3 Myths That Undermine the Teaching Profession in America




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Title3 Myths That Undermine the Teaching Profession in America
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3 Myths That Undermine the Teaching Profession in America

    • Our schools need a different “class” of teachers
    • Most teachers do not work hard enough
    • Whatever teachers need to know can be learned in a few weeks and on the job


It Does Not Get Worse: Cameron Diaz as Elizabeth Halsey in “Bad Teacher”



Americans Trust Today’s Teachers



PISA 2009 Results

Reading

Korea Finland Singapore Canada New Zealand Japan Australia

US is #14/40



What are the Highest-Achieving Nations Doing?

  • Societal supports for children’s welfare

  • Equitable resources with greater investments in high-need schools and students

  • Substantial investments in initial teacher education and ongoing support

  • Schools designed to support teacher and student learning

  • Equitable access to a rich, thinking curriculum

  • Performance assessments focused on higher order skills



International Evidence



Professional Learning Opportunities in High-Achieving Nations

The highest-achieving nations:
    • Ensure extensive initial preparation that includes clinical training in model schools
    • Provide beginners with intensive mentoring.
    • Offer sustained learning opportunities embedded in practice:
    • Teachers have 15-25 hours a week for collaboration plus additional days for professional learning
    • Teachers engage regularly in Lesson Study, Action Research, and Peer Observation and Coaching to evaluate and improve practice.


The US Invests Less in Teaching Quality than other Nations

  • Salaries are only 60% of those paid to other college graduates

  • Teacher education is uneven and unsubsidized

  • Mentoring is erratic

  • Professional development is often a one-shot “spray and pray” workshop

  • Time for teachers to collaborate, plan, and study teaching together is rare





The world looks very different…



Three Examples: Equity and Teacher Leadership



No Grade Retention: Teachers Have Skill & Time to Adapt Instruction



Approach to Underperforming Schools: Pairing Educators in High and Low Performing Schools



Limited Tracking: Teacher-Designed Alternative, But High-Quality Pathways



The TEACHING 2030 Team



A Quick Look @ TEACHING 2030



Exemplars of Teacher Leadership

  • Finland: Teachers creating their own professional development programs

  • Singapore: 3-tiered leadership track for classroom teachers

  • Quebec: Mentor training and development

  • Australia: Teachers as curriculum leaders

  • Scotland: Teachers leading strategic planning

Schleicher, A. (2012), Ed., Preparing Teachers and Developing School Leaders for the 21st Century: Lessons from around the World, OECD Publishing; Darling-Hammond L. & Rothman, R. (2011). Teacher and Leader Effectiveness in High Performing Education Systems. Washington, DC: Alliance for Excellent Education.



Singapore’s BRAND of TEACHER LEADERSHIP



A BOLD, NEW BRAND of TEACHER LEADERSHIP



What Is Holding Us Back?

  • “Administrators do not know how to develop teacher leaders” – a leader of a non-profit that prepares school leaders (2012)

  • “Teachers at best can lead from the middle” – a U.S. foundation that supports education entrepreneurs

  • “It gets weird for them when teachers know things first” – a CTQ supported teacherpreneur

  • “Teachers cannot lead these performance pay reforms here in the United States” – a Congressional staffer (2007)



Cultivating Teacherpreneurs

  • The pedagogical right stuff

  • Reciprocal mentoring

  • Well-traveledness

  • Someone is doing it better and I am going to find out



Cultivating Teacherpreneurs

  • Fusing K-12 and university resources

  • Blending teacher and administrator programs

  • Funding hybrid roles

  • Rethinking school schedules and time

  • Networking virtual networks



What Needs to Done: The Future of Teacher Leadership

  • Fusing K-12 and university resources

  • Pre-service prep socializes teacher candidates for leadership

  • Create incentives for best teachers to serve in hybrid leadership roles while still teaching

  • No new teacher teaches independently until they pass muster on a performance assessment

  • New teachers leave prep with “IGP” for leadership





For More Information

Please visit our website

at www.teaching2030.org.

Contact Kristoffer Kohl

kkohl@teachingquality.org

to join our ongoing conversation

about TEACHING 2030.


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