New Deal for Teachers

Accountability the Public Wants, Authority the Teachers Need

Häftad, Engelska, 2021

AvCurtis Johnson

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Teachers fully in charge of what matters for student and school success is now a movement, growing steadily in nearly half the states of the U.S. According to a national survey, most teachers in America are unaware that this is a professional option. And, because most thinking is about “real school,” it is apparently not “safe” for even scholars to talk about teachers being in charge. Nearly every book diagnoses the problem then defaults to a conventional remedy – like chasing good principals. This book is aimed at raising the teacher-powered movement’s visibility, making it safe to talk about teachers in charge of schools, showing how this arrangement erases the talent drain now plaguing the schools, and offering evidence that students do better in these schools than they do in the conventional system. The book outlines how the movement could get bigger, faster. And the massive institutional resistance to change that slows its progress. And unlike most books, the author sees teachers unions as part of the solution.

Produktinformation

Utgivningsdatum2021-03-05
Mått142 x 207 x 10 mm
Vikt168 g
FormatHäftad
SpråkEngelska
Antal sidor124
FörlagBloomsbury Publishing Plc
ISBN9781475853117

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ForewordPrefaceAcknowledgementsIntroductionChapter 1: IMAGINE A DIFFERENT SCHOOL -- Teaching As a Real ProfessionChapter 2: LET GO -- Autonomy is the KeyChapter 3: TRUST THE TEACHERS – Finally – The Movement ItselfChapter 4: HIT THE ACCELERATOR -- How the Movement Might GrowChapter 5: ROCKS IN THE ROAD -- Getting Past Some ObstaclesChapter 6: FIRST BIRD OFF THE WIRE -- Bargaining for What Future?Chapter 7: CONCLUSIONEpilogueBibliography

No Child Left Behind failed because it held teachers accountable without giving them new levels of autonomy. What if teachers ran schools, like partners run a law firm, so that administrators reported to teachers rather the other way around? Employing an engaging, breezy style, Curtis Johnson makes a cogent case that “teacher powered” schools are better for teachers, better for students, and better for our democracy.