A guest lecture given by Barnett Berry, April 1st, 2015 in Pasi Sahlberg's course The Teaching Profession Around the World at Harvard University (HGSE AT103).

1. 1
Connect, Ready, and
Mobilize
CTA THINK TANK

2. 2

3. SUBTITLE PLACEHOLDER GOES RIGHT HERE
Let’s start with 3 teacher education
facts
1. Ed school enrollments down,
but grads more academically
able
2. Many US ed schools expected
by their universities to serve as
“cash cows”
3. Average student teaching is
over 14 weeks – but only 5% of
programs require full year
internship
3

4. SOURCE: RICHARD M. INGERSOLL. UNIVERSITY OF PENNSYLVANIA, ORIGINAL ANALYSES FOR
NCTAF OF SCHOOLS AND STAFFING SURVEY.
The modal year of teaching experience in 2008
was
ONE…
NATIONAL SASS DATA 2007-08 -- PUBLIC SCHOOL TEACHER EXPERIENCE DISTRIBUTION

5. More preparation – less teacher attrition
Probability of Attrition of Beginning Teachers, by Various Pedagogy Packages: 2004-05
5
24.6
12.3
9.9
9.8
0 10 20 30 40 50
PREHENSIVE PEDAGOGY
BASIC PEDAGOGY PLUS
BASIC PEDAGOGY
ITTLE OR NO PEDAGOGY
PERCENT
SOURCE: INGERSOLL, R., MERRILL, L., & MAY, H. (2014). WHAT ARE THE EFFECTS OF TEACHER EDUCATION AND
PREPARATION ON BEGINNING TEACHER ATTRITION?. RESEARCH REPORT (#RR-82). PHILADELPHIA: CONSORTIUM
FOR POLICY RESEARCH IN EDUCATION, UNIVERSITY OF PENNSYLVANIA.

6. Teachers Dissatisfied with PD – even
PLCs
Teachers’ rating of their PD offerings at school/district
6
-45
-26
-10
-9
-6
0
5
22
-50 -40 -30 -20 -10 0 10 20 30
NET SATISFACTION
COURSES
CONFERENCES
COACHING
INTENSIVE SUMMER TRAINING
SELF-GUIDED P. D.
WORKSHOPS
PROFESSIONAL LEARNING
COMMUNITIES
LESSON OBSERVATION
SOURCE: BOSTON CONSULTING GROUP (2014). TEACHERS KNOW BEST: TEACHERS’ VIEWS ON PROFESSIONAL
DEVELOPMENT

7. Limited time to assesFrom Florida district in Fall 2014, w/ ~2000 teachers, conducted after several years of
implementing new curriculum mandates and more rigorous teacher evaluation system
7
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
MY SCHOOL HAS DEDICATED TIME FOR TEACHERS TO
ANALYZE INTERIM ASSESSMENTS AND TO RE‐TEACH
CONTENT BASED ON STUDENT PERFORMANCE.
38
%

8. Low quality feedbackFrom Florida district in Fall 2014, w/ ~2000 teachers, conducted after several years of
implementing new curriculum mandates and more rigorous teacher evaluation system
8
0% 20% 40% 60% 80% 100%
THE PERSON WHO
EVALUATES MY
PERFORMANCE KNOWS
HOW MUCH GROWTH
AND PROGRESS MY
STUDENTS HAVE MADE
THIS YEAR.
55
%
35
%
THE TEACHER
EVALUATION
PROCESS HELPS
IDENTIFY MY
STRENGTHS AND
WEAKNESSES.

9. Leadership limitationsFrom Florida district in Fall 2014, w/ ~2000 teachers, conducted after several years of
implementing new curriculum mandates and more rigorous teacher evaluation system
9
0% 20% 40% 60% 80% 100%
THERE ARE
OPPORTUNITIE
S FOR ME TO
ADVANCE AT
MY SCHOOL.
48
%
29
%
THE TEACHERS
WHO DESERVE
LEADERSHIP
POSITIONS AT MY
SCHOOL ARE THE
MOST LIKELY TO
GET THEM.

10. Collaboration productiveFrom Florida district in Fall 2014, w/ ~2000 teachers, conducted after several years of
implementing new curriculum mandates and more rigorous teacher evaluation system
10
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
THE TIME I SPEND COLLABORATING WITH MY
COLLEAGUES IS PRODUCTIVE.
75
%

11. Teachers who never observe
other teachers
11
2014 TALIS - Teaching and
Learning International Survey
50
20
6
0 10 20 30 40 50 60
US
Singapore
Japan
% of teachers who never observe other…

12. US teacher less likely to get feedback from
peers
12
85
50 54
10
38
19
27
43 42
0
15
30
45
60
75
90
US Singapore Average
% from principals
% from assigned mentors
% from other teachers
2014 TALIS - Teaching and
Learning International Survey

13. SUBTITLE PLACEHOLDER GOES RIGHT HERE
Gallup Poll of 70,000 US employees
(2012)Teachers are dead last among 14 occupational groups surveyed
in terms of their likelihood to say their opinions seem to count at work.
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14. Teachers Disengaged
Workplace Engagement Levels Among K-12 Teachers in the U.S.,
by Years of Experience
14
SIX
MONTHS TO
LESS THAN
ONE YEAR
ONE TO
LESS THAN
THREE
YEARS
THREE TO
LESS THAN
FIVE YEARS
FIVE TO
LESS
THAN
TEN
YEARS
TEN
YEARS
OR MORE
GALLUP POLL (2014).

15. 15
Connect, Ready, and
Mobilize
CTA THINK TANK

17. This is the head of the slide
17
Derry Township
School District, PA
Hillsborough County
Public Schools, FL
Gilbert
Public Schools, AZ
Aurora
Public Schools, CO
Petal
School District, MS
Fayette County
Schools, KY
Mooresville Graded
School District, NC
Funded by
Seattle Public
Schools, WA
Funded by
Jefferson County
Public Schools, KY
Funded by KY NT3
Franklin County
Public Schools, KY
Builds teachers’
capacity to share
their stories
Advocates for thoughtful
Common Core
implementation
Supports the Teacher
Leadership Initiative (TLI)
Connects, readies, and
mobilizes teacher leaders
in North Carolina
Networks and activates
Florida teacher leaders
Engages teachers
in advocacy and
message crafting
Leads Kentucky teachers
toinflu
e
ncepolicyand
improve teaching and learning
Collaborates with colleagues
todefin
e
internationaleducation
for Seattle Public Schools
Cultivates teachers’ capacity
to design and improve virtual
professional collaboration
Works to build teacher
leadership by supporting
those pursuing and
capitalizing on National
BoardCertific
a
tion

18. 4 Lessons on how
teacherpreneurs learn to ead
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Socialize new recruits for leading
Pre-service preparation
focus on research
Internships in CBOs
Lesson Study & “Reciprocal Mentoring”
Going public with practice and ideas

19. CTQ teacher leaders global perspectives
on professional learning systems
Prepare principals to support
teacher leadership
PLCs must be inquiry-based,
not data-driven
Create flexible teaching
schedules & “white space”
Teacher evaluation must spread
teaching expertise
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20. Lori Nazareno-CTQ
Teacherpreneur
“There are at least
1 in 3 teachers in
America who can
do what I have
done — under the
right the
conditions.”
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21. Get involved...
Connect with teacher
leaders in the CTQ
Collaboratory:
www.teachingquality.org
On Twitter:
@BarnettCTQ
@teachingquality
#teacherpreneurs
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25. RENEE MOORE
SSISSIPPI DELTA COMMUNITY COLLEGE, MS