Marc Tucker's Presentation

Teachers’ Professional Development
The High Performance Management
Marc Tucker, CEO and President of NCEE
Professional-Model Work Organization
in the High Performance Law Firm
Moving Up
• More compensation
• More authority
• More responsibility
• More status (in the firm and the community)
• Greater esteem ***
Moving Up – How You Get There
• Get better and better at the work
• Lawyering
• Developing others
• Leading others
• How you get better at the work
Read everything you can get your hands on
Research your cases
Observe the best attorneys
Get the most out of your coaches and mentors
• You are learning all the time. It is built into
the warp and woof of your work
Why It Works
• Advancement is based on doing your job
to a high standard, which requires:
• Increasing your own expertise
Constant reading
Critiquing the work of others
Practicing in front of others and getting their
• Getting mentored and coached
• Developing the expertise of others
Teacher Development: U.S. Model
• “Workshop” model
Lectures given to classes of teachers
Agenda comes from others, not the teachers
Time away from the work
Disconnected from the life of the school
• Improvement in teacher expertise tops out after a
few years
• Teachers learn what they have to learn to be “good
enough”; no incentive to do any better; job the same
at the end as at the beginning
• Teachers will sit through PD if they are paid to do so,
keeping one eye on their watch
Teacher Development:
The “Shanghai Model”
• Begins with career ladder; movement up
the ladder based on:
• increasing expertise as teacher and
• increasing demonstrated ability to develop
other teachers and to lead them in the work
of improving instruction in the school
• Much more time for teachers to work in
teams to improve every aspect of school
operations, especially instruction
Teacher Development:
The “Shanghai Model”
• Teachers work in teams, do their own research, use
continuous improvement cycle
• Set clear objective
• Read global research literature to determine best
• Build development plan based on the best global
• Build research and evaluation plan to track project
• Develop new instructional approach
• Implement, observe, critique, correct course, evaluate,
correct course
Teacher Development:
The “Shanghai Model”
• Teachers in upper ranges of career ladder
responsible for mentoring, coaching others,
leading others
• In Shanghai, everyone except master teachers has
a mentor/message: everyone can get better
Teacher Development:
The “Shanghai Model”
• So where is the Professional Development?
• Woven into the work
• Pervasive coaching and mentoring from highly
accomplished senior teachers in your own school
• Teachers in each other’s classrooms all the time,
observing, critiquing, learning from each other
• Teachers working in teams, constantly doing research
on the literature related to the improvement projects
they are working on
• Teachers doing action research which gets published in
journals read by other teachers
• Teachers reading the literature and taking workshops of
their choosing, not to accumulate credits but to build
expertise that will be rewarded in career advancement
Key Features Compared: Shanghai,
Singapore, Hong Kong, British Columbia
• Career ladder system for teachers and principals
• Teachers expected to get better and better at the work
• PD woven into the work, seen as driver of school
• Teachers responsible for their own learning and the
learning of other teachers
• Time set aside every week for sustained collaborative
school improvement projects
• School-based research, continuous improvement system
• Teachers mentor, lead, publish research
• Supervisors rewarded for effective PD of faculty
• Singapore and Shanghai have very well
developed career ladders that are at the
center of their professional development
• Hong Kong and British Columbia do not,
but are also top performers
• Can we conclude that career ladders are not
essential features of high performance
professional development systems?
My Answer: YES!
• Hong Kong and British Columbia:
• Select from higher segments of their high school
graduating classes than the U.S.
• Have stronger teacher education institutions than
the U.S.
• Provide more support to practicing teachers than
the U.S.
• Have stronger professional cultures than the U.S.
• U.S. will not succeed unless very strong
measures are taken to incentivize practicing
teachers to continually improve their expertise
• Strong career ladder systems are the most
powerful tool available to do that