{"id":6615,"date":"2016-04-25T08:00:30","date_gmt":"2016-04-25T12:00:30","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=6615"},"modified":"2016-04-23T20:10:15","modified_gmt":"2016-04-24T00:10:15","slug":"beyond-teacher-quality","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/beyond-teacher-quality\/","title":{"rendered":"Beyond Teacher Quality"},"content":{"rendered":"<p><span style=\"font-weight: 400;\"><a href=\"http:\/\/www.coreeducationllc.com\/blog2\/staff-matters-social-resilience-in-schools\/shanker\/\" rel=\"attachment wp-att-4597\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-4597\" src=\"https:\/\/i0.wp.com\/www.coreeducationllc.com\/blog2\/wp-content\/uploads\/2012\/05\/Shanker.png?resize=582%2C60\" alt=\"Shanker\" width=\"582\" height=\"60\" srcset=\"https:\/\/i0.wp.com\/www.coreeducationllc.com\/blog2\/wp-content\/uploads\/2012\/05\/Shanker.png?w=582&amp;ssl=1 582w, https:\/\/i0.wp.com\/www.coreeducationllc.com\/blog2\/wp-content\/uploads\/2012\/05\/Shanker.png?resize=300%2C30&amp;ssl=1 300w, https:\/\/i0.wp.com\/www.coreeducationllc.com\/blog2\/wp-content\/uploads\/2012\/05\/Shanker.png?resize=500%2C51&amp;ssl=1 500w\" sizes=\"auto, (max-width: 582px) 100vw, 582px\" \/><\/a><\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">The Shanker Institute recently published commentary on the <\/span><a href=\"http:\/\/www.ncee.org\/wp-content\/uploads\/2015\/08\/BeyondPDWeb.pdf\"><i><span style=\"font-weight: 400;\">Beyond PD: Teacher Professional Learning in High-Performing Systems<\/span><\/i><\/a><span style=\"font-weight: 400;\"> report from the Learning First Alliance and the International Center for Benchmarking in Education at the National Center for Education and the Economy. This blog covered that report here (<\/span><a href=\"http:\/\/www.coreeducationllc.com\/blog2\/more-teaching-less-learning\/\"><span style=\"font-weight: 400;\">http:\/\/www.coreeducationllc.com\/blog2\/more-teaching-less-learning\/<\/span><\/a><span style=\"font-weight: 400;\">) and here (<\/span><a href=\"http:\/\/www.coreeducationllc.com\/blog2\/professional-development-transformed\/\"><span style=\"font-weight: 400;\">http:\/\/www.coreeducationllc.com\/blog2\/professional-development-transformed\/<\/span><\/a><span style=\"font-weight: 400;\">). As a review, the paper describes practices and policies from four high-performing school systems \u2013 British Columbia, Hong Kong, Shanghai, and Singapore \u2013 where professional learning is believed to be the primary vehicle for school improvement. An excerpt of the Shanker Institute commentary appears below:<\/span><\/p>\n<p><em><span style=\"font-weight: 400;\">In British Columbia, Hong Kong, Shanghai and Singapore, teacher effectiveness is not something fixed that individual teachers do or don\u2019t possess. Rather, effectiveness is both a quality and an aspiration of schools: <\/span><span style=\"font-weight: 400;\">Schools ought to be organized and resourced so that teachers continuously and collaboratively improve. <\/span><\/em><span style=\"font-weight: 400;\"><em>In these high performance systems, the whole (school effectiveness) is greater than the sum of its parts (individual teacher effectiveness).<\/em><br \/>\n<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The report describes how these four high performing systems went about creating structures, processes, and norms to help teachers learn about how students learn \u2013 and how they did so systematically and systemwide through incremental reforms.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In British Columbia, Hong Kong, Shanghai, and Singapore, all professional learning is developed around the following improvement cycle: 1) assess student learning to identify their next stage of learning; 2) develop teaching practices that provide for the next stage of student learning; and 3) evaluate the impact of the new practices on student learning so the teachers can refine their practice. As the report notes, none of this is new. \u201cIn isolation, [this improvement cycle] is insufficient for sustained reform. To make it effective requires a broad strategy with strong linkages between how leadership roles are structured, how resources are allocated, and the focus of evaluation and accountability measures.\u201d <\/span><\/p>\n<p><span style=\"font-weight: 400;\">The report then examines three policy areas that support student-centered professional learning: 1) leadership; 2) evaluation and accountability; and 3) time.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Leadership<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Professional learning leaders are developed at the school- and system levels. These leaders receive training on \u201chow to set professional learning targets, evaluate professional learning, and develop coaching and mentoring skills as well as strategic and administrative planning skills.\u201d Learning leaders work closely with school principals and \u201cspend a lot of time in schools in order to research and understand teacher strengths and weaknesses, identify areas for development, and design professional learning curriculum.\u201d<br \/>\n<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Evaluation &amp; Accountability<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Evaluation and accountability are integral to the success of professional learning in schools. The reason for this is that accountability is not exclusively focused on student performance. When teacher learning is truly viewed through the growth (as opposed to the fixed) lens, through the social-organizational (as opposed to the individual) lens, and as the primary vehicle for student learning, then it\u2019s not surprising that the system focuses on increasing the quality of the professional learning <\/span><i><span style=\"font-weight: 400;\">environment<\/span><\/i><span style=\"font-weight: 400;\">.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Time<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The lack of time is a well known barrier preventing effective professional learning. But, because time is a necessary though not sufficient condition, attempts to secure more time for professional learning have not always had the desired impact on students. Professional learning is effective \u201conly when it becomes a normal part of daily work life in schools.\u201d Accordingly, \u201cseparating professional learning from daily teaching routines is counterproductive, and limits the benefits for teachers and students alike.\u201d<br \/>\n<\/span><\/p>\n<p><span style=\"font-weight: 400;\">To reiterate, the key difference between these systems and the United States is that they don\u2019t assume that teacher effectiveness is static, portable, individual and independent of the context. Conversely, teacher effectiveness is believed to grow within the school organization; thus, a primary goal is to build schools and school systems where this growth is continuous, collaborative, and where it responds to the changing and situated needs of students. As the report notes: \u201cHigh-performing systems transform the improvement cycle into a culture of continuous professional learning that, in time, turns schools into true learning organizations.\u201d\u00a0 In a nutshell: Their \u2018learning organization\u2019 is our \u2018teacher quality.\u2019<br \/>\n<\/span><\/p>\n<p><span style=\"font-weight: 400;\">For more, see<\/span><a href=\"http:\/\/www.shankerinstitute.org\/blog\/beyond-teacher-quality\"> <span style=\"font-weight: 400;\">http:\/\/www.shankerinstitute.org\/blog\/beyond-teacher-quality<\/span><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>&nbsp; The Shanker Institute recently published commentary on the Beyond PD: Teacher Professional Learning in High-Performing Systems report from the Learning First Alliance and the International Center for Benchmarking in Education at the National Center for Education and the Economy. This blog covered that report here (http:\/\/www.coreeducationllc.com\/blog2\/more-teaching-less-learning\/) and here (http:\/\/www.coreeducationllc.com\/blog2\/professional-development-transformed\/). As a review, the paper <a href=\"https:\/\/www.coreeducationllc.com\/blog2\/beyond-teacher-quality\/\" rel=\"nofollow\"><span class=\"sr-only\">Read more about Beyond Teacher Quality<\/span>[&hellip;]<\/a><\/p>\n","protected":false},"author":1,"featured_media":3141,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[8],"tags":[210,21,18,177,178],"class_list":["post-6615","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-professional-learning","tag-international-comparison","tag-school-culture","tag-systemic-reform","tag-teacher-communities","tag-teacher-learning"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Beyond Teacher Quality - Core Education, LLC<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.coreeducationllc.com\/blog2\/beyond-teacher-quality\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Beyond Teacher Quality - Core Education, LLC\" \/>\n<meta property=\"og:description\" content=\"&nbsp; The Shanker Institute recently published commentary on the Beyond PD: Teacher Professional Learning in High-Performing Systems report from the Learning First Alliance and the International Center for Benchmarking in Education at the National Center for Education and the Economy. 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