From a post by Daniel Katz, which you can read in full here.
I invited a number of my department’s alumni back to campus this week for an informal panel discussion about our preparation program, their experiences as early career classroom teachers, and what we can do to improve the experiences of our current undergraduates.
It was a fantastic evening, largely because the young people with whom I had been impressed when they were here remain an impressive group of early career teachers.
They had many insights about knowledge, both practical and theoretical, that would have aided them even more as they began their careers, and myself and my colleagues have been similarly considering several of those ideas as we engage in our constant work of program assessment and renewal.
Beyond those ideas, however, a consistent theme seemed to emerge from our conversation:
Schools today need to slow down.
Our graduates told us of their experiences with phenomena that we know about and that we have observed in schools during field visits and from regular discussions with teachers in partner schools. However, we have never directly experienced those changes as teachers in the classrooms effected by them.
They spoke of having to create and measure “Student Growth Outcomes” with no practice, no training in creating statistical measurements, and no release time to do analysis.
They spoke of rapid changes with little time to adapt, and they spoke about constantly shifting technology demands made upon their teaching and their record keeping/administrative tasks.
They spoke about the changing nature of the young people entering their classrooms, many of whom have grown up in a world of information that constantly streams into their hands with few opportunities to truly comprehend and analyze that information and with few adults who truly understand the technology’s strengths and pitfalls — even while they demand that teachers find ways to use them productively in the classroom….
. . .
Imagine policy and administrators at every level of the system actually facilitating a vision of teaching like this instead of placing roadblocks to thoughtfulness, contemplation, experimentation, and craft at nearly every juncture.
Such roadblocks not only prevent teachers from the careful work of improving their teaching, but also they stand in the way of students having time to truly get deep with their content and skills.
Hurried teachers do not genuinely improve their teaching, and hurried students do not genuinely deepen their understanding.
I want Slow Schools.
To read the rest of this article, click here.