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What Matters Most: Teaching for America’S Future Are Available From: the National Commission on Teaching & America’S Future P

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What Matters Most: Teaching for America’S Future Are Available From: the National Commission on Teaching & America’S Future P ’ Report of the National Commission on Teaching & America’s Future September 1996 ’ Report of the National Commission on Teaching & America’s Future September 1996 Dedication The National Commission on Teaching & America’s Future This report is dedicated to The work of the National Commission on Teaching & America’s Future, formed in 1994, has been funded by the Rockefeller Foundation and Carnegie Corporation of America’s teachers: New York. The mission of the Commission is to provide an action agenda for meeting past, present, and future. America’s educational challenges, connecting the quest for higher student achievement with the need for teachers who are knowledgeable, skillful, and committed to meeting the needs of all students. The Commission is dedicated to helping develop policies and practices aimed at ensuring powerful teaching and learning in all communities as America’s schools and children enter the 21st century. © 1996 National Commission on Teaching & America’s Future New York, New York. All rights reserved. Printed in the United States of America. First Edition. ISBN 0-9654535-0-2 Portions of this work may be reproduced without permission, provided that acknowl- edgment is given to the “National Commission on Teaching & America’s Future.” Limited permission is also granted for larger portions to be reproduced by nonprofit and public agencies and institutions only, solely for noncommercial purposes and provided that acknowledgment as expressed above is prominently given. Reproduction or storage in any form of electronic retrieval system for any commerical purpose is prohibited without the express written permission of the authors. Copies of the report What Matters Most: Teaching for America’s Future are available from: The National Commission on Teaching & America’s Future P. O. Box 5239 Woodbridge, Virginia 22194-5239 Prices (shipping and handling included): Full report $18.00 Complete package: Summary report $5.00 Full report, Summary report, Discounted price for both reports $20.00 video and discussion guide $30.00 Video and discussion guide $15.00 Orders must be prepaid by check or money order. For information on bulk rates please call: (212) 678-3015. For further information about the National Commission on Teaching & America’s Future, see its World Wide Web site at: http://www.tc.columbia.edu/~teachcomm or contact: The National Commission on Teaching & America’s Future Teachers College, Columbia University, Box 117 525 West 120th Street New York, New York 10027 (212) 678-3204 Contents ii Acknowledgments iii Preface iv National Commission on Teaching & America’s Future vi Executive Summary 2 What Matters Most: Teaching for America’s Future 24 Dimensions of the Challenge 51 Fatal Distractions: Five Myths about Teaching 62 Recommendations: An Action Agenda for Change 116 Next Steps: Putting It All Together 130 Endnotes Appendices 141 A. Meetings and Forums of the Commission 142 B. Presentations to the Commission 143 C. Advisers to the Commission 144 D. Contributors to Commission Research 145 E. Commissioned Papers 146 F. State-by-State Data What Matters Most: Teaching for America’s Future 5 Acknowledgments The Commission wishes to express its gratitude to the many individuals and organizations who have helped make this report possible. We are grateful to those who have advised us in our work: the presenters who have shared so much of their knowledge; the advisory groups that have come together to offer support and advice; the focus groups of parents and teachers who shared their valuable insights with us; and the many who gave us feedback at Commission forums. We list their names in Appendices B (Commission Presentations), C (Commission Advisers), D (Research Contributors), and E (Commissioned Papers). None of this work would have been possible without the vision and guid- ance of our funders, the Rockefeller Foundation and Carnegie Corporation of New York. They have also extended to us a commitment and generosity that goes well beyond the financial support. We especially want to thank Marla Ucelli and Jamie Beck Jensen of the Rockefeller Foundation, and Vivien Stewart and Karin Egan of Carnegie Corporation of New York, whose support and advice were always invaluable. We can hardly begin to acknowledge the invaluable contributions of Karen Garr, Teacher Adviser to Governor James B. Hunt, North Carolina; Mindy Sick, Assistant to Governor Jim Edgar for Elementary and Secondary Education, Illinois; Mary-Dean Barringer, Vice President, Programs for the Advancement of Teaching, National Board for Professional Teaching Standards; Shari Francis, Director of State Relations, National Council for Accreditation of Teacher Education; Eugenia Kemble, Assistant to the President for Educational Issues, American Federation of Teachers; David Squires, Education Consultant, School Development Program, Yale University; and Chuck Williams, Director, Teacher Education, Center for Teaching and Learning, National Education Association. Several people have also helped in various stages of assembling data and writing this report—Barnett Berry, James Harvey, Gary Sykes, Anne C. Lewis, Richard M. Ingersoll, David Monk, Tom Corcoran, Eileen Sclan—and we thank them for their valuable assistance. 6 What Matters Most: Teaching for America’s Future Preface As you read this report, I hope you will listen to the teachers, American education need suffer through no more dead-end the parents, and the children—the real people behind the reforms. studies and the numbers we present here. We did, and we were My colleagues on the Commission have been candid with guided by what we heard. each other in our discussions, and they have thought hard One voice that made a tremendous impact on us was that about what needs to be done. We hope this document launch- of Evelyn Jenkins Gunn, an English teacher from Pelham, es a great debate about the critical link between improving the New York, who explained her passion for teaching—not why capacities of teachers and the future of the United States. she teaches, but why she is compelled to teach: Although each of us has distinctive ideas about what needs to be done, we are unanimous in supporting the recommenda- I was supposed to be a welfare statistic. It is because tions of this report. of a teacher that I sit at this table. I remember her telling Finally we appreciate the hard-working staff that facilitat- us one cold, miserable day that she could not make our ed and supported the process of our work. Executive Director clothing better; she could not provide us with food; she Linda Darling-Hammond’s vision, expertise, and unquench- could not change the terrible segregated conditions able energy provided us with a vision of the future that could under which we lived. She could introduce us to the be. We have been ably assisted by Associate Director Velma L. world of reading, the world of books, and that is what Cobb; Communications Director E. Jane Beckwith; she did. Administrative Associate Margaret Garigan; Research Associates Marcella L. Bullmaster, Ellalinda Rustique- What a world! I visited Asia and Africa. I saw magnifi- Forrester, and Vezuvira Kavemuii Murangi; and Senior Policy cent sunsets; I tasted exotic foods; I fell in love and Adviser David Haselkorn. The staff, like my colleagues on the danced in wonderful halls. I ran away with escaped Commission, never lost sight of the fact that America’s future slaves and stood beside a teenage martyred saint. I visit- depends on finding the best teachers, helping them develop ed lakes and streams and composed lines of verse. I knew their skills to the greatest extent, and rewarding them for their then that I wanted to help children do the same things. work on behalf of children and youth. I wanted to weave magic. James B. Hunt Jr. (Chair) Governor, State of North Carolina As Evelyn Jenkins Gunn understands, good teachers liter- ally save lives. However they do it—by loving students, help- ing them imagine the future, and insisting that they meet high expectations and standards—the best of them are magic weavers. Many of us can remember such a teacher—one who changed our lives, so gifted that he or she transported us out of our own time and place and circumstances and jump-start- ed the dreams and possibilities that lie within us all. In the end, supporting the Evelyn Jenkins Gunns of this world—and, through them, all of their students—is what this Commission on Teaching & America’s Future is about. I believe the conclusions and recommendations of this report speak for themselves. Standards for students and teach- ers are the key to reforming American education. Access to competent teaching must become a new student right. Access to high-quality preparation, induction, and professional devel- opment must become a new teacher right. The reform move- ment of the last decade cannot succeed unless it attends to the improvement of teaching. If we pay attention to supporting knowledgeable teachers who work in productive schools, What Matters Most: Teaching for America’s Future 7 The National Commission on Teaching & America’s Future James B. Hunt Jr. (Chair) Governor, State of North Carolina, Raleigh, North Carolina Anthony J. Alvarado Jim Edgar Superintendent, Community School District 2, Governor, State of Illinois, Springfield, Illinois New York, New York Dolores A. Escobar David L. Boren Dean, College of Education, San Jose State University, President, University of Oklahoma, Norman, Oklahoma San Jose, California Ivy H. Chan Norman C. Francis Special Education Teacher, Garfield Elementary School, President, Xavier University of Louisiana, Olympia, Washington New Orleans, Louisiana James P. Comer Keith Geiger Director, The School Development Program, Former President, National Education Association, Professor of Child Psychiatry, Yale University, Washington, D.C. New Haven, Connecticut Christine Gutierrez Ernesto Cortes Jr. Teacher & Assistant Coordinator, Humanitas Program, Southwest Regional Director Industrial Areas Foundation, Thomas Jefferson High School, Los Angeles, California Austin, Texas James Kelly William G.
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