I am on my own. You are on your own. When it comes to helping students learn, every teacher, in every classroom throughout the world, is on her or his own. The vast machine-like system of education, in which we are cogs, is incapable of connecting with each of us and connecting us to each other.
If you teach, you know the disconnection about which I write. It is readily apparent in the way the system of education ignores data about its performance. How the system discounts the findings of its own research. And in its benign enablement of approaches, activities, and books that do not connect to each other to form a common practice.
The disconnection is especially apparent in the system’s blatant disregard of the practical knowledge of teachers. Think about how leaders eagerly commit to new educational programs but do not adequately prepare you to integrate the programs into daily practice. Think about the many times you tap into your personal learning network for information and ideas that the system does not provide you. And think about how you, like every other teacher, have no voice, no support, and no choice to improve the system. You are on your own. You must use what you have, to do what you can to help students learn.
In response to these circumstances, many teachers, perhaps you are one construct a personal schema of practice to guide their instruction. Each of these schemas reflects one teacher’s beliefs and knowledge about learning. Like the teacher who creates it, some schemas are simple—lessons from a book, rows of desks, direct instruction, drill and practice, and homework. Others are more sophisticated and involve research proven practices, pedagogies, assessments, and technologies. None of the schema, simple or sophisticated, that teachers create reflects knowledge shared with the system or its teachers. All are symptomatic of disconnection between teachers and the system to which they adhere.
That these disconnections exist should not be surprising. After all, the system makes no effort to foster, among teachers, a common professional language, workable understanding of good educational practices, software tools for high quality instruction, or processes for collaboration among teachers. Hence, the limited reach of a teacher’s schema within and across the system of education.
What if circumstances changed so that you, and other teachers, would no longer be on your own?
If that happens, I want to believe you and most other teachers will embrace the research about high quality instruction. You will use that research to understand the conditions necessary for easily delivering high quality instruction, all the time, to all students. That you will quickly identify the practices—feedback, formative evaluation, prior-knowledge, self-reporting, and so on—that make such conditions possible. Employ those practices with requisite frequency, fidelity, and scale to significantly improve the learning and achievement of all your students. Moreover, I want to believe that over time, as results roll in, you and your colleagues will form a consensus that makes the conditions and practices commonplace at widespread scale.
At scale, you and your fellow teachers will no longer be on your own. You will have a common language with which to talk with each other about instruction. You will share an understanding of good practice. Other teachers and the system, will hear your voice. They will provide the support that you need when you need it. Delivering high-quality instruction, all the time, will no longer be a challenge. You and other teachers who teach well will no longer be threats to other teachers or the system.
Sounds good does it not? Do you believe what I believe? If so, then, here is how you might change the circumstances so that the beliefs can become realities.
Start small. Seek out teachers who believe what you and I believe. Do not waste time on non-believers. Let them keep doing what they have been doing. When you succeed, they will convert to your way of thinking.
Next, form a cluster of believers. Arrange for them to meet. Share respective schemas. Select a few promising approaches or practices. Ask each teacher to replicate, in her or his classroom instruction, one promising approach, or practice. Meet again to debrief about their experiences. Refine the approaches and practices. Replicate them again and replicate some others. Repeat the process weekly. After several repetitions, you will see four things.
One, the approaches and practices that teachers replicate and refine, will get better with each replication and refinement. As will the instruction of the teachers doing the replicating and refining. Two, after a few weeks the cluster of teachers will develop a shared schema that will have a common language, understanding of good instructional practice, and feedback process for informing the cluster, and its teachers. Three, a need will emerge or new technologies that (a) make it easy for teachers to design, deliver, and refine their lessons, and (b) help them create and sustain schemas with other teachers.
Four, instruction will return to its rightful place as the hub around which the system of education turns. As you and other teachers share, replicate and refine approaches and practices you will become aware that high quality lessons—not content, standards, or tests—are the spokes that connect you to each other and to the system. You experience how high quality lessons enable all students to learn what you teach and perform well. When they do, schools, districts, and states perform well too.
The four things playing out in your cluster also play out in other clusters. As they do, clusters connect with other clusters. They share schemas. A body of shared practice emerges that forces the system to self-organize. When this happens, connections replace disconnections. You and all other teachers are cogs no more.
I believe. Do you?
Note: This is the seventh post in the Shift Paradigm series. Please click the subscribe button on the right side of the blog page to be notified of future posts.