This is an interesting opinion survey:
The Fordham Institute's new national survey of education school professors finds that, even as the U.S. grows more practical and demanding when it comes to K-12 education, most of the professoriate simply isn't there. They see themselves more as philosophers and agents of social change, not as master craftsmen sharing tradecraft.
More than eighty percent of the nation’s education professors think it’s “absolutely essential” that teachers be lifelong learners, but far fewer believe it’s as necessary for teachers to understand how to work with state standards, tests, and accountability systems (24 percent), maintain discipline and order in the classroom (37 percent), or work in high‐need schools (39 percent).
Uh oh. Given that our program teaches novices precisely about standards, tests, accountability, discipline, and prepares them exclusively for high-need schools. We might not be so popular.
A full 63 percent of education professors think programs like Teach For America are generally a good idea. Just 33 percent however, think it’s a good idea to recruit school leaders based on their success in other fields, and just 17 percent support teacher prep programs run by school districts or charter organizations.
Still, there are signs that some of the education faculty is warming to change, including a small cadre of reformers that are strongly dissatisfied with the status quo in their institutions.
Good. I see that, too. Deans and professors alike, in 1-on-1 conversations, describe a really complex set of internal political/money challenges, though.
It reminds me, in some ways, of district superintendents trying to drive change in their organizations. Some of those superintendents were ultimately given a lot of support: mayors, money, etc. Change-oriented Ed School folks need that, too.