November 19, 1997

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Vol. 17, Issue 13
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Many schools and colleges of education are altering their programs in response to policy mandates and public criticisms. The work is piecemeal and the pace is slow. But the good news is that there is a reform movement in teacher education.
I had come to the national center to share some critical curriculum and professional-development materials, written and implemented over the past two years by Rochester teachers, in close collaboration with members of affiliates of the Rochester Labor Council. Through our project, funded by state, federal, and foundation grants, teachers have been invited to examine their own working conditions, career paths, work values, and views about current work issues, and to re-examine how and what to teach their students about work.
Nearly every state is working vigorously to set academic standards for students and to devise ways to measure them. And a national board has established rigorous standards for teaching. But these efforts to raise expectations for what 3 million teachers and 52 million students do inside the classroom will fall short unless states and school districts set standards for the school leaders responsible for every classroom: the nation's 80,000 principals.
FOUNDATION SUPPORT: Coverage of specific topics in Education Week is supported in part by grants from the Eli and Edythe Broad Foundation, the Bill & Melinda Gates Foundation, the CME Group Foundation, the Carnegie Corporation of New York, the Jack Kent Cooke Foundation, the Joyce Foundation, the NoVo Foundation, the Noyce Foundation, the Raikes Foundation, the Wallace Foundation, and the Walton Family Foundation. The newspaper retains sole editorial control over the content of the articles that are underwritten by the foundations. Additional grants in support of Editorial Projects in Education’s data journalism and video capacity come from the Leona M. and Harry B. Helmsley Charitable Trust and the Schott Foundation for Public Education. (Updated 1/1/2017)

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