When it comes to K-12 education reform, most people argue that change happens too slowly. The common narrative is that while administrative bottlenecks make implementation difficult, teachers instinctively resist change, thereby helping to impede progress rather than advance it. In my experience, this is not the case. The problem is not that our teachers are resistant to adopting new standards, or to advancing their own knowledge and skill sets for that matter. On the contrary, recent data shows that educators are all too eager to work together to look critically at literacy teaching and learning practices and pilot approaches that enrich student learning. The core issue, it turns out, is...
↧