|
|
Knowledge Poor
|
Knowledge Rich
|
|
Professional
Judgment
|
- 1970's and before
- Uninformed professional judgment
(or, "permissive
individualism", Hargreaves)
- Substantial freedom for individual
teachers both in
curriculum and pedagogy
- Little knowledge of what works, and
little focus on
maximizing achievement for all students
|
- ??? 2003 --
- Informed Professional Judgment
- Collective effort of teachers, principal,
focused on
pursuit and implementation of best knowledge
- What I call "teacher-led instructional
improvement
- Lesson Study
|
|
External
Prescription
|
- 1980's
- Uninformed Prescription
- As testing began to reveal shortcomings
and gaps,
administrators felt pressure to change
- Administrators and policy leadership
prescribed
curriculum and/or pedagogy, but again with little data or
follow-up on what worked
|
- 1990's to current
- Informed Prescription
- Curriculum and pedagogy much more
defined from
policy leadership, and more rigidly enforced by
administrators
- "Canned" or "teacher-proof"
programs the goal
- San Diego as a system example
- "Success for All" would
be programmatic example
|
Dr. Fullan cites Michael Barber for this classification of change efforts. He notes
from his own
research the weaknesses in the informed prescription model:
it requires constant compliance
pressure from administrators, does not generate "ownership" from teachers,
tends to burn out
teachers and principals, and will generally be abandoned in the classroom at the first opportunity.
