Stratereaders

What an interesting journey back through educational reform history. It was a good refresher to read about Dewey, the Gary Plan, how tracking came about, curriculum reforms, etc.

Elmore’s statement on pg 14 “… getting more students to learn at higher levels has to entail some change in both the way students are taught and in the proportion of teachers who are teaching in ways that cause students to master higher-level skills and knowledge.” I have been working with a middle school teacher in Portland (a seasoned, tough, outspoken gal I might add) and engaged in a discussion about content enhancement routines. As she shared her observations of the impact they were having on her students - her students were learning more at a deeper level - she commented “SIM has made me a better teacher.” What a moment, what a statement; however, is this isolated occurance enough to effect change in the school? To get to scale, according to Elmore, the question to be asked is why did this teacher seek new knowledge and actively use it to change her teaching. And what about incentives. Both Elmore and Murnane talk about the importance of incentives to change individual’s behavior. Interestingly, early in our relationship, this very same teacher in querying me about this SIM thing we were bringing to her school, asked “I’ll try this stuff, but what is in it for me?” Sure we can respond to these types of questions with the old Pollyanna response that the world will be a better place but let’s get real. What are the incentives schools. that we offer teachers to take on this difficult task of reform? Readers, what do you think? What are incentives for you?

Elmore states that potentially the most powerful device for changing teaching practice is the use of teacher study groups. As I reflected on this, I saw how truly critical providing support to teachers with lesson studies and problem-solving sessions are. Not that I ever doubted this, but it made me wonder if providing this support is not an incentive for teachers to be willing to take on the daunting task of change.

On pgs 29-39 Elmore talks about the problems of scaling up. It seems we need to start by standing on the balcony and observe what is going on, who the leaders are, and what these leaders reactions and responses are.

“scaling up by scaling down” on pg 32,…I like this idea. I see it happening in a school I am currently working with, hmmm.

So readers, what are your thoughts and reactions to this first essay on “Getting to Scale with Good Educational Practice”?