The Instructional Team’s Capacity is the stock to change
I spent a week reconsidering a very small start: what are the key stocks in the system of school reform. And I changed my mind. It is NOT a single teacher’s capacity, but the composite Instructional Team Capacity that makes the critical difference. So, at the very heart of a school reform is a team of professionals committed to the learning of a group of students. And those professionals are themselves learning.
The difference is they already know how they learn. They have to figure out two things: first, what is it they wish their students to know and be able to do; and second, how do their students learn?
The School Reform Model version 1.5
With the Connector I suggest a relationship between these two Stocks. Notwithstanding a few model-building niceties that will need altering, the core assumption is explicit. This helps us ask questions about my idea . . .
Some questions come to mind
- What do you have to do to build up an Instructional Team’s Capacity?
- Mustn’t there be an minimal and optimal effectiveness of an Instructional Team’s Capacity?
- What could an Instructional Team do (or a Student do) to slow or stop the forgetting of what a student learns?
These are a few things I will address in next week’s version of the model. I am hoping you might comment on these questions . . . and that would help with the model.
A really wonderful article from this last week:
- Teaching Isn’t Rocket Science. It’s Harder. (slate.com)