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By "teaching for understanding," the authors and contributors mean the promotion of students' critical thinking skills, deeper understanding of subject matter, and an active engagement in learning. Classroom teachers have engaged in teaching for understanding with university researchers and their experiences in collaboration (or "co-laboring)" are jointly reported. The second half of the book focuses on policy considerations, beginning with the perspectives of classroom teachers, emphasizing the need for field-based research on the multiple contexts of teaching. There is also a call to refine concepts and measures to reflect teachers' realities.
Kappa Delta Pi surveyed 3,000 teachers in 100 schools regarding their thoughts about increased involvement in school governance. The survey found: (1) teachers vary in their involvement, depending on their perception of school leadership and the principal; (2) teachers may perceive that the costs of involvement outweigh the benefits; (3) involvement does not necessarily mean influence over school policies. The authors also distinguished two types of decisions: managerial (traditionally made by administrators, such as hiring teachers, allocating budgets, evaluating teachers) and technical (focused on students and instruction). The authors found that teachers prefer involvement in technical decisions.
Johnson argues that education reform cannot be unilaterally imposed on teachers and schools. Teachers must endorse new roles and responsibilities, and be provided time and resources to implement reforms. Schools depend on cooperation and interdependence among staff members, so plans for comprehensive change must be consistent with existing norms. There also must be supportive conditions such as leadership among teachers and administrators, labor-management cooperation, and willingness on the part of administrators to cede some of their authority to teachers.
Little contends that current staff development models cannot help teachers to handle the complex reforms being implemented. The dominant model works when specific skills or practices need to be transferred. However, the current reforms require teachers to be "intellectuals," to grapple with ways to implement ideas and principles into the midst of their day-to-day work. Little identifies five "streams" of reform that present unique challenges to teachers. For instance, subject matter reforms that call for less reliance on traditional textbooks will require teachers to be able to integrate subject content as well as to organize learning experiences for their students. Calls for alternatives to standardized assessment require teachers to obtain the skills and resources to construct, evaluate, and incorporate these new assessments. Little suggests four alternatives to the current training models: (1) teacher collaborations and other networks; (2) subject matter associations; (3) partnerships targeted at specific school reforms; and (4) special institutes and centers.
Drawing from four different studies of teachers in leadership roles, the author examines the conditions for teacher productivity in schools. Little identifies five conditions as particularly likely to advance or erode the prospects for teacher leadership: define leadership tasks that are important, not trivial; invest leadership roles with dignity, not simply power over others; have organizational incentives for collaboration; avoid agreements that protect the separate interests of teachers and administrators; and have district policies that support teacher leadership, especially those on recruitment, selection, placement, and evaluation of principals.
Sykes puzzles over the absence of outstanding teaching in effective schools. The research identified successful schools, yet much of the teaching within such schools remains pedestrian and uninspired. Viewing teaching as the core activity in the school organization, Sykes questions whether Effective Schools proponents have stated their aims of education too narrowly.
He proposes norms of conduct and standards of practice based on dialogue and close observation of teaching. Such practices and activities would include teachers producing curriculum materials, teachers experimenting with new practices, teachers opening their classrooms to scrutiny to develop understanding among colleagues, residencies for new teachers with experienced teachers, recognition of teacher expertise through mentor teacher programs, and school-university collaborations that could include adjunct status for some master teachers.
[The Role of Parents and the Community in School Reform]