teaching not really being a profession
1) teachers don't get access to the knowledge that exists that they need
2) teachers are so politically managed. teachers can be asked to do things that are actually mal practice
3) get very little opportunity to take control
change in business in 1980s - to problem solving teams
if government was running businesses like they are running schools - they would be in the same boat.
Radney: I don't think we really address the problems in education by pointing out shortcomings of teachers and teacher training. I think that is the wrong focus.
Jefferson county in kentucky
Terry Smith: Seymour Papert put it this way - whatever good ideas come into a public school system are quickly deformed into what the school wants. Good ideas and good training dies when it walks into the public schoolhouse door.
check out zhoa's book - a lot of people are referencing it
Linda Darling-Hammond is Charles E. Ducommun Professor of Education at Stanford University where she has launched the Stanford Center for Opportunity Policy in Education and the School Redesign Network and served as faculty sponsor for the Stanford Teacher Education Program. She is a former president of the American Educational Research Association and member of the National Academy of Education. Her research, teaching, and policy work focus on issues of school restructuring, teacher quality and educational equity. From 1994-2001, she served as executive director of the National Commission on Teaching and America's Future, a blue-ribbon panel whose 1996 report, What Matters Most: Teaching for America's Future, led to sweeping policy changes affecting teaching and teacher education. In 2006, this report was named one of the most influential affecting U.S. education and Darling-Hammond was named one of the nation's ten most influential people affecting educational policy over the last decade. She recently served as the leader of President Barack Obama's education policy transition team.
