May 2014 Archives

Think about the race to get into limited-admission charters. Think about urban districts that hire Teach for America teachers, because of their competitive pedigree, rather than fully prepared teachers who grew up in the neighborhood. Think about pep assemblies to prepare kids for standardized testing--which has now turned into another stack-ranked statewide competition.


Is there a template for the process of learning to be a good teacher? Are there indispensible tools--like common standards, materials and assessments? Or is it an "every man for himself" sort of thing, a long sequence of trial and error and observation, fitting what works into a cohesive whole--building a profession?


Has practice-based teacher leadership come a long way in the last decade--or has the concept become co-opted and marginalized by all the organizations and funders that want to own it?


A true teaching profession would mean no longer risking a career by flying against district policy when the students in the classroom need something "unofficial" in order to grasp concepts, love learning, or identify and own their skills and talents.


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