Publication Date: December 19, 2010
Pages: 272
In the raging controversy over the purpose of public education and how to fix the nation’s underperforming schools, the voices of America’s best teachers are seldom heard. Now for the first time, in a provocative book about the future of teaching and learning, 12 of America’s most accomplished classroom educators join a leading advocate for a 21st-century teaching profession to bring expert pedagogical know-how and fresh and provocative policy ideas to the national school reform debate. Together they identify four emergent realities that will shape the learning experience of children born in the New Millennium — and propose six levers of change that can ignite a bright future for our nation’s students by ensuring they all have access to excellent teaching. To create the public schools all students deserve, today and tomorrow, the authors call on policymakers and the public to work with teachers in:
Teaching 2030 provides a refreshing, grounded, and lively examination of what we need to know and do in order to ensure that every public school student in America has access to qualified, caring, and effective teachers.
Barnett Berry is founder and president of the Center for Teaching Quality, based in North Carolina—a nonprofit that seeks to dramatically improve student achievement nationwide by conducting timely research, crafting smart policy, and cultivating teacher leadership. The TeacherSolutions 2030 Team includes Jennifer Barnett (Alabama)• Kilian Betlach (California) • Shannon C’de Baca (Iowa) • Susie Highley (Indiana)• John M. Holland (Virginia) • Carrie J. Kamm (Illinois) • Renee Moore (Mississippi) • Cindi Rigsbee (North Carolina)• Ariel Sacks (New York)• Emily Vickery (Florida)• Jose Vilson (New York)• Laurie Wasserman (Massachusetts).
“A fresh take on the real future of teaching.”
—Richard Riley, former U.S. Secretary of Education
“Brilliant….Everyone who cares about teaching and learning should read this book.”
—Linda Darling-Hammond, Stanford University
“In this engaging volume, a notable and diverse team of accomplished teachers, and a researcher who advocates for them, explain why the teaching profession needs a dramatic overhaul and present an intriguing path to a more promising future. Whatever one's take on the particular recommendations put forth, this provocative work is a welcome contribution to thinking about how we can get our kids the teachers they need.”
—Frederick M. Hess, Resident Scholar and Director of Education Policy Studies, American Enterprise Institute
“Teaching 2030 is a remarkable, revolutionary picture of the future of our schools. Blasting the intellectual meltdown shaping too much of today's education policy, Berry and his colleagues reveal extraordinary opportunities to improve our schools and serve every student. Deeply respectful of teachers, Teaching 2030 proposes how teachers and support professionals can help craft and take more ownership of their professions. This is an exciting and hopeful vision of possibility.”
—Dennis Van Roekel, president, National Education Association
Table of Contents
Acknowledgments
Prologue: We Cannot Create What We Cannot Imagine
Chapter 1. The Teachers of 2030 and a Hopeful Vision
Students of Today and Tomorrow
"Imagineering" the Future: Learning and Teaching in the Year 2030
In 2030, Teaching Is Understood as Complex Work
In 2030, New Trust Remakes Teaching and Learning
In 2030, Confronting Educational Inequities
Tipping Toward a 21st-Century Profession
Emergent Realities Shape the Teaching Profession of 2030
Chapter 2. A Very Brief History of Teaching in America
From Women's Work to Industrial Age Automatons
Thorndike Beats Dewey in the Early Struggle
"The Great Society" Looks to Teaching for Answers
Unions Ascend as Teaching Pressures Mount
Professionalism Versus Deregulation in the Late 20th Century
Looking Forward—with Some Hope and Audacity
Chapter 3. Emergent Reality #1: A Transformed Learning Ecology for Students and Teachers
Learning from Isaiah, Ziad, and Many Other Students
Confronting the Limitations of 20th-Century Standardized Tests and Accountability
Improve Measures to Improve Teaching and Learning
A Different Kind of Accountability
A New Learning Ecology for Teachers Too
Working with Special-Needs Students
Teachers Working with Each Other
Chapter 4. Emergent Reality #2: Seamless Connections In and Out of Cyberspace
Melding the Virtual and Physical Worlds
The Diverse Needs of Students Today and the Schools Tomorrow
The Community-Centered School
We're Wasting Time Arguing About 20th-Century Schools
Connectivity for All
Chapter 5. Emergent Reality #3: Differentiated Pathways and Careers for a 21st-Century Profession
Outgrowing a One-Size-Fits-All Profession
Redefining the Profession for Results-Oriented Teaching
Teacher Education for a Differentiated, Results-Oriented Profession
Professional Compensation for a Differentiated Profession
Chapter 6. Emergent Reality #4: Teacherpreneurism and a Future of Innovation
Scaling and Spreading Teacher Expertise
The Making of Teacherpreneurs
Teacherpreneurism for Connected Learning
Teacherpreneurs for Research
Teacherpreneurs for Best Practice and Policy
Teacherpreneurs for Community
Creating a System of Teacherpreneurship
Chapter 7. Policy Levers of Change: Accelerating Change and Transforming Teaching
Change Lever #1: Engage the Public with a New Vision for Teaching and Learning
Change Lever #2: Rethink School Finance
Change Lever #3: Redefine Teacher Education and Licensing to Advance the Spread of Effective Teaching
Change Lever #4: Cultivate Working Conditions That Make High-Needs Schools "Easier To Staff"
Change Lever #5: Reframe Accountability for Transformative Results
Change Lever #6: Transform Teacher Unions Into Professional Guilds
Chapter 8. Taking Action for a Hopeful Future
What You Can Do to Build a 21st-Century Teaching Profession
Notes
About the Authors
Index
Professors: Request an Exam Copy
Print copies available for US orders only. For orders outside the US, see our international distributors.