Here’s a powerful challenge to the world of education: 提高教學的職業. 如果您認為學習的未來取決於教育的未來, 安迪·哈格里夫斯’ 和邁克爾·富蘭的最新合作, 專業投資, 提出了教師的行動計劃, 管理員, schools and districts, 州和聯邦的領導人如何創造21世紀的新一代專業教師. Over the next few days in The Global Search for Education series, I discuss with Michael Fullan, Andy Hargreaves and Randi Weingarten, 美國教師聯合會主席, some of the issues as well as some of the strategies necessary to make this a reality. 首先登場, I asked Randi to summarize what she believes the 專業投資 model would mean in terms of changes in policy and practice? Randi explained:
在 專業投資, Hargreaves and Fullan are saying you have to invest in the whole system as opposed to believing that individual strategies will get you where you need to go. They are totally right. This push on individual effort, meaning if individuals just work really hard they will see huge returns, is wrong. In the long term it will backfire if you are trying to help all kids instead of some kids. They make that point brilliantly. And now of course you have examples of this all around the world. Look at Finland and Singapore and Japan and Canada. These countries are taking a page out of Hargreaves’ and Fullan’s book.
To find out more about the thinking and action plan laid out in their book, I asked Hargreaves and Fullan for their answers to these questions:
How do you envision the next generation of teaching in your book, 專業投資?
The new generation of teachers must be an entire community of professionals who are deeply committed to their work and highly capable of carrying it out. This requires teachers to be highly motivated, thoroughly prepared, continuously developed, properly paid, well networked with each other to maximize their own improvement, and able to make effective judgments using all their capabilities and experience. This generation will require three kinds of capital that make up what we call professional capital. First is the individual human capital of rigorous training and qualifications, as well as high emotional intelligence and proven success in working with young people. Second is the social capital of schools as communities where teachers collaborate together, are committed to their students and each other as people, are able to have challenging conversations about their own and their students’ 性能, and have the benefit of working in the high-trust environments that are associated with superior performance and results. Last is the decisional capital that comes from accumulating and reflecting on sufficient years of practice — 至少 8 在大多數情況下 — to reach peak levels of performance in making the effective judgments that are central to all professional practice.
Many believe that education policy at the moment focuses on the extremes of teaching, 即. those teachers that are good and those that are bad. How has teaching to the test handicapped the art of teaching?
One of the most misunderstood and misapplied research findings is that if two students start equally and one experiences very good teachers for three years in a row, and the other has poor teachers for the same time period, the former student will move 50 percentile points above the less fortunate student. 到目前為止，, this is only a statistical proof, but even if it were literally true, the leap in logic to reward the top teachers and punish the weak ones would still be misguided. Teaching to the test and allocating merit based on test results compounds the problem. The truth is that in high performing countries, policies and development focus on the entire profession getting better all the time. This means that most students will predictably encounter three good teachers in a row—not by fortune but by design. This is why those countries with the best teaching profession continually get the best results. 此外, when almost every teacher is good and is constantly learning rather then getting drive-by training in top-down priorities, they rub off on each other. They create a positive culture in which they push and also pull each other into energizing improvements where all teachers and therefore all students are bound to learn.
芬蘭, teaching is not just a job, it is a profession. How does your model propose to turn teachers into pros in terms of their skills, 知識, capacities, and emotional intelligence?
第一, all levels of leadership, from the very top must, 像芬蘭, portray teaching as one of the most socially valuable and intellectually challenging jobs in society. This is why applicants to elementary teaching in Finland have a less than 10% chance of being accepted. Teachers are valued and respected in the society, not just because they make sacrifices, but also because they are smart. Teacher education should be rigorous, university based, and also profoundly rooted in school practice, and there should be fewer institutions providing it — creating more quality and coherence as a result. More resources should be moved to support the quality of teaching and learning in all schools and classrooms and less should be squandered on things like transportation because of proliferating school choice, on the legal and other costs associated with escalating levels of special needs identification because an excessively standardized curriculum cannot accommodate differences, and on the exorbitant cost of educational testing services in a country that tests more students on more things more of the time than any other developed nation. Teachers need more freedom, not less, to respond to and collaborate around their students’ diverse needs and circumstances as is true in the highest performing nations such as Finland, 新加坡和加拿大. Accountability occurs because teachers work transparently with each other and are committed to ongoing improvement and openness about progress and results. When schools fall short, there should be incentives and resources so higher performing schools can assist them — peers helping peers and schools helping schools — rather than parachuting in temporary turnaround teams from the top.
安迪·哈格里夫斯 is the Thomas More Brennan Chair in the Lynch School of Education at Boston College (www.andyhargreaves.com).
Michael Fullan is Professor Emeritus of the Ontario Institute for Studies in Education of the University of Toronto (www.michaelfullan.ca).
More information about 專業投資
Later this week in the Global Search for Education: 在專業人員搜索 – 部分 2 — an interview with Randi Weingarten, 美國教師聯合會主席.
For more In Search of Professionals articles: 全球搜索教育: In Search of Professionals – Singapore
在全球搜索教育, 和我一樣，全球知名的思想領袖，包括邁克爾·巴伯爵士 (英國), 博士. 邁克爾座 (美國), 博士. 萊昂特司特因 (美國), 博士. 琳達·達林 - 哈蒙德 (美國), 博士. 馬達夫恰範 (印度), 邁克爾·富蘭教授 (加拿大), 霍華德·加德納教授 (美國), 伊馮娜赫爾曼教授 (荷蘭), 克里斯汀Helstad教授 (挪威), 讓·亨德里克森 (美國), 玫瑰Hipkins教授 (新西蘭), 科妮莉亞Hoogland教授 (加拿大), 太太. 尚塔爾考夫曼 (比利時), 博士. Eija Kauppinen (芬蘭), 國務秘書塔皮奧Kosunen (芬蘭), 多米尼克·拉方丹教授 (比利時), 休·勞德教授 (英國), 本·萊文教授 (加拿大), 巴里McGaw教授 (澳大利亞), 希夫納達爾 (印度), Ř教授. 納塔拉詹 (印度), 博士. 丹尼斯教皇 (美國), 斯瑞達拉賈戈帕蘭 (印度), 博士. 黛安·拉維奇 (美國), 肯·羅賓遜爵士 (英國), 帕西SAHLBERG教授 (芬蘭), 安德烈亞斯·施萊歇 (PISA, 經合組織), 博士. 安東尼·塞爾頓 (英國), 博士. 大衛·謝弗 (美國), 博士. 基爾斯滕都沉浸式 (挪威), 總理斯蒂芬·SPAHN (美國), 伊夫Theze (法國公立高中美國), 查爾斯Ungerleider教授 (加拿大), 托尼·瓦格納教授 (美國), 大衛·沃森爵士 (英國), 迪倫Wiliam教授 (英國), 博士. 馬克沃莫爾德 (英國), 西奧Wubbels教授 (荷蘭), 邁克爾·楊教授 (英國), 和張民選教授 (中國) 因為他們探索所有國家今天面臨的大畫面的教育問題. 全球搜索教育社區頁面
ç. M. 魯賓是兩個廣為傳誦的在線系列，她接受了筆者 2011 厄普頓·辛克萊獎, “全球搜索教育” 和 “我們將如何閱讀?” 她也是三本暢銷書, 其中 真正的愛麗絲夢遊仙境.
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