Darling-Hammond’s policy prescription include the following five elements to improve and change our education system. The effect of these policies in our schools could significantly change the results we see in the future of our students and our nation. Key Elements: Meaningful learning goals Intelligent, reciprocal accountability systems Equitable and adequate resources Strong professional standards and supports Schools organized for student and teacher learning Meaningful Learning Goals If these policies were implemented, there would be many changes occurring in education. When looking at meaningful learning goals we would expect changes in both what we are teaching and how we assess students. In her book, Hammond(2010) looks into higher-achieving countries to make a few points, “Higher achieving countries have much leaner standards; teach fewer topics more deeply each year, focus more on inquiry, reasoning skills, and application of knowledge…”(pg. 285). We would have to significantly decrease the amount of topics and objectives we have for students and as she suggests, focus on a more deeper understanding of those. When it comes to assessment, I think that would be another significant change. Changing to multiple, more meaningful forms of assessment and changing the set idea that we have of assessments. Intelligent, Reciprocal Accountability After the creation of new standard goals it would have to be possible for these to be meet by all schools. Do all schools have the necessary resources? Accountability would be a big focus, making sure that there are educators with preparation and also the support for them to continue with their growth for instructional purposes. Knowledgeable and capable teachers, teacher educational growth; and time for teacher preparation, planning, and peer learning are essential changes. Equitable and Adequate Resources This one seems to me one of the most difficult changes to accomplish. With inequality across schools and a gap in opportunity and access to resources, it already seems like an impossible change. According to Hammond, this would have to be tackled not only between states, districts, and schools within districts, but also at schools where students would have to be differentially placed in a classroom that offers them the opportunities they need to learn. Strong Professional Standards and Support Again, the recruitment of capable teachers is very important. In the plan of change Hammond suggests looking at the federal investments of medicine, which significantly impacted areas of high need. The first step would be to fix teacher recruitment and retention through scholarships that encourage teachers to work in areas of need. Of course, teachers would have to receive the support and mentoring necessary, build them to be competent professionals. Teacher preparation and professional development are the second things in this process. Teachers need to go through prepare to meet 21st-century skills and have ongoing professional development. We never stop learning, so continuous mentoring and collaboration seems like a key factor to me. Schools Organized for Student and Teacher Learning All of these elements are important changes that if implemented and practiced could make for a better results for our country and its education. This last element goes over all the aspects that would make a big difference for teachers and their growth in the field of education. Having time for collaboration among teachers, planning, teacher coaching, and developing curriculum and assessments. This, along with continuous professional development would allow for teachers to acquire the skills needed to meet the needs of students. I noticed one common thread in our cohort’s responses to the research on the brain and that was that as educators we need to understand that it is our responsibility to learn the skills necessary and adopt a learning mentality in order to better serve our students. I believe that as teachers we want the best for our students, and in a way we are also students that need support and collaboration to better serve the students in our classroom.
4 Comments
10/30/2017 08:33:59 pm
Jose, I agree with all the elements you have stated from Darling-Hammond's book (2010) . We live and we long for faster change in all those areas. One area in particular, is that we need more ongoing teacher support and continuous mentoring in 21st century skills and development. Just this year by being in the Touro Masters program we have learned so much, we have been injected with new excitement and we are all bringing innovations into our pedagogy. But I ask myself, what about the other teachers working we me? we would all benefit as a school if we all had access to 21st century skills. I just wish our district one day has the funds to provide state of the art, updated education to all it's teachers.
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Lisa Gottfried
10/30/2017 09:20:32 pm
"Having time for collaboration among teachers, planning, teacher coaching, and developing curriculum and assessments. This, along with continuous professional development would allow for teachers to acquire the skills needed to meet the needs of students." I guess the typical argument to your comment asks, don't teachers already have that time? Is it that we are not using our time well, or that what we are being asked to do takes more time that we have allotted?
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Jeff Albertazzi
11/1/2017 05:11:13 pm
Getting back to the question of Equity, I can only speak for my site and the district as a whole but it seems that teacher education and professional development is not a priority. Seems this way on the national level as well. Its still viewed as a cost not an investment. I just don't feel like everyone is on the same page. Not sure how it is at your site. I am worried that even the this opportunity to get your master's supplemented will go away. So what would be the incentive for those teacher's that.
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Marisabel Olguin
11/24/2017 11:13:32 am
I agree that it is our responsibility to learn the skills necessary to teach our students but with what time. As a new teacher I feel that we are being asked to learn, do and improve but are not given the time to do it in. Planning time is never respected as planning time. It is always expected of us to use our planning for a variety of menial tasks that take away from the real purpose the time is set aside for.
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