1. Meaningful learning goals -
Darling-Hammond states that these goals can be "achieved by supporting the development of well-grounded common expectations of learning, developed by professional associations and curriculum experts". I take umbrage with the fact that she leaves teachers, the very soul of education, out of this decision making process. My experience with these experts is that they have forgotten what it is like to be in a classroom, or they have never been in a classroom. Teachers should be consulted. All teachers. We are highly educated professionals but we are often not treated that way.
2.Intelligent, reciprocal accountability systems -
Nothing speaks to me here.
3. Equitable and adequate resources -
If California could get behind just one of her suggestions it would be this. My own children are lucky to have caring, competent teachers but they are all part of a district with no money. This worries me. Technology consists of a cart or two shared between multiple grades. While just over the hill at my school district there are one to one computers and a computer lab. Just 20 miles apart but each with a very different school day. My husbands district which is 20 miles the other way can't attract enough teachers and when they do many only stay a few years. His district is high poverty with lots of problematic kids (many drug babies and a high majority of students with at least one family member incarcerated).
4. Strong professional standards and support -
This comes in a strong second on what California could do for teachers and students. Darling-Hammond proposes "fully subsidized ...professional development through out (their) career". She also proposes that teachers be supported in developing their careers so that they can become master teachers, mentors, and school leaders. Thank goodness for this Master's Program because I feel many teachers stagnate in "just being a teacher". I feel that I am benefiting my career. I like that word - career. If teachers are allowed to use their expertise in other ways (mentoring, coaching, curriculum specialists) then they can continue developing their career.
5. Schools organized for student and teacher learning -
At my school we collaborate each Wednesday. My 2nd grade team is strong and motivated and it benefits our students how well we work together. In fact my school is/was so organized for student and teacher learning that we pulled ourselves out of Program Improvement and achieved National Blue Ribbon status and California Distinguished School status. Unfortunately our leadership changed and we no longer have a clear goal. We are not organized as we once were. Administration is resting on it's laurels and we are no longer on our trajectory. But I know how it feels when this is in place. It feels great. We knew what we were striving for. Now, not so much.
Darling-Hammond states that these goals can be "achieved by supporting the development of well-grounded common expectations of learning, developed by professional associations and curriculum experts". I take umbrage with the fact that she leaves teachers, the very soul of education, out of this decision making process. My experience with these experts is that they have forgotten what it is like to be in a classroom, or they have never been in a classroom. Teachers should be consulted. All teachers. We are highly educated professionals but we are often not treated that way.
2.Intelligent, reciprocal accountability systems -
Nothing speaks to me here.
3. Equitable and adequate resources -
If California could get behind just one of her suggestions it would be this. My own children are lucky to have caring, competent teachers but they are all part of a district with no money. This worries me. Technology consists of a cart or two shared between multiple grades. While just over the hill at my school district there are one to one computers and a computer lab. Just 20 miles apart but each with a very different school day. My husbands district which is 20 miles the other way can't attract enough teachers and when they do many only stay a few years. His district is high poverty with lots of problematic kids (many drug babies and a high majority of students with at least one family member incarcerated).
4. Strong professional standards and support -
This comes in a strong second on what California could do for teachers and students. Darling-Hammond proposes "fully subsidized ...professional development through out (their) career". She also proposes that teachers be supported in developing their careers so that they can become master teachers, mentors, and school leaders. Thank goodness for this Master's Program because I feel many teachers stagnate in "just being a teacher". I feel that I am benefiting my career. I like that word - career. If teachers are allowed to use their expertise in other ways (mentoring, coaching, curriculum specialists) then they can continue developing their career.
5. Schools organized for student and teacher learning -
At my school we collaborate each Wednesday. My 2nd grade team is strong and motivated and it benefits our students how well we work together. In fact my school is/was so organized for student and teacher learning that we pulled ourselves out of Program Improvement and achieved National Blue Ribbon status and California Distinguished School status. Unfortunately our leadership changed and we no longer have a clear goal. We are not organized as we once were. Administration is resting on it's laurels and we are no longer on our trajectory. But I know how it feels when this is in place. It feels great. We knew what we were striving for. Now, not so much.