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E-BookEPUB2 - DRM Adobe / EPUBE-Book
304 Seiten
Englisch
Jossey-Basserschienen am02.03.20171. Auflage
Discover how high-performing systems shape teaching quality around the world
Producing highly skilled and committed teachers is not the work of a single innovative school or the aggregation of heroic individuals who succeed against the odds. In high-performing countries, the opportunities for teachers to learn sophisticated practices and continue to improve are embedded systemically in education policies and practices. Empowered Educators describes how this seemingly magical work is done-how a number of forward-thinking educational systems create a coherent set of policies designed to ensure quality teaching in all communities. . . and how the results are manifested in practice.
Spanning three continents and five countries, Empowered Educators examines seven jurisdictions that have worked to develop comprehensive teaching policy systems: Singapore and Finland, the states of New South Wales and Victoria in Australia, the provinces of Alberta and Ontario in Canada, and the province of Shanghai in China. Renowned education expert Linda Darling-Hammond and a team of esteemed scholars offer lessons learned in a number of areas that shape the teaching force and the work of teachers, shedding unprecedented light on areas such as teacher recruitment, preparation, induction and mentoring, professional learning, career and leadership development, and more. Find out how quality teaching is developed and conducted across the globe
Discover a common set of strategies for developing, supporting, and sustaining the ongoing learning and development of teachers and school leaders
See how high-performing countries successfully recruit and train educators
Understand why the sharing of expertise among teachers and administrators within and across schools is beneficial

A fascinating read for researchers, policymakers, administrators, teacher educators, pre-service teachers and leaders, and anyone with an interest in education, this book offers a rare glimpse into the systems that are shaping quality teaching around the world.


LINDA DARLING-HAMMOND, president of the Learning Policy Institute, is the Charles E. Ducommun Professor of Education Emeritus at Stanford University. She is the award-winning author of numerous books including Beyond the Bubble Test: How Performance Assessments Support 21st Century Learning, and Powerful Teacher Education: Lessons from Exemplary Programs (Jossey-Bass).
DION BURNS is a senior researcher with the Learning Policy Institute and research analyst at the Stanford Center for Opportunity Policy in Education.mehr
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TaschenbuchKartoniert, Paperback
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E-BookEPUB2 - DRM Adobe / EPUBE-Book
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Produkt

KlappentextDiscover how high-performing systems shape teaching quality around the world
Producing highly skilled and committed teachers is not the work of a single innovative school or the aggregation of heroic individuals who succeed against the odds. In high-performing countries, the opportunities for teachers to learn sophisticated practices and continue to improve are embedded systemically in education policies and practices. Empowered Educators describes how this seemingly magical work is done-how a number of forward-thinking educational systems create a coherent set of policies designed to ensure quality teaching in all communities. . . and how the results are manifested in practice.
Spanning three continents and five countries, Empowered Educators examines seven jurisdictions that have worked to develop comprehensive teaching policy systems: Singapore and Finland, the states of New South Wales and Victoria in Australia, the provinces of Alberta and Ontario in Canada, and the province of Shanghai in China. Renowned education expert Linda Darling-Hammond and a team of esteemed scholars offer lessons learned in a number of areas that shape the teaching force and the work of teachers, shedding unprecedented light on areas such as teacher recruitment, preparation, induction and mentoring, professional learning, career and leadership development, and more. Find out how quality teaching is developed and conducted across the globe
Discover a common set of strategies for developing, supporting, and sustaining the ongoing learning and development of teachers and school leaders
See how high-performing countries successfully recruit and train educators
Understand why the sharing of expertise among teachers and administrators within and across schools is beneficial

A fascinating read for researchers, policymakers, administrators, teacher educators, pre-service teachers and leaders, and anyone with an interest in education, this book offers a rare glimpse into the systems that are shaping quality teaching around the world.


LINDA DARLING-HAMMOND, president of the Learning Policy Institute, is the Charles E. Ducommun Professor of Education Emeritus at Stanford University. She is the award-winning author of numerous books including Beyond the Bubble Test: How Performance Assessments Support 21st Century Learning, and Powerful Teacher Education: Lessons from Exemplary Programs (Jossey-Bass).
DION BURNS is a senior researcher with the Learning Policy Institute and research analyst at the Stanford Center for Opportunity Policy in Education.
Details
Weitere ISBN/GTIN9781119369578
ProduktartE-Book
EinbandartE-Book
FormatEPUB
Format Hinweis2 - DRM Adobe / EPUB
FormatFormat mit automatischem Seitenumbruch (reflowable)
Erscheinungsjahr2017
Erscheinungsdatum02.03.2017
Auflage1. Auflage
Seiten304 Seiten
SpracheEnglisch
Dateigrösse2426 Kbytes
Artikel-Nr.3303450
Rubriken
Genre9201

Inhalt/Kritik

Leseprobe

FOREWORD

We can probably agree that great schools, without exception, are staffed by great teachers. It follows that if one wants an entire nation, state, or province with great schools, then one must provide all those schools with great teachers. Few, I suspect, would disagree with that. But then the question arises, how can that be done?

Roll the clock back to the United States in the years leading up to the American Civil War. We know now that this was the period in which the outlines of the current American school system were taking shape under the pioneering leadership of Catherine Beecher and Horace Mann. Those communities that had any schools hired young men to tutor the children who were not working in the fields. Their wives were at home, and an increasing number of their daughters were working long hours in the mills for next to nothing. Those students who got any education got mostly drill and practice in the rudiments of reading, writing and, as they said, rithmetic.

Beecher and Mann had another idea. Send the men into the mills. Take the young women who had been working in the mills and put them in the schools. Although Beecher and Mann saw this move as building a profession for women, and advocated the creation of normal schools for professional preparation, the feminization of teaching typically took another turn as it played out across the country.

Scientific managers and town guardians often favored the move for financial reasons. They argued that schools could pay the women a pittance, because they were either single and living with their parents, and so did not need much pay, or they were married and it was up to the husband to provide for the family. They would not need much skill because they did not need to know much more than their students, and their students did not need any more than the basics. As the system grew, these young women were fired when they became pregnant, so it was hardly worth while investing in their development as teachers. Of course, it would take real skill and ability to manage this system, especially in the big cities, where there were lots of schools and lots of people and money to manage, but the managers would be men who would be paid a lot more than the teachers to tell the teachers what to do and how to do it. This was the model that was being used in America s burgeoning industrial enterprises with enormous success, and there was no reason why it should not work in the schools.

And it did. The United States used this model to set one new global benchmark after another in educational attainment. By the middle of the 20th century, it had the best educated workforce in the world. It had done it with a classic blue-collar model of work organization in its schools.

Educators from all over the world came to look at the American education system, learn its lessons, and take them home. Variations on the American model popped up everywhere.

But, as the 20th century drew to a close, the world was changing. Poor countries were learning how to use the model of schooling just described to deliver the same basic skills that schools in the more developed countries were delivering. But the graduates of those schools in these poor countries were willing to work for much less than their counterparts in the more developed countries. Jobs for people with only the basic skills in the more developed countries migrated to the countries where employers could get the same skills for much less. Hundreds of millions of people in the less developed countries were lifted out of poverty this way, but people in the more developed countries who had only the basic skills were in real trouble. Then the jobs of people who do mostly routine work began to be done by robots and other automated machinery. Between outsourcing and automation, the market for people with only the basic skills in the most developed countries was devastated.

That fact was a death knell for the blue collar model of school work organization. One country after another began to realize that cheap teachers responsible only for teaching the basic skills, working in schools in which they were expected to do what they were told to do by school administrators who were selected not for their ability as teachers but for their skills as managers, could no longer do the job that had to be done. A model in which teachers were expected to come from the lower ranks of high school graduates, to be educated in the lowest status higher education institutions, who were paid poorly, all of whom did the same job and had no career to look forward to, who were not rewarded at all for getting better at their work but simply for their time in service, while others, not them, were expected to figure out how to improve student performance-a model like that could never accomplish what now had to be done.

What now had to be done was to provide almost all students in the most developed nations with the knowledge, skills, attitudes, and values that only the elite students had been expected to develop before. All students would have to emerge from schools with the qualities that only the future leaders of society had been expected to have before if the nation was going to be able to maintain its standard of living. In an era like the middle of the 19th century in the United States, in which only a handful of people had any education beyond high school, it was obvious that only the high schools educating the future leaders of the whole society could afford to staff their schools with well-educated teachers. The blue-collar model of teaching was, in fact, the only model available to a country at that time that wanted to educate the masses.

But the blue-collar model of teacher work organization could not produce elite outcomes for the great mass of students. Only a professional model of teacher work organization could do that. So the search was on. What would such a model look like? Where would the future teachers come from? How would they be attracted to teaching? What sort of education would they need? How would they learn their craft? How would they be selected? Against what criteria? How would their work be organized? What sort of career could they be offered? What sort of incentives would they need to do the best work of which they were capable? How could their workplace be organized so that they would be constantly working to improve their skills, the curriculum, the schools, and student performance? What would schools look like if it was teachers, not managers or policy analysts or the research community, who was expected to lead the schools to higher performance? How would the answers to these questions change the kind of school leadership that would be needed? What, in other words, would a professional model of teaching look like when applied not just to an isolated elite school but to an entire country, province, or state?

That question-perhaps the single most important question facing educators today-is the question this book and the study on which it was based was designed to answer. Three years ago, my colleague, Betsy Brown Ruzzi, the director of NCEE s Center for International Education Benchmarking, and I asked Linda Darling-Hammond if she would be interested in leading a major international comparative study of teacher quality to look at how the leading countries were answering the kinds of questions just asked. Darling-Hammond, of course, is one of the world s leading education researchers and has had a lifelong interest in the teaching profession. She leaped at the chance. Such studies are usually done by a lead researcher with a gaggle of graduate students actually doing much of the field work. Darling-Hammond did not do that. She assembled a team of leading researchers from all over the world to join her in this very large research program. The result is a stunning piece of work, the result of a true collaboration among an all-star cast of researchers. It is everything we hoped it might be and more.

Don t look here for the one country, state, or province to be copied. What you will find is a picture in which the jurisdictions described tried first this and then that. Some had opportunities that others did not have. Some worked on this while others worked on that. As they were doing this, they looked over each other s shoulders for inspiration, ideas, and tools. Gradually, themes emerged. If you want a model, you will have to assemble it from those themes and the mosaic of policies and practices you will find in this volume and the others in the series of books from this project. And then you will have to adapt what you have learned to your own goals, values, and context.

There is plenty of inspiration here. Some of the key changes these countries made were nothing if not dramatic. Some countries look at their teacher education systems in despair, thinking there is no way that they can make the changes they ought to make in the education of teachers at the scale that is needed, given the politics. But look at how Finland decided to abolish all of its teacher education institutions at once and created in their stead a much smaller number of institutions, all of them at their research universities and all of them with a similar curriculum intimately tied to that nation s aims for its schools. Or look at Shanghai, which created out of whole cloth a career ladder system in which teachers get more compensation, more authority, more autonomy, and more status as they go up the ladder, in the process transforming what it means to be a teacher from the blue-collar model to the professional model. Or...
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