I just re-read Carrie R. Leana's "The Missing Link in School Reform (2011)," and I agree that teacher collaboration, described by the author as a form of social capital, is what makes really good teachers become excellent.
The U.S. Department of Education's Blueprint for Reform (2009) suggests that teacher evaluation include room for multiple measures such as teacher leadership or peer-review (see p. 4).
I appreciate the flexible, aim-focused tone of the Blueprint. I wonder how the Department could be more explicit about what teacher leadership and peer review actually look like. How can the Department advance incentives, infrastructure or models that develop and sustain the essence of teachers' stewardship of the profession?
I also wonder about the future of the Blueprint, its intersection with Race to The Top and the reauthorization of Elementary and Secondary Education Act (aka No Child Left Behind). What can the Department do to foster policy that engages the millions of teachers we already have in our classrooms?
The U.S. Department of Education's Blueprint for Reform (2009) suggests that teacher evaluation include room for multiple measures such as teacher leadership or peer-review (see p. 4).
I appreciate the flexible, aim-focused tone of the Blueprint. I wonder how the Department could be more explicit about what teacher leadership and peer review actually look like. How can the Department advance incentives, infrastructure or models that develop and sustain the essence of teachers' stewardship of the profession?
I also wonder about the future of the Blueprint, its intersection with Race to The Top and the reauthorization of Elementary and Secondary Education Act (aka No Child Left Behind). What can the Department do to foster policy that engages the millions of teachers we already have in our classrooms?
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