Beyond buy-in

Smartly tapping into teachers’ expertise can produce dividends in developing policies that teachers will embrace and gladly implement.

Most education reform initiatives fail for a simple reason: They are impractical. This outcome is directly linked to the life cycle of a typical education reform initiative in which teachers are invited to provide the stamp of “teacher input” at the last minute. After funding is secured. After plans have been codified. After timelines have been set. Teachers are asked for input just before implementation will occur, when everyone’s concerned about teacher buy-in — as though this buy-in is merely a matter of marketing.

The thinking typically goes like this: “If we can just get a few teachers to look at this ahead of time, then everyone will be on board, and student achievement will increase exponentially.” Often tried, never true.

Imagine what could happen if practicing classroom experts were involved in every step of reform — from initial design to planning to implementation to evaluation of results. It most certainly would happen if we are smart about implementing the Common Core State Standards. After all, content standards are familiar terrain for teachers who are responsible for putting standards into practice daily. The implementation of the Common Core represents a tremendous opportunity to capitalize on teacher leadership and classroom expertise.

Having worked with National Board Certified Teachers in North Carolina and Kentucky who piloted the Common Core in their classrooms, we have identified successful implementation practices for states and districts across the country.

Engage accomplished teachers in creating plans.

As the catalysts for change within education, the best teachers should be leading plans for Common Core implementation. Board-certified teachers fit the mold. They have proven themselves as expert practitioners through a rigorous review process, and they know what it takes for students to learn.

The nearly 100,000 board-certified teachers across the country are among the most underused resources in American education. Invest in their expertise from the beginning by allocating the time, space, and reward necessary for them to craft implementation plans that will work for the realities of the classroom.

Hire current practitioners to develop tools for classrooms.

Experienced teachers can be appropriately critical when required to use poor-quality tools. Teachers readily recognize when assessments are not valid or reliable, when professional development is not job embedded, and when student data is long on quantity and short on quality. Why not draw on their expertise and develop new tools?

Record evidence transparently.

Particularly when piloting a new policy, data must be available publicly, including data that do not support the initiative. Our team of teachers posted work from all students online — not just the top performers — for others on the team to analyze. As one teacher said, “The most powerful endorsement of any educational reform is the work that regular students create.” While data collection can be time consuming, this valuable step can also act as a learning tool when designed correctly.

Provide avenues for teachers to spread their expertise and reflections.

Great teachers are making a difference for students every day in schools across the country. We should identify effective teachers through a variety of methods and provide opportunities for them to share their expertise with colleagues locally and virtually.

Web 2.0 tools allow teachers to collaborate across time and space. Their lessons, student work samples, and instructional videos can populate open-source virtual networks that enhance practices and contribute to the collective expertise of educators across the country.

More than 11,000 school districts in 45 states and the District of Columbia will be implementing the Common Core. Even the most cynical policy maker will acknowledge that learning outcomes will not improve without the cooperation of those charged with the standards’ daily implementation: classroom teachers. However, moving beyond mere cooperation and buy-in requires a shift toward identifying and elevating the very best educators to lead their colleagues in making this important change. We know where to begin that search, with accomplished teachers who are already demonstrating results with their students. Stop selling teachers on the Common Core. Instead, acknowledge and spread teachers’ expertise. Invite teachers to own this promising shift in teaching and learning.

Citation: Eckert, J. & Kohl, K. (2013). Backtalk: Beyond buy-in. Phi Delta Kappan, 95 (2), 80.

ABOUT THE AUTHORS

Jonathan Eckert

JONATHAN ECKERT is an associate professor of education at Wheaton College, Wheaton, III. He is author of The Novice Advantage and maintains a web site at www.jonathanmeckert.com.