Much of the conventional wisdom today about the difficulty of elevating the teaching profession is mistaken or exaggerated. Many people believe that the challenges facing the teaching profession are largely unique to each nation. Others contend that the status of the teaching profession in America and other countries is largely immutable, fixed by economic and social tradition. Or they believe that teachers unions are inevitable roadblocks to reform, rather than potential sources of knowledge and expertise.
We disagree with all three of these popular assumptions -- which is one reason why we have convened the first-ever international summit on the teaching profession for high-performing nations and rapidly-improving countries on March 16 and 17 in New York City. The stakes for strengthening the teaching profession could not be higher: The quality of the teacher in the classroom is the single biggest in-school influence on student learning. And in the knowledge economy, the quality of student learning is one of the biggest drivers of national growth, economic competitiveness, and social responsibility.
It's true that every nation has unique characteristics of its teaching profession. Few countries can simply adopt wholesale another nation's system for recruiting, training, and compensating teachers. Yet many high-performing nations share a surprising number of common challenges to securing a high-quality teaching force. Many top-performing education systems face looming teacher shortages -- and similar stumbling blocks to preparing, rewarding, and retaining top-notch teachers.
For example, the United States is not alone in seeking to update its policies on the teaching profession to better prepare students for the twenty-first century. For most of the last century, schools and the teaching profession in the U.S. have been organized like an assembly line, with teachers largely treated as interchangeable widgets. Children were expected to learn routine cognitive skills and content that would last a lifetime, rather than learning higher-order thinking, problem-solving, and decision-making skills that would help them be lifelong learners.
Teachers in the U.S. have typically been compensated based solely on their longevity in the job and their educational credentials -- not for their impact on student learning, or for teaching in high-poverty and high-needs schools. In contrast to the U.S. and some other countries, top-performing education systems encourage excellent teachers to teach the students who most need their help. And they provide teachers with more autonomy to help students' master higher-order skills, like adaptability, communication, and critical thinking, all of which are keys to success in the information age.
In every nation, the nature of the teaching profession inevitably reflects local economic and cultural tradition. Yet that does not mean that the teaching profession can only undergo glacial change. Government policy can significantly strengthen the teaching profession if that policy is based on an understanding of teachers and teaching and takes account of lessons learned in high-performing countries.
Singapore now has one of the world's highest-performing education systems -- but it was not always so. In the early 1970s, less than half of Singapore's students reached fourth grade. Teachers were hired en masse, with little attention to quality.
Singapore soon identified teacher quality as key to improving educational outcomes -- and government policy has been instrumental in identifying and nurturing teaching talent. Today, Singapore offers teaching internships for top-performing students starting in high school. It carefully selects promising adolescents from the top third of high school seniors and offers them a competitive monthly stipend while still in school.
In exchange, these teacher candidates must commit to teaching for at least three years and serving diverse students. After these bright, committed students undergo a rigorous teacher education program and become teachers, they receive 100 hours of professional development per year to keep up with changes in classroom instruction and to improve their practice.
Some believe that teachers unions are immovable stumbling blocks to reform, but the international picture tells a different story. Many of the world's top-performing nations have strong teacher unions that work in tandem with local and national authorities to boost student achievement. In top-performing education systems like Finland, Singapore, and Ontario, Canada, teachers unions engage in reforms as partners in a joint quest to advance and accelerate learning.
These high-performing nations illustrate how tough-minded collaboration more often leads to educational progress than tough-minded confrontation. Education leaders can better accelerate achievement by working together and sharing best practices than by working alone.
Across the globe, education is the great equalizer, the one force that can consistently overcome differences in background, culture, and privilege. Increasing teacher autonomy and participation in reform is vital not just to improving student outcomes but to elevating the teaching profession. We reject the prevailing wisdom that it can't be done.
Arne Duncan is the U.S. Secretary of Education; Angel GurrÃa is the Secretary-General of the Organization for Economic Co-Operation and Development; Fred van Leeuwen is General Secretary of Education International, which represents 30 million teachers in 171 countries and territories.
Follow Sec. Arne Duncan on Twitter: www.twitter.com/@usedgov
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What does this mean for the future of education in America?
You also failed to mention that teachers in Singapore succeed or fail as a function of their kids' success... something the teachers Union here in the US would never allow.
Number of Math skills 8th grade students in the United States are tested on and must master = 32!!
Maybe high performing countries test DIFFERENTLY than we do. Where is your data on that? Get your facts straight before you start trying to sway the American public to see things your way. Read "Savage Unrealities: Uncovering Classism in Ruby Payne's Framework" by Paul Gorski. Unions are necessary to keep people who know nothing about education from dictating policy reforms based on the whims of an elite class who don't know what is going on in the trenches. Ever take a statistics class? It is ridiculous to mandate education reform based on the FALSE notion that all human beings should learn the same things at the same time. PLEASE do some scientific research on how the human brain works before you start screwing things up (Sousa and Jensen come to mind). If you are in doubt-ASK A TEACHER, a trained one, one who actually took a human development class and didn't get an Urban Planning degree from a fancy school and then suddenly become an education expert after a mere three years of teaching.
Even if one accepts this dubious assertionn, it's still a fraction of what we spend to incarcerate them after the underfunded schools have failed to prepare them to make a contribution to society.
Dubious assertion? I took 30 seconds of my day, something you are obviously too busy to do before spouting off, to Google the subject and found this; http://economix.blogs.nytimes.com/2009/07/27/of-all-states-new-york-schools-spend-most-money-per-pupil/ National average = $9,666 in 2007. Increasing at 5.8% which would translate to a 75% increase per decade. Here's a link; http://www.sott.net/articles/show/224755-Two-Thirds-of-Wisconsin-Public-School-8th-Graders-Can-t-Read-Proficiently-Despite-Highest-Per-Pupil-Spending-in-Midwest that shows spending in Wisconsin went from $4956 to $10,791 from 1998 to 2008. Not that I expect you to change your opinion just because the facts prove you wrong, but you're free to do your own research and chime in with an INFORMED opinion.
Talk with teachers. Find out what those of us who are in classrooms every day see, hear, feel and think. Talk with us about our students' accomplishments. There are far more of them than you seem willing to acknowledge. Talk with us about what we've learned both in the classroom and as we annually continue our educations. We are among the most educated people in the country.
Don't bring us experts from other fields. We are the experts in education.
I agree that the teacher is the most important item in the classroom.
So why are you talking at us and not with us?
Holding teachers accountable for students' success on standardized tests, and funding schools according to these test scores is not the way to fund schools. It runs teachers out of these schools leaving the students with less experienced teachers year after year. So, again students are at a disadvantage beyond their control and receive less support instead of more.
So Arne, while the quality of the teacher is of great importance, with that in what determines how successful children will be in school is the environment in which they live. Children do not come to the table equally prepared to take standardized tests that directly determine how poorly their school is funded, and therefore run. When the system is changed to add support to schools in poverty areas, with none of it tied to test scores, but all of it tied to poverty levels, we will see some improvement in student
March 16 and 17? Today is...March 18. So you're telling us after the fact?
Where is my invitation? Why wasn't I invited. I'm a teacher. I think I know quite a bit about the American education system from first hand experience.
"... designed to engage countries around the globe in an intensive discussion about promising practices for recruiting, preparing, developing, supporting, retaining, evaluating, and compensating world-class teachers."
Well, all I can say is the U.S. delegation better sit down, shut up and take notes because we are not number one in any of these areas. Not any more. We have no business leading any of these discussions. We should be learning from those doing a better job. Like Finland.
"...chief state school officers, state union presidents, teachers of the year, and heads of the major education associations—have also been invited to listen and to participate in question-and-answer sessions."
Listen to who? It better not be you, Mr. Duncan, because the teachers of the U.S. have no confidence in your ability as an educator.
The longer the discussion remains focused on teachers when it is the system that needs improvement--yes the teacher is part of this and so too are many other elements that comprise the system--quality will not be realized.
http://www.forprogressnotgrowth.com/2011/03/11/the-worker-is-not-the-problem/
http://www.forprogressnotgrowth.com/2011/03/07/want-to-improve-quality-listen-up/
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