Editorial - Educational Improvement? Ask the Teachers.

In 1993, MA passed its Ed Reform Act and has been a leader in educational reform because it developed clear and consistent curriculum mandates that ensured a high quality education for students across the state.  

How was it done? By asking the teachers to identify not only the essential student learnings but also the outcomes, the performance tasks, the benchmarks, and the evaluation methods that gave them the tools to perform their miracles in the classroom.

The word miracles is not used lightly. A good teacher is a treasure, a model to be emulated, but only if the administration provides the encouragement, support, and appreciation that make the difference between a job and a mission.

What is a good teacher?  There are many – at every level - but all fit the following description:

One who has a deep knowledge of the subject(s)

One who cares deeply about all the students – even the challenging ones.

One who has high expectations and inspires students to reach them.

One who engages students – even the little ones – in goal-oriented discussion.

One who asks questions – at every grade level – that promote critical thinking and analysis.

One who uses technology as a learning support, not as a replacement for teaching.

One who is always looking ahead in order to prepare students for the next grade or level.

One who revises and improves instructional units based on the current level of success.

One who continues to learn in order to become a better teacher.

One who is guided by a passion for the work. 

These are the miracle workers who experience successes and failures every day, maintaining a positive outlook, leaving everything else behind when they close the classroom door.

What makes a good administrator?

Multiple years of experience in the classroom - at as many grades/levels as possible - and memories of the experience that facilitate shared understanding.

A focus on supporting the teachers in their efforts to provide a quality education and experience for the students.

A willingness to address uncomfortable issues when the need arises, be it with a teacher or with a parent.

Clarity about the responsibilities of leadership and an absence of ego. 

Note that none of the above is about money – although obviously work of any kind warrants remuneration. It only says that the best educators place the most value on what they can provide for the students. Ask the teachers. They know how it’s done.