Maxine%20Greene

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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)

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Teaching 2030 Designing Teacher Education for
Tomorrow

• John M. Holland

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Barnett Berry
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TeacherSolutions 2030 Team

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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
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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
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Teachings 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

• Reallocating and Fusing K-12 and Higher Education
  Funding
• Building and Rewarding Broad-Based Partnerships
  for Teacher Education
• Paying for Residencies for High Needs Schools
• Using Performance Assessments to Drive Change
• Capitalizing on New Technologies to Identify
  Spread Best Practices

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Creating the Future

• John M. Holland
• http//emergentlearner.com/
• http//future.teacherleaders.org/

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For More Information

• Barnett Berry, CTQ
• 500 Millstone Drive, Suite 102Hillsborough, NC
  27278
• email contactus_at_teachingquality.org
• ph 919-241-1575
• www.teachingquality.org
• www.teacherleaders.org

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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
  nations children with the education they
  deserve. Richard Riley, former U.S. Secretary
  of Education and former Governor of South Carolina

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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
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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
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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
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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
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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
nations 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