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Dialogue: 0,0:00:01.55,0:00:07.20,Default,,0000,0000,0000,,(ESTV - The Best Teachers in the World Clip 1)
Dialogue: 0,0:00:07.20,0:00:14.39,Default,,0000,0000,0000,,[Jeff Selingo] In chapter 1 (?) in the book, between recruiting better teachers
Dialogue: 0,0:00:14.39,0:00:18.14,Default,,0000,0000,0000,,and better students to become teachers and training of teachers,
Dialogue: 0,0:00:18.14,0:00:22.19,Default,,0000,0000,0000,,and talking about quality instructors, what's more important?
Dialogue: 0,0:00:22.19,0:00:30.14,Default,,0000,0000,0000,,Is it recruiting the best person upfront or does training matter just as much or even more,
Dialogue: 0,0:00:30.14,0:00:32.80,Default,,0000,0000,0000,,in terms of that, in terms of that would-be teacher?
Dialogue: 0,0:00:33.22,0:00:40.72,Default,,0000,0000,0000,,[John Chubb] Well, the evidence - the evidence on what drives teachers' quality
Dialogue: 0,0:00:40.72,0:00:46.08,Default,,0000,0000,0000,,is essentially - and this is the first great part - is essentially
Dialogue: 0,0:00:46.08,0:00:56.07,Default,,0000,0000,0000,,that most of the skills that teachers demonstrate in the classroom tend to be learned in the classroom, right?
Dialogue: 0,0:00:56.07,0:01:06.97,Default,,0000,0000,0000,,So - so, selection matters, aptitude matters, certain affective predisposition,
Dialogue: 0,0:01:06.97,0:01:10.97,Default,,0000,0000,0000,,emotional affective attributes matter.
Dialogue: 0,0:01:10.97,0:01:17.76,Default,,0000,0000,0000,,And there has been a lot of research on this, and there are screening tools
Dialogue: 0,0:01:17.76,0:01:23.58,Default,,0000,0000,0000,,that school districts can use to identify people who have a higher probability of success.
Dialogue: 0,0:01:23.58,0:01:30.91,Default,,0000,0000,0000,,But in the end, the dominant explanation of success is what teachers learn on the job, right?
Dialogue: 0,0:01:30.91,0:01:35.74,Default,,0000,0000,0000,,So - so training is critical - training is critical.
Dialogue: 0,0:01:35.74,0:01:41.92,Default,,0000,0000,0000,,Most of it right now is done pre-service and what's done in-service leaves a lot to be desired.
Dialogue: 0,0:01:41.92,0:01:45.21,Default,,0000,0000,0000,,And there's a tremendous amount of research on professional development,
Dialogue: 0,0:01:45.21,0:01:48.37,Default,,0000,0000,0000,,which I review in the book, and it's overwhelmingly negative.
Dialogue: 0,0:01:48.37,0:01:56.14,Default,,0000,0000,0000,,And in school districts, people who are responsible for professional development understand this,
Dialogue: 0,0:01:56.14,0:01:58.18,Default,,0000,0000,0000,,but there hasn't been a lot of improvement.
Dialogue: 0,0:01:58.18,0:02:03.58,Default,,0000,0000,0000,,But the evidence suggests that teachers do learn on the job, they learn differentially.
Dialogue: 0,0:02:03.58,0:02:08.87,Default,,0000,0000,0000,,So not - by the time teachers are four years on the job, some of them are unbelievably great
Dialogue: 0,0:02:08.87,0:02:10.06,Default,,0000,0000,0000,,and some of them really haven't made it. So -
Dialogue: 0,0:02:10.06,0:02:13.32,Default,,0000,0000,0000,,[Selingo] So then, why do we need training programs at all,
Dialogue: 0,0:02:13.32,0:02:15.52,Default,,0000,0000,0000,,why don't we just pick the best students from
Dialogue: 0,0:02:15.52,0:02:18.83,Default,,0000,0000,0000,,- in some ways, like Teach For America, pick the best students,
Dialogue: 0,0:02:18.83,0:02:22.00,Default,,0000,0000,0000,,put them through a short training program ..... to learn more on the job?
Dialogue: 0,0:02:22.00,0:02:26.24,Default,,0000,0000,0000,,[Chubb] Because what - well, what matters is how the experience -
Dialogue: 0,0:02:26.24,0:02:29.59,Default,,0000,0000,0000,,whether the experience on the job is structured or not, right?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, and I - sorry - one of the chapters in the book and one of the main recommendations
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,is to take a look at leadership, right?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I don't want to get ahead of the questioning
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but there is a huge variation in teacher improvement on the job.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And it's very strongly associated with the kind of context
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that the school leaders provide for teachers who are on it (?).
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, does the school principal create a culture in which - a culture and structure
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in which teachers have an opportunity to work with one another, to learn with one another,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,is a reform of mentoring structure set up,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,is there a structure of teams ...... teachers that's effective,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,does the principal himself or herself really know what good instruction looks like,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,so that the principal can identify the right people to be the mentors,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the right people, the right people to structure that,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,does the principal know what kind of training is really needed?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It's not that external training and professional development is inherently bad.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,That's not - that's not it.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It's that if it's applied across the board without sensitivity to what teachers need, when they need it,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,how it's going to be followed up upon, then it is a waste, you know,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,it's the so-called "drive by" professional development.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Somebody comes in, does a workshop in the cafeteria, leaves,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and then it's supposed to make a difference.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Well how, you know, how could it?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(This has been a production of EducationSector Independant Analysis. Innovative Ideas\Nwww.educationsector.org)