+ Why do stakeholders in education sometimes seek quick fixes like increasing classtime or increasing available technology, rather than systematically improve instruction? Is there a fear that such an aspiration would be dismissed as idealistic? Does improving everyone’s instruction seem infeasible? How can there be a shared understanding of what systematic improvement is and of its benefits? How can we move towards a culture of learning about how to teach better?
+ No matter what your field is, I suspect you would be familiar with the bitter air of cynicism in response to a frenetic, albeit sincere, spirit of transformation. Today a classmate Greg, highlighted this among teachers while putting it in the context of the “congregational” organization of professional development sessions or faculty meetings. Here cynicism is reinforced. What are possible forums for teachers aspirations to bear fruit? How can we feel empowered to act on our ideas?