Archived Information

CPRE Policy Brief: Building Capacity for Education Reform - December 1995

Conclusion

Capacity building is a critical element in education reform. Although state policy makers acknowledge this general point, policies are often too narrow, focusing on changes in individual teachers' knowledge rather than working to enhance organizational capacity across a range of dimensions. Moreover, common practices in professional development bring educators to understand that they are being encouraged to help their students become articulate, flexible problem solvers, but they may be unable to make the corresponding changes in practice. Our study of reforming districts in three states identified a broader range of options that deserve consideration as policy options.

As policymakers design policies to enhance the capacity of individual educators, they must pay attention to the multiple dimensions of teacher capacity and to the role of the school and other communities of practice in teacher learning and educational improvement. This brief has provided examples of how states, school districts and schools can make strategic use of policies like assessment and professional development to build the capacity of teachers and their schools. These examples provide insights into the alternatives available to policymakers when capacity-building is the goal, and where there is leadership and ability to facilitate learning opportunities.
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