How To Improve The Quality Of Teaching With Tools Districts Already Have At Hand (And How To Mess It Up)
There is never a shortage of ideas about how to improve the quality of teaching in U.S. classrooms. From the intrusive and convoluted (“Let’s give every student a test and then run the test through a complex mathematical formula and use it to identify the strongest and weakest teachers and then fire the weak ones and replace them with strong ones, somehow”) to the traditional and banal (“Time for a day of professional development sessions that most of you will find boring and useless”), tied to either threats (“We’ll fire you!”) or rewards (“Merit pay!”), school systems and policy makers have come up with a wide variety of approaches that don’t do a bit of good.
And yet, there is a very effective method that not only improves the quality of teaching in classrooms, but increases the chances of retaining good teachers in a district. Best of all, every district in the country already has every resource it needs to implement the technique. Some are even required to do it, though many mess it up badly. What’s the magic technique?
Mentors.
The only resource needed is a good, experienced teacher to mentor a new teacher for a year, or even two or three.
In the old days, new teachers found their mentors through happenstance. Like many beginning teachers, I found my first mentors in the staff room during lunch. If I had eaten a different shift, I might not have met them at all. I also had the good fortune to be in an unconventional education program; the same professor who supervised me during my student teaching also visited my classroom during my first year, and I CONTINUE READING: CURMUDGUCATION: How To Improve The Quality Of Teaching With Tools Districts Already Have At Hand (And How To Mess It Up)
