Taking Stock Summary of a Workshop (1997) / Chapter Skim
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Implementing Standards
Implementing Standards
Pages 14-21
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From page 14... ...
Others have described teachers as coaches who can help students achieve goals that are established outside the school walls. Many have commented on the vital importance of including teachers in the process of developing standards, not only so that the standards will benefit from teachers' wisdom, but also so that teachers will truly understand and support the standards.
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From page 15... ...
Teachers were receiving conflicting messages from various sources about what content ought to be covered or emphasized, and they were making their own judgments. The result was that even in a subject that many lay people would consider straightforward elementary school mathematics there were dramatic differences in the topics covered, the time spent on topics, and even in the total time spent on mathematics instruction.
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From page 16... ...
Ninety-five percent of mathematics teachers surveyed in TIMSS reported that they were familiar with the NCTM standards. In general, the teachers surveyed believed that their practice was in line with those standards, but these same teachers' responses to specific questions about their practice do not support their beliefs (National Center of Education Statistics, 1996:4-5~.
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From page 17... ...
This is partly because in the United States colleges and universities have little incentive to pay attention to the specific credentials that beginning teachers might need. Floden noted that prestigious universities MAKING EDUCATION STANDARDS INTERNATIONALLY COMPETITIVE?
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From page 18... ...
Moreover, Nolan reported, the teachers who worked together to understand the standards by which they were to judge a particular body of student work came away with a far deeper understanding of both the evaluation criteria and the assumptions about the classrooms that produced the work than they could have developed by simply reading about the standards, or even attempting to apply them on their own. Similar experiences are often reported by teachers who have What ~ have a hard time seeing in the United States is how we change higher education both in initial teacher preparation and in continuing professional development.
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From page 19... ...
While in a sense this is a technical obstacle, and one that has been addressed by international studies such as TIMSS, it raises the issue of culture and context. The example of TIMSS, in which the United States worked with Germany and Japan in an unprecedented effort to collect data about contextual factors and tie them to international achievement data, suggests that coordinating these different kinds of information is not a straightforward exercise.
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From page 20... ...
These demands include pressure from business interests to educate skilled workers for local employment as well as the reality that, in a mobile society, the students they are educating now may be employed all over the United States and the world. Local political concerns faced by state education policy makers might range from an industry-based need for particular skills or a governor's devotion to a particular subject to public pressure to align themselves with national discipline standards and national goals for public education.
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