Knowledge is only useful if there are processes for getting it into use.
Teaching as a field is hamstrung by the absence of good training and induction for teachers in their first few years, the lack of high quality professional development for more experienced teachers, and the way in which schools are not organized to support collaboration and continuous learning. There is also little vertical alignment across the system, which means that the way in which teachers are trained may not match their induction, PD, or school or district-based experiences. Making progress in this arena will require both significant improvements on each of these elements and greater alignment across them.
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