When I have taken the time to establish observations as a priority, when I have delegated extraneous tasks that other can effectively do, and when I have deliberately set aside windows of time for observations, I have been able to make headway with improving instructional practice, establishing instructional accountability, establishing
standards of teacher professionalism, and ultimately, I have made significant impacts in student learning.
Second, there was clear agreement about the
value of teacher professionalism and voice, with Harding flagging the promise of new organizations intended to give teachers a voice in policy.
Lest I be accused of naïveté, let me point out that
part of teacher professionalism is advocacy about job interests — compensation, money for supplies, pleasant working environments.
So how do we create teacher support in ways that teachers and secondary schools, particularly those working in high need schools, and with traditionally underserved students, have high
levels of teacher professionalism that promotes their knowledge, that provides opportunities to participate in the peer networks that we've heard so much about and also creates opportunities for them to have this autonomy?