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Editor's Notes

• #4: Globalization Distribution of work Shifts in world economies Expansion of knowledge
• #5: Poverty Limited Access Unequal Schooling Resources Qualified Teachers High-Quality Curriculum
• #6: Standards-based reform Emphasis on Testing
• #9: Who are the participants?
• #10: Who are the participants?
• #13: Learning Organizations designed to support learning of Students Teachers Leaders System
• #14: We need both traditional technical skills but also we must have ways to address challenges while in the process of working on them. This requires that we create a learning organization where educators support and challenge each other to grown. To meet the challenges of the complexity of education in a globalized society, we need new ways of working together.
• #17: Adequate and Equitable Funding
• #24: Elimination of examination and other tracking systems Focus on higher-order thinking, inquiry, and innovation Development of school-based performance assessment Emphasis on students as active participants Quickly climbed to top of international rankings. Once poorly ranked with a bureaucratic system, low-quality education and large inequalities. Now first among OECD nations on PISA assessments in mathematics, science, and reading. High equitable distribution of achievement even for a growing share of immigrant students MORE THAN 99% OF STUDENTS NOW SUCCESSFULLY COMPLETE COMPULSORY BSIC EDUCATION AND ABOUT 90% COMPLETE UPPER SEONCDARY SCHOOOLS. SIZABLE ACHIEVEMENT GAP AMONG STUDENTS STRONGLY CORRELATED TO SOCIOECONOMIC STATUS, GAP HAS BEEN PROGRESSIVELY REDUCED AND CONTINEUD TO GROW SMALLER TRUE IN SPITE ON SHAP INCREASE IN IMMIGRATION AND MORE LINGUISTIC AND CULTURAL DIVERSITY.
• #26: Raised and equalized salaries while simultaneously raising standards for preparing, entering, and remaining in teaching. For example - eliminated emergency credentials. Offered scholarships, and forgivable loans to attract high-ability teacher candidates. Developed thoughtful, subject-specific standards for both students and teachers that also emphasized inquiry and applications of skills through the use of performance assessments for example - Developed a portfolio assessment, which assess teachers’ abilities by examining teachers’ plans, video-tapes of their teaching, evidence of student learning, and teachers’ analyses of their practice. Required and supported continued high-quality professional development for teachers and leaders for example - professional development is n integrated part of the evaluation and professional development process. Professional development is implemented in support of the performance and job expectations of individual teachers or school leader - directly linking and providing meaningful evaluation and support processes.
• #27: As in many schools within Europe and Asia, nearly half of a teacher’s time in school is spent honing practice collaboratively with other educators or with parents. Well trained as diagnosticians and designers of instruction to meet demands of curriculum and of student needs Wide spread adoption of effective practices across schools with municipalities and beyond
• #29: Why Leading for Learning Schools that do the best job for students are places where teachers themselves are persistent and continuous learners.
• #31: How do teaching and learning improve? The answer is no mystery. It ’ s as simple as this: teachers (or any other educator for that matter) cannot improve their craft in isolation from others. How do teachers improve their practice if they receive no feedback from students, or colleagues, if they never observe other adults teach, if other adults never watch them teach, if teachers never look at students ’ work with colleagues, if they never struggle to understand complex pedagogical practices with others? �� The typical and infrequent drop-in visit by an evaluator a few times a year in the absence of continuous discussion, critiquing and planning with others leads to the deadening and routinizing of practice and the diminishment of teaching as a profession. By definition, a profession is the work of persons who possess a body of knowledge, skills, and practices that must be continually tested and upgraded with colleagues.
• #36: Educators share, observe, and discuss each other’s teaching methods and philosophies.
• #37: Students learn with the help of teachers
• #40: Meet regularly in small group Commit to improving practice Make practice public to one another Ask for substantive feedback Hold each other accountable
• #41: Facilitated by a trained coach Use of protocols to guide and focus work Allotted time during school day to meet
• #44: Clarify Goals
• #53: Share exert from Barbara Lunsford’s Implications for Supervisors piece here….
• #56: Insert Barbara Lunsford’s text
• #57: The goal must not be mastery of a single innovation but ongoing learning and the development of a collaborative culture.
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• #61: Teachers as problem…solutions
• #63: Stagnant Profession…lifelong learning
• #69: Levels of commitment
• #74: Act with greater autonomy Draw own conclusions Lead as well as follow Question difficult issues Risk failure to create future success From Schools that Learn by Peter Senge and others
• #78: Time to think or write before we speak. Will keep time and let group know when to switch.