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Teacher expertise.
Why? Here are a few reasons from the researchers on why teacher expertise in education policy (development, implementation, reflection, etc.) is important:
- Reform can be problematic if teachers do not have a voice in education policy changes and the policy agenda (Wells, 2012; Bangs & Frost, 2012).
- Teacher voice and teacher leadership is vital for the success of reform movements (Little, 1988; Organisation for Economic Co-operation and Development, 2011; Wells, 2012; York-Barr & Duke, 2004).
- There is a chasm between current education policy and what teachers know and experience as practitioners (Bangs & Frost, 2012).
- There is a huge gap between policy and practice in education (Berry et al., 2013).
- We have a history of failed education reforms and policies with very little teacher input, and if there is teacher input, it may not be in meaningful ways. Think “rubber stamp” (Goldstein, 2014; Ravitch, 2011; anyone who looks at the history of education).
Teachers are the experts who will help identify the problem, the root cause of the problem, and the possible policy solution(s).
So the checklist? It’s a great start. But I have a to ask a question that could make it even stronger.
In the words of Goldstein (2013), “Why are the best players in the game of education reform sitting on the bench?”
Teacher expertise.
Why? Here are a few reasons from the researchers on why teacher expertise in education policy (development, implementation, reflection, etc.) is important:
Teachers are the experts who will help identify the problem, the root cause of the problem, and the possible policy solution(s).
So the checklist? It’s a great start. But I have a to ask a question that could make it even stronger.
In the words of Goldstein (2013), “Why are the best players in the game of education reform sitting on the bench?”