#Ctq collaboratory professional#

For decades, as Richard Elmore has noted, ambitious American reforms have flopped because of the lack of “intentional processes for reproduction of successes.”įor deeper learning to spread, teachers must be able to evaluate the impact of new practices on student learning and broaden their own reach.

Yet these innovations have limited reach. (See, for example, the Ford Foundation’s More and Better Learning Time work, Big Picture Learning, Deeper Learning Network, Digital Youth Network, Generation Schools Network, Institute of Play, Remake Learning, and Summit Public Schools). Promising new school designs are beginning to deploy teachers as leaders who engage students deeply, often using blended learning approaches. For decades, as Richard Elmore has noted, ambitious American reforms have flopped because of the lack of “intentional processes for reproduction of successes.” The promise of deeper learning How can we then expect them to exercise energy and enthusiasm as they engage students in deeper learning?It is time for policymakers and practitioners to create an effective system of teacher learning and leadership.

#Ctq collaboratory professional#

Teachers feel disconnected from decisions relevant to their jobs, and their working conditions do not encourage ongoing professional growth.

While a vast majority of teachers say they see teaching as their life’s calling, the Gallup survey showed that teachers “scored dead last” among 12 occupational groups in agreeing with the statement that their opinions count at work. Why? He points to the lack of time for teachers to “learn, experiment, and overhaul their practices in collaboration with each other.' A 2015 report from the Organisation for Economic Co-operation and Development, examining use of technology and student learning across the world, reached the same conclusion.Ī recent Gallup poll hints at what else is amiss, reporting that only 30 percent of America’s teachers are “actively engaged” in their jobs. What’s more, as education historian Larry Cuban has noted, the student-centered, hands-on, personalized instruction envisioned by education technology advocates remains the exception to the rule.