I spent some time this afternoon in the back of a musty auditorium, which was shared with a group of students learning salsa dance movements, engaged in a hastened, but productive idea bouncing session with the Executive Director of Curriculum and Instruction in my district. As we discussed the potential direction of my research, several questions emerged which have provoked my thinking:
How can we preserve the commitment and professionalism of teachers (in terms of motivation, efficacy, etc.) in an environment where there is so much pressure to comply with accountability based agendas and external definitions of quality, progress and achievement for measuring student success?
What steps can be taken to encourage teachers, as professionals, to become more engaged with curriculum development and classroom action research?
What effect might this heightened engagement have on teaching efficacy?
In terms of manageability (and perhaps, viability) there is obviously still a great deal of funneling that needs to occur, but things are starting to come together...
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