U.S. Must Support Teachers' Learning to Regain Educational Standing in World
Publication: Washington Post
Date: March 22, 2011
Summary: The United States has been pursuing an approach to teaching almost diametrically opposed to that pursued by the highest-achieving nations, writes Linda Darling-Hammond. To fix that, the government should support professional development organizations for teachers, such as NWP.
Excerpts from Article
Growing de-professionalization of teaching in U.S.
The first ever International Summit on Teaching, convened last week in New York City...was, perhaps, the first time that the growing de-professionalization of teaching in America was recognized as out of step with the strategies pursued by the world's educational leaders.
Improving teacher preparation in China
Perhaps most stunning was the detailed statement of the Chinese Minister of Education who described how—in the poor states which lag behind the star provinces of Hong Kong and Shanghai—billions of yuan are being spent on a fast-paced plan to improve millions of teachers' preparation and professional development, salaries, working conditions and living conditions (including building special teachers' housing).
Cutting teacher learning in U.S.
How poignant for Americans to listen to this account while nearly every successful program developed to support teachers' learning in the United States is proposed for termination by the Obama administration or the Congress: Among these ... the National Writing Project and the Striving Readers programs that have supported professional development for the teaching of reading and writing all across the country.
Read the Full Article
Read "Darling-Hammond: U.S. vs highest-achieving nations in education" in the Washington Post.