教育行業正處在一個十字路口. 美國必須改革整個行業，使教學不僅是美國最重要的行業之一，但也是美國最受尊敬的職業之一的機會. 但首先，我們需要來自世界各地的成功的教育體系已經已經達到了這個借一些偉大的想法.
由邁克爾·富蘭公司和安德魯·哈格里夫斯的啟發’ 新書, 專業投資, “全球搜索教育: 在專業人員搜索 – 部分 1” 開始看下一代的美國教師可能是什麼樣子. 今天我們繼續與別人的談話誰了解比任何人都好，為什麼精益求精的專業是最重要的投資，我們可以在我們孩子的未來做一個. 那人是蘭迪·韋加滕, 美國教師聯合會主席.
什麼是我們需要採取以採用哈格里夫斯和富蘭步驟 “教像親” 行動計劃?
我們必須考慮所有的問題，作為共同的工作不是個別工作. 這是美國一個非常不同的心態.
我們必須尊重教師. 當有人沒有做好，有一種方法，尊重他或她還讓他或她知道有什麼需要了解的問題做.
在美國更重要的問題是嚴峻的條件下，許多教師在工作. 我們的教師有一半留在第一 3 對 5 年工作. 哈格里夫斯和富蘭觀察您對我們的投資回報率即使是現在，你必須有教師留在工作至少 8 歲月. 這是資源和腦力的巨大浪費是走出門. 打擊教師自然減員數可能是解決的最重要問題. 我們還必須應對我們能做些什麼有關培訓教師，他們來到這個職業之前. 必須遵循了更多的發展和支持時，教師在工作中. 我們需要一個不同的心態, 即. 教師不是簡單地誕生, 教師需要加以培育. 我們說我們的青年的教育，我們的未來方面做的最重要的事情. 我們不能同日而語說沒關係，只是突然有人在教室裡，說, “去這樣做. 我們將根據您的孩子的考試成績在今年年底評估你。”
What is your view of standardized testing in the US with regard to students and to teachers?
I think we are too fixated on standardized tests. Testing has its role. It’s important as a metric stick to help kids understand what they know and are able to do. It is important for teachers and others because it informs on instruction. It can be used as a tool to illustrate where there are strengths and where there are weaknesses. What’s happened in the United States, unlike almost any other country in the world, is that we are out of alignment, meaning that the tests have more consequences for teachers than they do for students. We need to rebalance it. Part of the problem is that testing goes back to the fundamental deprofessionalization of our profession. There will always be the search for the quick fix, the silver bullet, the sense that you can have one intervention that totally changes education for the positive. That does not happen. The quick fix used to be a teacher proof curriculum. Now the quick fix is if we just use test scores as the be all and end all for everything, we’ll know whether or not we are on the right track. Countries that outperform us understand that teachers are physicians of the mind. We should be working on creating a climate that is conducive to teaching and learning.
What changes in the teaching profession need to be made in order to address the achievement gap with the 20% of children in the US that are from poor families?
The achievement gap between rich and poor is greater than the achievement gap between black and white. 有一個 40% achievement gap between rich and poor. What we are seeing more and more is that the socio-economic obstacles are very daunting and yet we have an absolute obligation to try to address them. We cannot ignore them. There are several things that have to happen:
Training Training Training.
Support Support Support — once teachers-in-training become teachers.
The countries that outperform us understand that people really have to be prepared to teach in the current environment versus the way teachers were prepared to teach 20 或 30 幾年前.
We need to be very prepared to teach 21st century skills, which is not about simply knowing things. It’s also about knowing how to apply knowledge, how to critically think, how to problem solve and how to work with others. Those things are as important. Some of that is training. Some of that is working together and some of that is discovered on the job itself.
What can we do now about getting star teachers into poor schools?
I think you can do several things and I speak from my own personal experience when I was teaching in the Chancellor’s district in New York City. We had a multi-faceted strategy to turn around poor performing schools into performing schools. We did many things at the same time.
We really focused on the capability of the teaching force. We only accepted certified teachers and we made sure they were supported. We built in extra time to train teachers on an ongoing basis and created a curriculum that everybody bought into and trained on. For these particular schools, the curriculum we used in both literacy and math was used schoolwide. Professional development was aligned with curriculum. We also built in additional time for kids so that if they were falling behind, they got immediate tutoring in the areas in which this was happening. We had more parental outreach. Teachers had a choice to stay in these particular schools, and in exchange for their additional time, for making the choice to stay, and for using the approved curriculum, they got paid an additional 15%. 我們沒有與磨損問題，我們在幾年，在小學的所有學生已經轉頭看見. 我們創建了學校，父母想送他們的孩子和老師想教. 我們有領導認為是協作和支持. 我們擁有的工具和條件，把工作做好. 如果你把所有這些東西, 無論附近，無論環境, 經驗豐富的教師將保持.
當我們邁進21世紀, 技術繼續發揮教師更大的作用’ 和學生’ 生活. 什麼是技術的積極和消極的，以提高學生的學習和協助教師培訓?
一個教師面對的是個性化和差異化的指令，以滿足他們的教室所有學生的需求，面臨的最大挑戰. 數字資源和技術工具，具有極大的承諾以幫助. 加, 技術提供的方法，為有困難的學生提供額外的支持, 延長學習課本之外, 並提供對引人入勝的內容. 它可以極大地賦予教師和學生的. 但是，我們必須記住，真正的技術整合到課程中需要更多的, 沒有教師的少. 所以，我們必須要確保他們有足夠的時間, 專業發展, 設備, and technical support they need to take advantage of that potential for their students. And we can’t forget that while the digital divide is narrowing, it’s still very real. Reliable internet access and bandwidth are still very real issues in too many of our urban and rural communities. 他們是, whether you are talking about student learning or teacher training, it’s not the tool — the technology — it’s how you use it. And it matters whether you have the conditions and support to use it well.
在全球搜索教育, 和我一樣，全球知名的思想領袖，包括邁克爾·巴伯爵士 (英國), 博士. 邁克爾座 (美國), 博士. 萊昂特司特因 (美國), 博士. 琳達·達林 - 哈蒙德 (美國), 博士. 馬達夫恰範 (印度), 邁克爾·富蘭教授 (加拿大), 霍華德·加德納教授 (美國), 伊馮娜赫爾曼教授 (荷蘭), 克里斯汀Helstad教授 (挪威), 讓·亨德里克森 (美國), 玫瑰Hipkins教授 (新西蘭), 科妮莉亞Hoogland教授 (加拿大), 太太. 尚塔爾考夫曼 (比利時), 博士. Eija Kauppinen (芬蘭), 國務秘書塔皮奧Kosunen (芬蘭), 多米尼克·拉方丹教授 (比利時), 休·勞德教授 (英國), 本·萊文教授 (加拿大), 巴里McGaw教授 (澳大利亞), 希夫納達爾 (印度), Ř教授. 納塔拉詹 (印度), 博士. 丹尼斯教皇 (美國), 斯瑞達拉賈戈帕蘭 (印度), 博士. 黛安·拉維奇 (美國), 肯·羅賓遜爵士 (英國), 帕西SAHLBERG教授 (芬蘭), 安德烈亞斯·施萊歇 (PISA, 經合組織), 博士. 安東尼·塞爾頓 (英國), 博士. 大衛·謝弗 (美國), 博士. 基爾斯滕都沉浸式 (挪威), 總理斯蒂芬·SPAHN (美國), 伊夫Theze (法國公立高中美國), 查爾斯Ungerleider教授 (加拿大), 托尼·瓦格納教授 (美國), 大衛·沃森爵士 (英國), 迪倫Wiliam教授 (英國), 博士. 馬克沃莫爾德 (英國), 西奧Wubbels教授 (荷蘭), 邁克爾·楊教授 (英國), 和張民選教授 (中國) 因為他們探索所有國家今天面臨的大畫面的教育問題. 全球搜索教育社區頁面
ç. M. 魯賓是兩個廣為傳誦的在線系列，她接受了筆者 2011 厄普頓·辛克萊獎, “全球搜索教育” 和 “我們將如何閱讀?” 她也是三本暢銷書, 其中 真正的愛麗絲夢遊仙境.
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