If you step back from day to day vitriol that characterizes the current education-policy “debate,” and glimpse the larger picture, two worldviews on education reform emerge. One, articulated by the likes of Linda Darling-Hammond, Marc Tucker, David Cohen, and others, obsesses about curricular “coherence,” and the lack thereof in our nation’s schools. The other, envisioned by Rick Hess, Tom Vander Ark, Paul Hill, and many more, seeks to unleash America’s trademark dynamism inside our K-12 education system. Though these ideas appear to pull in opposite directions, they might best work in concert.
Let’s start with the Coherence Camp. Its argument, most recently made in David Cohen’s Teaching and Its Predicaments, is that America’s teachers are being set up to fail by a system that is fragmented, divided, and confused about its mission. Teachers are given little clear guidance about what’s expected of them. Even when goals are clear, these teachers lack the tools to succeed: Pre-service training is completely disconnected from classroom expectations, and never ending “reform” pulls up the roots of promising efforts before they are given time to flower.
The Coherence Camp looks longingly at Europe and Asia, where many (national) systems offer teachers the opportunity to work as professionals in environments of trust, clarity, and common purpose. (Japan envy yesterday, Finland envy today?) The members of this camp praise national standards, a national (or at least statewide) curriculum that gathers the best thinking about how to reach these standards and shares this thinking with the teaching corps, authentic assessments that provide diagnostic information, and professional development (pre-service and in-service) that is seamlessly woven into all of the rest.
(photo credit: Meneer De Braker)