Our guest author today is Joshua P. Starr, chief executive officer of PDK International. This piece was originally published in Phi Delta Kappan, and it is adapted from his chapter in Teaching in Context: The Social Side of Education Reform, edited by Esther Quintero (Harvard Education Press, 2017).
One day, when I was a district superintendent, I visited two high schools we had identified as “needing improvement.” I was there to share our strategy to help them boost student achievement and also give teachers and staff a chance to air their thoughts and concerns. The schools faced similar challenges, and they served similar student populations, but the comments I heard on my visits were totally different.
At one school, faculty complained that students lacked respect for authority, had been poorly prepared by their middle schools, and were being raised by parents who didn’t value education. In short, they pointed to problems beyond their control. They wanted me to remove the kids who were giving them the most trouble, and they also wanted more money.
At the other school, teachers and staff told me about their collective struggle to improve instruction, talked about their desire for more professional learning, and described how they were challenging and changing their own beliefs about student abilities. That is, they found specific problems lurking in their own teaching practices and believed they had to learn and grow so they could serve students better.