Growing Good Teachers
Everyone in the current reform environment acknowledges the importance of good teaching. But most characterizations of teaching miss the richness and complexity of the work. The teacher often becomes a knowledge-delivery mechanism preparing students for high-stakes tests.
Moreover, reform initiatives lack depth on how to develop more good teachers. There is encouragement of alternative pathways to qualification (and, often, animosity toward schools of education and traditional teacher training). There are calls for merit pay, with pay typically linked to test-score evidence of student achievement. There are general calls for additional professional development. And, of course, there is the widespread negative incentive: By holding teachers' "feet to the fire" of test scores, we will supposedly get more effort from teachers, although proponents of this point of view never articulate the social-psychological mechanisms by which the use of test scores will affect effort, motivation, and pedagogical skill.
But when you watch Stephanie, a very different image of the teacher emerges. She is knowledgeable and resourceful across multiple subject areas and is skillful at integrating them. She is spontaneous, alert for the teachable moment, and able to play out the fruits of that spontaneity and plan next steps incrementally as the activity unfolds. She believes that her students can handle a sophisticated assignment, and she asks questions and gives direction to guide them. Her students seem comfortable taking up the intellectual challenge.
What is interesting is that none of the current high-profile reform ideas would explain or significantly enhance Stephanie's expertise. Merit pay doesn't inspire her inventiveness; it doesn't exist in her district (although she would be happy to have the extra money, given that she furnished some classroom resources from her own pocket). Standardized test scores don't motivate her either. In fact, the typical test would be unable to capture some of the intellectual display I witnessed in her classroom. What motivates her is a complex mix of personal values and a drive for competence. These lead her to treat her students in certain ways and to continue to improve her skill.
Mike Rose: Reform, To What End?
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