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Teachers need a common set of best practices, language, curriculum (educational infrastructure) in order to solve that problem of high variability among teaching success in public schools. (Gave the example of doctors all having the Physicians Desk Reference book, but teachers not having one shared resource/language). Difficulty lies partially in the Fed/State/District shared control of schooling, which sends mixed messages about what to teach, how to teach, what to assess, etc.

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This chapter talks a lot about TFA and charters as being one way to give teachers access to a common equational infrastructure. But if teaching is such a complex science/art that requires study to learn and we shouldn't let teachers "learn on the job" bc that does damage to kids, is it feasible for TFA/charter networks to teach teachers this infrastructure in a very short period time/while they are already working with classrooms? Would it make more sense for teacher prep programs to agree on a common educational infrastructure?

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Interesting connection to our conversation Thursday about math vs. ELA. In analyzing TFA candidate success, the found that most teachers produced at least an extra month's growth in math, but little to no growth in ELA (the text says "the best you could say was that corps members did no harm," p.240)

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"Character traits and teaching skill are not the same thing. They interact, but personality does not lead to skill, or vice versa." (p.319)

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Ball's strategy of focus was building infrastructure through teacher education.

Strengths: a way to disseminate "best practices" to new teachers before they start working with children

Limitations: What about teachers who go through alternative certifications? What about the thousands of teachers already in the field?

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Chapter 7 mainly focuses on charter schools and the "zero-tolerance policy." Teachers and administrators think that proper behavior will lead to better academics in this students. This phenomenon is the main focus of the chapter as administrators try to determine the correlation between behavior and academics.

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Before reading chapter 7, I was a big proponent of charter schools as well as the "zero-tolerance" policy. This chapter raises questions especially the question of "what effect does behavior actually have on academics?" Is it necessary to be that strict to instill proper values in students?

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This reading really points to the effects of our inputs in schools from Coleman.  By inputing a strong sense of discipline in schools, what are we really getting out of it?

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This chapter outlines the entrepreneurial education movement, particularly in its example of Doug Lemov and his Academy of the Pacific Rim, a charter school that achieved results by going counter to the TKOT philosophy espoused by Deborah Ball, instead opting for a disciplinarian, fundamentalist approach.

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This chapter raised a lot of "where are they now" questions in my brain about the postsecondary and lifelong outcomes for children from TKOT vs. Entrepreneurial schools, from public v. private v. charter. Also, how did Doug Lemov come to regard the environ he created?

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Intimately and dichotomously linked to the ideas of Ball and Lampert, this chapter also makes some compelling statements that bear consideration in relation to Labaree's purposes of public education, particularly given the charters present in this text.

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Chapter 9 discusses

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Strengths: the development of common core standards does mean that ultimately, kids are receiving the same information as their peers

Limits: I've always wondered in Common Core maybe limits some teacher creativity in the classroom

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"Good discipline, he told me, require that teachers work with students 'from love.'" p. 320

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The instances in the chapter about interventions on students make me wonder about the proper considerations when using languages. What do we need to pay attention to when we are giving languages as guidance to tasks? How should we give students their respect from classmates while maintaining authorites as teachers?

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Chapter 6 focuses on the observations of Doug as he took notes of use of languages in classrooms. Doug labeled responses from students into six intervention levels, reinforcing the significance of correction and clear directions. From different classroom settings he discovered the ways in which to make students feel less pressured and clearly guided.

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This chapter reminds me of the videos we have watched comparing American and Japanese classrooms, also the discussions we held based on tools and tasks assigned by teachers. How is a specific way of instruction (particularly verbal directions, focused in chapter 6) regarded as “effective”?  

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This chapter reminds me of the videos we have watched comparing American and Japanese classrooms, also the discussions we held based on tools and tasks assigned by teachers. How is a specific way of instruction (particularly verbal directions, focused in chapter 6) regarded as “effective”?  

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Chapter 6

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Chapter 10Teacher evaluations – PlatoStrength: Inspire teachers with different units such as strategy instruction, assessed teachers and improved their teaching methods. (e.g. Lorraine and her English class)Limits: Did not provide clear instructions to improve; was more like an assessment

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Chapter 10Teacher evaluations – PlatoStrength: Inspire teachers with different units such as strategy instruction, assessed teachers and improved their teaching methods. (e.g. Lorraine and her English class)Limits: Did not provide clear instructions to improve; was more like an assessment

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"Character traits and teaching skill are not the same thing." - 319

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"To help other people understand, teachers also must reverse-engineer students' mistakes, mapping through the likely thought patterns and misfires, and then figure out how to untangle them." 324