• Is it possible for teachers to create classroom cultures of high-cognitive engagement if their own meetings and professional development require little intellectual engagement?
• Is it possible for teachers in a school with incoherent, fragmented improvement efforts to create coherent, focused instruction in their classrooms?
• Is it possible for teachers who work in professional isolation to create classrooms with high-levels of student cooperation?
The answer to all of these questions is “yes.” But, it’s a qualified yes.
Within every school—not matter how problematic its culture and structures may be—there are teachers who rise above the circumstances of their environment.
But if the goal is quality teaching and learning in all classrooms for the benefit of all students, then the bar for intellectual engagement and meaningful collaboration in faculty meetings, school culture, and professional development is set much higher.
Put another way, a school faculty cannot give away what it doesn’t experience on a regular basis in the professional culture of the school.
Do you agree?