Maxine Greene…“We acknowledge the harshness of situations only when we have in mind another state of affairs in which things would be better. Similarly, it may only be when we think of humane and liberating classrooms in which every learner is recognized and sustained in her or his struggle to learn how to learn that we can perceive the insufficiency of bureaucratized, uncaring schools. And it may be only then that we are moved to chose to repair or renew.

What I am describing here is a mode of utopian thinking: thinking that refuses mere compliance, that looks down roads not yet taken to the shapes of a more fulfilling social order, to more vibrant ways of being in the world…”

(Releasing the Imagination, 1995)

Teaching 2030: Designing Teacher Education for TomorrowJohn M. Holland

September 17, 2010 Creating a Student-Centered Profession 3

Barnett Berry

TeacherSolutions 2030 Team

September 17, 2010 4Creating a Student-Centered Profession

September 17, 2010 Creating a Student-Centered Profession 5

Today

620 million daily visitors to google.com users

126 million blogs on the internet

2 billion views on YouTube a day

260 billion pages views on Facebook per month

The Web

September 17, 2010 Creating a Student-Centered Profession 6

Today and Tomorrow

22% children in poverty

3 million Americans homeless

30-40% kindergarteners “behind” when they enter

50% of public school students have non-English backgrounds by 2020

Classroom

Realities

Teaching’s Long Arm of History

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PAST AS PROLOGUE

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Knowledge, Skills, Attitudes, and Understandings of Future Teachers

False Dichotomies

• Real vs. Cyber Relationships

• Art of Teaching vs. Science of Teaching

• Core Knowledge vs. 21st Century Skills

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Some Thoughts on What Teachers Need to Know

Teaching the “googled learner”

Knowing linguistics and working with second language learners

Building on virtual technologies, human cognition, and adaptive teaching

Specializing in teaching specific topics (e.g., teaching fractions in math, the conception of revolution in world history, and perspective in art)

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Some Thoughts on What Teachers Need to Know

Leading student assessment reforms and 21st century accountability

Connecting the work of school curriculum to after-school programs and community-based organizations serving students and their families

Contributing to policy research and engaging policymakers on matters of school reform and teaching effectiveness

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Emergent Reality #1

Transformed learning ecology for students and teachers More personalized system of

learning for students and teachers

3D web environments, augmented reality, and mobile devices

New tools to confront the limitations of 20th century testing and accountability

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Emergent Reality #2

Seamless connections in and out of cyberspace Learning expands beyond 8am –

3pm school day Teachers prepared to teach

“Googled Learners” Brick and mortar schools even

more important in many communities Wraparound services Teachers trained as community

organizers

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Emergent Reality #3

Differentiated Professional Pathways Preparation and pay systems

accommodate both those who teach for a few years and those who teach for a long career Teacher residencies

Teachers recruited and developed for specialized skills

Collaborative teams maximize these diverse skill-sets Spread teaching expertise

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Emergent Reality #4

Teacherpreneurism Empowering and rewarding

accomplished, entrepreneurial teachers who: Develop their pedagogical talent Spread and “sell” their expertise Find innovation solutions to

challenges their students face 600,000 teacherpreneurs by 2030

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Levers for Change

#1: Public engagement Market to public that teaching is complex,

results-oriented profession#2: School finance Reallocate and invest to drive integrated

service delivery, teacherpreneurism, & new partnerships

#3: Teacher education and licensing Use performance assessments to

determine who is ready to teach and in what specific context

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Levers for Change

#4: Cultivating working conditions Make high-needs schools easy-to-

staff (resources, time, support, etc.)#5: Reframing accountability Value 21st century learning Accountability systems identify,

analyze, & spread expertise#6: Unions as professional guilds Expect members to meet

performance standards & broker teacherpreneurs

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Policy Implications

1. Reallocating and Fusing K-12 and Higher Education Funding

2. Building and Rewarding Broad-Based Partnerships for Teacher Education

3. Paying for Residencies for High Needs Schools

4. Using Performance Assessments to Drive Change

5. Capitalizing on New Technologies to Identify & Spread Best Practices

September 17, 2010 Creating a Student-Centered Profession 19

Creating the Future

John M. Holland

http://emergentlearner.com/

http://future.teacherleaders.org/

For More Information

Barnett Berry, CTQ500 Millstone Drive, Suite 102Hillsborough, NC 27278

email: contactus@teachingquality.org ph: 919-241-1575

www.teachingquality.orgwww.teacherleaders.org

September 17, 2010 Creating a Student-Centered Profession 21

What is being said about Teaching 2030…

“A fresh take on the real future of teaching, Teaching 2030 delves into the myriad of issues that teachers face today and will confront in the future. Barnett and his colleagues pose bold ideas for recruiting and rewarding teachers. They point out how we should restructure accountability and more, in order to provide our nation’s children with the education they deserve.” —Richard Riley, former U.S. Secretary of Education and former Governor of South Carolina

“There is no other person in our country that captures the teacher voice like Barnett Berry. In his new book, Barnett works with 12 expert teacher colleagues in describing what teaching must look like in 2030 and what we need to do now. It is a call for policymakers and the to recruit the brightest and best to join our ranks and prepare them to lead the way for transforming the public schools. This is a must read for all practioners and policy makers to ensure our schools are ready to prepare our students for 21st Century Careers.”—Dr. Betsy Rogers, 2003 National Teacher of the Year

“Teaching 2030 lays the groundwork for a bold vision for the teaching profession. In championing a student-centered profession, Barnett Berry elevates the voices of expert teachers on how to rejuvenate the educator workforce through policy and practice. He challenges us to rethink the ‘brick-and-mortar’ education career of the past and to envision the possibilities for creating the schools we need for the future.” —Bob Wise, former West Virginia Governor and President of the Alliance for Excellent Education

“Teaching 2030 is a remarkable, revolutionary picture of the future of our schools. Blasting the intellectual meltdown shaping too much of today's education policy, Berry and his colleagues reveal extraordinary opportunities to improve our schools and serve every student. Deeply respectful of teachers, Teaching 2030 proposes how teachers and support professionals can help craft and take more ownership of their professions. This is an exciting and hopeful vision of possibility.” —Dennis Van Roekel, president, National Education Association

“In this engaging volume, a notable and diverse team of accomplished teachers, and a researcher who advocates for them, explain why the teaching profession needs a dramatic overhaul and present an intriguing path to a more promising future. This provocative work is a welcome contribution to thinking about how we can get our kids the teachers they need.” —Frederick M. Hess, Resident Scholar and Director of Education Policy Studies, American Enterprise Institute

“Teaching 2030 is a brilliant look at the future of teaching in America from the perspective of those who know most about what it is and should be: accomplished teachers. Working with Barnett Berry, himself a former teacher and one of the nation’s foremost experts on teaching, these voices frame the issues and the possibilities with passion, knowledge, and insight. Everyone who cares about teaching and learning should read this book.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University and author of The Flat World and Education