Teaching 2030

In the raging controversy over the purpose of public education and how to fix the nation’s underperforming schools, the voices of America’s best teachers are seldom heard. Now for the first time, in a provocative book about the future of teaching and learning, 12 of America’s most accomplished classroom educators join a leading advocate for a 21st-century teaching profession to bring expert pedagogical know-how and fresh and provocative policy ideas to the national school reform debate. Together they identify four emergent realities that will shape the learning experience of children born in the New Millennium—and propose six levers of change that can ignite a bright future for our nation’s students by ensuring they all have access to excellent teaching.

Barnett Berry is founder and president of the Center for Teaching Quality, based in North Carolina-a nonprofit that seeks to dramatically improve student achievement nationwide by conducting timely research, crafting smart policy, and cultivating teacher leadership.

Acknowledgments	p. ix
Prologue: We Cannot Create What We Cannot Imagine	p. xiii
The Teachers of 2030 and a Hopeful Vision	p. 1
Students of Today and Tomorrow	p. 2
ôImagineeringö the Future: Learning and Teaching in the Year 2030	p. 5
In 2030, Teaching Is Understood as Complex Work	p. 6
In 2030, New Trust Remakes Teaching and Learning	p. 8
In 2030, Confronting Educational Inequities	p. 12
Tipping Toward a 21st-century Profession	p. 15
Emergent Realities Shape the Teaching Profession of 2030	p. 16
A Very Brief History of Teaching in America	p. 21
From Women's Work to Industrial Age Automatons	p. 22
Thorndike Beats Dewey in the Early Struggle	p. 24
ôThe Great Societyö Looks to Teaching for Answers	p. 26
Unions Ascend as Teaching Pressures Mount	p. 28
Professionalism Versus Deregulation in the Late 20th Century	p. 30
Looking Forward-with Some Hope and Audacity	p. 36
Emergent Reality # 1: A Transformed Learning Ecology for Students and Teachers	p. 39
Learning from Isaiah, Ziad, and Many Other Students	p. 44
Confronting the Limitations of 20th-Century Standardized Tests and Accountability	p. 50
Improve Measures to Improve Teaching and Learning	p. 55
A Different Kind of Accountability	p. 60
A New Learning Ecology for Teachers Too	p. 63
Working with Special-Needs Students	p. 67
Teachers Working with Each Other	p. 70
Emergent Reality #2: Seamless Connections In and Out of Cyberspace	p. 75
Melding the Virtual and Physical Worlds	p. 81
The Diverse Needs of Students Today and the Schools Tomorrow	p. 85
The Community-Centered School	p. 87
We're Wasting Time Arguing About 20th-Century Schools	p. 92
Connectivity for All	p. 97
Emergent Reality #3: Differentiated Pathways and Careers for a 21st-Century Profession	p. 101
Outgrowing a One-Size-Fits-All Profession	p. 101
Redefining the Profession for Results-Oriented Teaching	p. 107
Teacher Education for a Differentiated, Results-Oriented Profession	p. 116
Professional Compensation for a Differentiated Profession	p. 125
Emergent Reality #4: Teacherpreneurism and a Future of Innovation	p. 135
Scaling and Spreading Teacher Expertise	p. 135
The Making of Teacherpreneurs	p. 141
Teacherpreneurism for Connected Learning	p. 145
Teacherpreneurs for Research	p. 147
Teacherpreneurs for Best Practice and Policy	p. 149
Teacherpreneurs for Community	p. 160
Creating a System of Teacherpreneurship	p. 162
Policy Levers of Change: Accelerating Change and Transforming Teaching	p. 167
Engage the Public with a New Vision for Teaching and Learning	p. 171
Rethink School Finance	p. 176
Redefine Teacher Education and Licensing to Advance the Spread of Effective Teaching	p. 183
Cultivate Working Conditions That Make High-Needs Schools ôEasier To Staffö	p. 187
Reframe Accountability for Transformative Results	p. 192
Transform Teacher Unions Into Professional Guilds	p. 197
Taking Action for a Hopeful Future	p. 205
What You Can Do to Build a 21st-Century Teaching Profession	p. 208
Notes	p. 215
About the Authors	p. 235
Index	p. 244
Table of Contents provided by Ingram. All Rights Reserved.

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