Both of these examples of teaching innovation rely on the creativity and professionalism of teachers. Ultimately, no one “method” will be right for every teacher, or every student, or every classroom. What we need most is highly intelligent, motivated teachers who can adapt and excel in a changing educational environment.
And as much as I am grateful for the many excellent teachers we have in our district (my own children have had several), I also know we can do even better. Dr. Mehta, at Harvard’s Graduate School of Education, has commented on the ways in which improved teacher training and professionalization will translate into improved public education (full disclosure: Dr. Mehta and I were colleagues in graduate school). He notes that teachers in some of the world’s best public school systems– in places like Japan, Finland, and Canada– are drawn primarily from the top third of their college classes. By contrast, most teachers in the United States come from the bottom 60 percent. And there is no rigorous professional licensing system for teachers in this country akin to that in fields like medicine, law, engineering, and architecture.
Transforming public education to meet the demands of the information revolution will depend, in part, on our ability to transform teacher education, as well as our willingness to treat teachers (and have teachers respond) as the full professionals that they are.
We need to raise the bar.