So much of the chatter in education policy these days is shaped by the goal of getting rid of bad teachers. While that is something we certainly should do, shouldn’t we spend a lot more time thinking about getting as many good teachers as possible into our nation’s classrooms? What about thinking about how to help good teachers become great, rather than the myopic focus on punishing lousy teachers?
The key, of course, is knowing what a good teacher is. I’ve been catching up on my reading lately and came across two recent(ish) studies that will help us make that shift to think about effective teaching.
In “Transforming Teaching: Connecting Professional Responsibility with Student Learning,” the National Education Association (click to download) published the work of its Commission on Effective Teachers and Teaching. The report lays out an exciting vision for a teacher-driven public school system. It contains a clear call to elevate teachers’ professional leadership and responsibility and lists specific characteristics of effective teachers.
There’s a lot of food for thought in this report and we ought to spend a lot of time thinking about how we tap into the professional skills and judgment of classroom teachers–not just in their classrooms but in shaping our approach to public education.
In The Hangover: Thinking about the unintended Consequences of the Nation’s Teacher Evaluation Binge, the American Enterprise Institute tackles the incredible pace of change in our thinking about teacher evaluation. More than 20 states have put new teacher evaluation laws on their books in the last three years. And, the rhetoric around most of these legislative changes has been pretty dismal. The authors caution that there’s a lot of connecting the dots to be done to make these laws work well and actually have an impact on teaching practices.
At VIVA Teachers, we think the more we engage classroom teachers in these conversations about what a effective teacher looks like, and how you actually measure effective teaching, the more likely our children are to have a good (or better) teacher in front of their classroom.
VIVA Teachers in New York and Minnesota have made some of the same points as the authors of these reports: that teachers’ professional judgment needs to be part of the calculus on effective teaching. That data is indispensable to evaluating effective teaching. In two detailed reports, these teachers outline a clear action plan for professional evaluation of teachers and principals that will help all of us understand what effective teaching looks like.