Introduction
Student learning is influenced more profoundly by the quality of the teacher than by any other school factor. Ensuring that every student has access to a great school demands that we focus on the quality of teachers. From preparation to induction, throughout a career of continuous improvement, and achieving accomplished practice and teacher leadership, Great Teaching and Learning: Creating the Culture to Support Professional Excellence promises to open the doors of opportunity for students and has the potential to transform lives.
Creating a Culture of Excellence
To provide a top-quality education, schools, educators, and communities must embrace five essential values that encourage constant learning, professional growth, and respect for each individual.
5 Keys to Transformation
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Passion for Learning
- Every educator and every PreK-12 student is a learner. The culture must generate enthusiastic and meaningful participation, growth and learning for students and educators alike.
- Each school/district faculty member is a learner and models a career-long commitment to reflection on practice, personal growth, and continuous improvement.
- Teachers find a deep sense of fulfillment as students demonstrate mastery of skills and understanding.
- Like student learning, teacher learning is built on a foundation that connects theory and the real world, focusing on the educator’s personal needs.
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Assessment for Excellence
- Assessment should be performance-based and authentically reflect the knowledge and skills being assessed.
- Assessment reflects a shared understanding of what a teacher should know and be able to do, with a focus on teachers’ growth, not ticking boxes.
- As with students, schools should support teachers’ continuous growth with multiple, bias-free, varied opportunities to demonstrate knowledge and skills.
- Employee evaluation should arise from a locally bargained, evidence-based system of peer review linked to performance expectations supported by a strong system of professional development.
- Assessment transcends mere accountability and builds on the individual’s passion for learning, encouraging a personal sense of mastery.
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Culture of Collaboration
- Teachers collaboratively plan lessons and strategies to address individual student needs, and then co-teach, observe, and coach their peers.
- External partners (e.g. higher education faculty) both learn from PreK-12 teachers and provide support to teachers as they improve their practice and help students learn.
- PreK-12 schools and teacher preparation programs (TPPs) collaborate to design, implement, evaluate, and improve the quality of their programs.
- The local community also collaborates through day-to-day engagement in the work of the school, providing richness to the cultural experience and understanding of students and teachers; helping to set goals and establish the school’s mission; investing in facilities, salaries, and instructional materials; and connecting businesses and community projects to student learning and service.
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Authentic Autonomy
- Individual autonomy is crucial to personal transformation and continuous learning as a professional, and critical for fostering a sense of ownership so that every person is deeply committed to transformation.
- Teachers have authority at the classroom level to make significant decisions about curriculum design, teaching methods, and assessment strategies, versus being mandated to deliver prescribed programs.
- As teachers have autonomy to make significant decisions about curriculum, teaching methods, and assessment, they extend to students the autonomy to select how they will pursue major learning goals and to determine how they can meaningfully demonstrate learning.
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Worth of Persons & Communities
- Individual autonomy is crucial to personal transformation and continuous learning as a professional, and critical for fostering a sense of ownership so that every person is deeply committed to transformation.
- Teachers have authority at the classroom level to make significant decisions about curriculum design, teaching methods, and assessment strategies, versus being mandated to deliver prescribed programs.
- As teachers have autonomy to make significant decisions about curriculum, teaching methods, and assessment, they extend to students the autonomy to select how they will pursue major learning goals and to determine how they can meaningfully demonstrate learning.
Recommendations by Career Phase
Our experts share their vision for excellence and identify the supports and actions required for teachers to succeed and grow throughout their careers.
Aspiring Teachers
Candidates currently participating in a teacher preparation program (TPP)
Accomplished Teachers
Experienced educators who consistently perform at an outstanding level
Teacher Leaders
Educators who have an impact on their school, district, and the larger profession
