has been and is active on a wide range of local, state, and national commissions. He and his family developed a close personal relationship with Wilson and Louise Riles that remains to this day.