Are you curious about what the research agenda is for the improvement of teaching? The Carnegie Institute\u00a0 is a leader in setting the agenda for R & D. In 2011 Carnegie invited a group of nationally recognized teaching and learning experts together to discuss the research and development agenda.<\/p>\n
First the team drew a clear distinction between teacher “evaluation” and teacher “development.” Teacher evaluation, is a specific accountability process (often an event) of data collection,analysis and comparison that requires inter-rater reliability and static criteria to determine award merit pay, promotion, etc.\u00a0 Teacher development, on the other hand, is a process of supporting teachers in improving their ability determine what action to take, with which audience, at what time.\u00a0 Not surprisingly, teacher evaluation can occur in any situation; it’s goal is not to IMPROVE teaching practice, but rather to evaluate it (compare it to other faculty members’ performance).\u00a0 Teacher development though, is different.\u00a0 It does NOT occur in every environment.\u00a0 In fact, teacher development, like any other kind of learning, requires a CONTEXT that facilitates growth.\u00a0 In other words: where we work, matters.\u00a0 Work environments characterized by trust, rapport, humor and inquiry are more likely to have faculty who are engaged in ongoing professional development.\u00a0 Competitive environments in which workers feel isolated and unsupported are less likely to grow and develop.\u00a0 Sound familiar?\u00a0 The first step to effective teaching, is creating a “climate conducive to learning.”\u00a0 People learn when they feel supported, capable, encouraged and valued.<\/p>\n
The research agenda for the Scholarship of Teaching, therefore, is now focused not just on teacher development, but also on the development of the work context.\u00a0 In what way might a department, program or college be structured to facilitate the learning of the faculty?\u00a0 How are trust and rapport communicated and rewarded?\u00a0 It turns out, faculty, are not unlike all the other phenomena we study: we are affected by our surroundings.\u00a0 For further information and food for thought, check out this essay written by Anthony S. Bryk, president of the Carnegie Foundation for the Advancement of Teaching, and his colleagues, to get a quick overview of the R & D agenda for the scholarship of teaching.<\/p>\n
http:\/\/www.edweek.org\/ew\/articles\/2011\/03\/30\/26mehta_ep.h30.html?tkn=MWSFT6mRTR0xt7SA8DRVsYCyhFBZ%2BCMuLYaF&cmp=clp-edweek<\/p>\n
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Are you curious about what the research agenda is for the improvement of teaching? The Carnegie Institute\u00a0 is a leader in setting the agenda for R & D. In 2011 Carnegie invited a group of nationally recognized teaching and learning … Continue reading