We Must Shift From Teacher Quality to Teaching Quality

Wise (2010) article in Education Week confirms the efficacy and professionalism of practitioner research, especially with the following words:

Accountability, at its essence, is not a goal; it is the acceptance of responsibility for all that we do in our classrooms, day in and day out. Accountability, when embraced for what it is, turns out to be not some sort of punitive “gotcha”; instead, it is what drives commitment to continuous examination, reflection, and improvement.

Despite the upside of accountability, we have failed to manage its unforeseen downside: a tendency to look back at regimented instruction with a sanitized fondness. It seems we have, in our profession, lost the will to acknowledge and leverage the multiple ways in which children learn—or to recognize the multiple ways children fail to learn when ineffective teaching is all that a classroom provides. We have, perhaps, become a nation of educators focusing wholly on the what of teaching, without effectively confronting the far messier (but pivotal) how of teaching.

"Accountability, at its essence, is not a goal; it is the acceptance of responsibility for all that we do in our classrooms, day in and day out."

Reference

Wise, J.  (September,  2010). We Must Shift From Teacher Quality to Teaching Quality. Education Week, 30(03).  Retrieved from http://www.edweek.org/ew/articles/2010/09/08/03wise.h30.html?tkn=MSCC%2BvEe0sc25LHuHWg5%2FnT0snoLFaDEjf%2Fj&cmp=clp-sb-ascd