Maxine Greene…
“We acknowledge the harshness of situations only when we
have in mind another state of affairs in which things would be
better. Similarly, it may only be when we think of humane and
liberating classrooms in which every learner is recognized and
sustained in her or his struggle to learn how to learn that we can
perceive the insufficiency of bureaucratized, uncaring schools.
And it may be only then that we are moved to chose to repair or
renew.
What I am describing here is a mode of utopian thinking:
thinking that refuses mere compliance, that looks down roads
not yet taken to the shapes of a more fulfilling social order, to
more vibrant ways of being in the world…”
(Releasing the Imagination, 1995)
Teaching
2030:
Designing Teacher
Education for Tomorrow
John M. Holland
Barnett Berry
September 17, 2010
Creating a Student-Centered Profession
3
TeacherSolutions 2030 Team
September 17, 2010
Creating a Student-Centered Profession
4
Today
 620 million daily visitors
to google.com users
The Web
 126 million blogs on the
internet
 2 billion views on YouTube
a day
 260 billion pages views
on Facebook per month
September 17, 2010
Creating a Student-Centered Profession
5
Today and Tomorrow
 22% children in poverty
 3 million Americans
Classroom
Realities
homeless
 30-40% kindergarteners
“behind” when they enter
 50% of public school students
have non-English backgrounds
by 2020
September 17, 2010
Creating a Student-Centered Profession
6
Teaching’s Long Arm
of History
September 17, 2010
Creating a Student-Centered Profession
7
PAST AS PROLOGUE
September 17, 2010
Creating a Student-Centered Profession
8
Knowledge, Skills, Attitudes,
and Understandings of
Future Teachers
False Dichotomies
• Real vs. Cyber Relationships
• Art of Teaching vs. Science of Teaching
• Core Knowledge vs. 21st Century Skills
Some Thoughts on What
Teachers Need to Know
 Teaching the “googled learner”
 Knowing linguistics and working with second
language learners
 Building on virtual technologies, human
cognition, and adaptive teaching
 Specializing in teaching specific topics (e.g.,
teaching fractions in math, the conception of
revolution in world history, and perspective in art)
September 17, 2010
Creating a Student-Centered Profession
10
Some Thoughts on What
Teachers Need to Know
 Leading student assessment reforms and 21st
century accountability
 Connecting the work of school curriculum to
after-school programs and community-based
organizations serving students and their families
 Contributing to policy research and engaging
policymakers on matters of school reform and
teaching effectiveness
September 17, 2010
Creating a Student-Centered Profession
11
Emergent Reality #1
Transformed learning ecology for
students and teachers
 More personalized system of learning
for students and teachers
 3D web environments, augmented
reality, and mobile devices
 New tools to confront the limitations of
20th century testing and accountability
September 17, 2010
Creating a Student-Centered Profession
12
Emergent Reality #2
Seamless connections in and out of
cyberspace
 Learning expands beyond 8am – 3pm
school day
 Teachers prepared to teach “Googled
Learners”
 Brick and mortar schools even more
important in many communities


September 17, 2010
Wraparound services
Teachers trained as community organizers
Creating a Student-Centered Profession
13
Emergent Reality #3
Differentiated Professional Pathways
 Preparation and pay systems
accommodate both those who teach for
a few years and those who teach for a
long career

Teacher residencies
 Teachers recruited and developed for
specialized skills
 Collaborative teams maximize these
diverse skill-sets

September 17, 2010
Spread teaching expertise
Creating a Student-Centered Profession
14
Emergent Reality #4
Teacherpreneurism
 Empowering and rewarding
accomplished, entrepreneurial teachers
who:



Develop their pedagogical talent
Spread and “sell” their expertise
Find innovation solutions to challenges
their students face
 600,000 teacherpreneurs by 2030
September 17, 2010
Creating a Student-Centered Profession
15
Levers for Change
#1: Public engagement
 Market to public that teaching is complex,
results-oriented profession
#2: School finance
 Reallocate and invest to drive integrated service
delivery, teacherpreneurism, & new partnerships
#3: Teacher education and licensing
 Use performance assessments to determine who
is ready to teach and in what specific context
September 17, 2010
Creating a Student-Centered Profession
16
Levers for Change
#4: Cultivating working conditions
 Make high-needs schools easy-tostaff (resources, time, support, etc.)
#5: Reframing accountability
 Value 21st century learning
 Accountability systems identify,
analyze, & spread expertise
#6: Unions as professional guilds
 Expect members to meet
performance standards & broker
teacherpreneurs
September 17, 2010
Creating a Student-Centered Profession
17
Policy Implications
1. Reallocating and Fusing K-12 and Higher Education
Funding
2. Building and Rewarding Broad-Based Partnerships
for Teacher Education
3. Paying for Residencies for High Needs Schools
4. Using Performance Assessments to Drive Change
5. Capitalizing on New Technologies to Identify &
Spread Best Practices
September 17, 2010
Creating a Student-Centered Profession
18
September 17, 2010
Creating a Student-Centered Profession
19
Creating the Future
John M. Holland
http://emergentlearner.com/
http://future.teacherleaders.org/
For More Information
Barnett Berry, CTQ
500 Millstone Drive, Suite 102
Hillsborough, NC 27278
email: contactus@teachingquality.org
ph: 919-241-1575
www.teachingquality.org
www.teacherleaders.org
September 17, 2010
Creating a Student-Centered Profession
21
What is being said about
Teaching 2030…
“A fresh take on the real future of teaching, Teaching
2030 delves into the myriad of issues that teachers
face today and will confront in the future. Barnett
and his colleagues pose bold ideas for recruiting
and rewarding teachers. They point out how we
should restructure accountability and more, in order
to provide our nation’s children with the education
they deserve.”
—Richard Riley, former U.S. Secretary of Education
and former Governor of South Carolina
“There is no other person in our country that captures
the teacher voice like Barnett Berry. In his new book,
Barnett works with 12 expert teacher colleagues in
describing what teaching must look like in 2030 and
what we need to do now. It is a call for policymakers and
the to recruit the brightest and best to join our ranks
and prepare them to lead the way for transforming the
public schools. This is a must read for all practioners
and policy makers to ensure our schools are ready to
prepare our students for 21st Century Careers.”
—Dr. Betsy Rogers, 2003 National Teacher of the Year
“Teaching 2030 lays the groundwork for a bold vision
for the teaching profession. In championing a studentcentered profession, Barnett Berry elevates the voices
of expert teachers on how to rejuvenate the educator
workforce through policy and practice. He challenges
us to rethink the ‘brick-and-mortar’ education career of
the past and to envision the possibilities for creating
the schools we need for the future.”
—Bob Wise, former West Virginia Governor and
President of the Alliance for Excellent Education
“Teaching 2030 is a remarkable, revolutionary
picture of the future of our schools. Blasting the
intellectual meltdown shaping too much of today's
education policy, Berry and his colleagues reveal
extraordinary opportunities to improve our schools
and serve every student. Deeply respectful of
teachers, Teaching 2030 proposes how teachers and
support professionals can help craft and take more
ownership of their professions. This is an exciting
and hopeful vision of possibility.”
—Dennis Van Roekel, president, National Education
Association
“In this engaging volume, a notable and diverse team
of accomplished teachers, and a researcher who
advocates for them, explain why the teaching
profession needs a dramatic overhaul and present an
intriguing path to a more promising future. This
provocative work is a welcome contribution to
thinking about how we can get our kids the teachers
they need.”
—Frederick M. Hess, Resident Scholar and Director
of Education Policy Studies, American Enterprise
Institute
“Teaching 2030 is a brilliant look at the future of
teaching in America from the perspective of those
who know most about what it is and should be:
accomplished teachers. Working with Barnett Berry,
himself a former teacher and one of the nation’s
foremost experts on teaching, these voices frame the
issues and the possibilities with passion, knowledge,
and insight. Everyone who cares about teaching and
learning should read this book.”
—Linda Darling-Hammond, Charles E. Ducommun
Professor of Education, Stanford University and
author of The Flat World and Education