The Washington Post has a fascinating profile of respected school principal Bill Kerlina, who quit to bake cupcakes (really):

Bill Kerlina won a plum assignment when he was hired away from Montgomery County in July 2009 to become a principal in Northwest Washington. Phoebe Hearst Elementary was a small, high-performing school, right across the street from Sidwell Friends.

He grew to love its students, teachers and — for the most part — its parents.

“If I could lift that school up and put it in a functional school system, it would be perfect,” he said.

Instead, he said, the dysfunction he encountered in D.C. public schools led him to quit this month, fed up and burned out.

Principals in the District and other cities leave all the time, for a range of reasons. At least 20 of the District’s 123 public schools will have new leaders when classes begin in late August.The churn is especially heavy at low-performing schools. A 2010 study showed that nearly two-thirds of Chicago’s struggling schools had three or more principals in the past decade.

But Kerlina, a baby-faced 39, is leaving Hearst, not a struggling school in a poor neighborhood. He’s also leaving education altogether after 17 years — to go into the gourmet cupcake business.

Usually, resignations and firings unfold in silence, with officials citing privacy laws and educators reluctant to burn bridges. But a series of interviews with Kerlina offers a rare view of D.C. reform from an insider talking out of school.

He said he is quitting a system that evaluates teachers but doesn’t support their growth, that knuckles under to unreasonable demands from parents, and that focuses excessively on recruiting neighborhood families to a school where most students come from outside the attendance zone.

Generally, people on the way out doen’t talk, but in his case, he’s leaving the biz, so describes the dysfunction in detail:

• Teacher “accountability” with evaluations, but no meaningful training for teachers to be able to actually meet these standards.
• Lack of support of principals when dealing with excessively demanding parents.  (Not so sympathetic on this one, as my wife and I are pretty demanding about getting our kids special ed needs addressed.)
• That he was pressured to whiten his school.

Here is the money quote:

Kerlina signed on just as Rhee was rolling out the IMPACT evaluation system, which called for five classroom observations to assess criteria such as clarity of presentation, content knowledge and ability to teach children with varying skill levels. Some teachers would be held accountable for student growth on standardized tests. Those with poor evaluations were subject to dismissal.

It was a major change.Kerlina said he was surprised when he heard it would not be tried on a pilot basis, which was standard practice in Montgomery. He said he came to believe that the initiative offered virtually no provisions to help teachers improve.

“The reform, in my opinion, is getting rid of people,” he said.

It’s been very clear for a long time that Michelle Rhee was doing pump and dump on the DC Public Schools, she had no plan whatsoever on early childhood education, and her goal was to fire black administrators and teachers in the hope of bringing white students into the school, to create a bump in the test scores.

This is not education reform, this is private equity style asset stripping writ on the public schools.