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Teachers fully in charge of what matters for student and school success is now a movement, growing steadily in nearly half the states of the U.S. According to a national survey, most teachers in America are unaware that this is a professional option. And, because most thinking is about "real school," it is apparently not "safe" for even scholars to talk about teachers being in charge. Nearly every book diagnoses the problem then defaults to a conventional remedy - like chasing good principals. This book is aimed at raising the teacher-powered movement's visibility, making it safe to talk about teachers in charge of schools, showing how this arrangement erases the talent drain now plaguing the schools, and offering evidence that students do better in these schools than they do in the conventional system. The book outlines how the movement could get bigger, faster. And the massive institutional resistance to change that slows its progress. And unlike most books, the author sees teachers unions as part of the solution.
List of contents
Foreword
Preface
Acknowledgements
Introduction
Chapter 1: IMAGINE A DIFFERENT SCHOOL -- Teaching As a Real Profession
Chapter 2: LET GO -- Autonomy is the Key
Chapter 3: TRUST THE TEACHERS - Finally - The Movement Itself
Chapter 4: HIT THE ACCELERATOR -- How the Movement Might Grow
Chapter 5: ROCKS IN THE ROAD -- Getting Past Some Obstacles
Chapter 6: FIRST BIRD OFF THE WIRE -- Bargaining for What Future?
Chapter 7: CONCLUSION
Epilogue
Bibliography
About the author
Curtis Johnson has been a teacher and later president of three colleges. He has co-authored four other books, the latest being the award-winning 2008 Disrupting Class, with Clayton Christensen and Michael Horn.
