Last month Las Vegas was desperate for teachers; now Hawaii is too. Is there anything we can do to address these chronic teacher shortages?
April 2016 Archives
Sammamish High School, a diverse, comprehensive school in Bellevue, Wash., has quietly been in the process of reinventing itself. Education reformers should take note of what's happening there.
The students I teach who want to become teachers know all too well that testing has taken over, that the work of teachers is increasingly micromanaged by people who often don't really know how to do it, and that teachers don't get even half the respect they deserve. And, yet, everything is their fault. What if we changed our frame of reference on that?
Should teacher education programs prepare new teachers for schools as they are now or schools as we would like them to be? That's the tension at the heart of the issue of whether teacher education is useful or not. Maybe all this "theoretical" teacher education isn't so bad after all.
Imagine a world where we gave some common tests set to some common standards and used them to compare programs to each other, and we did it not to impose punishments or identify winners and losers but to spotlight what works in certain contexts and what doesn't. Wouldn't that be an improvement over how we do things today?