教学的职位描述

教学的职位描述

byGrant Wiggins,真实的教育

A rarely discussed weakness in education is the lack of a true job description for teachers in hiring. Being told that “you will teach US History” or “we are hiring you to be a 4th grade teacher” is not a job description. It doesn’t say what you are responsible for causing. It merely describes the content and level you will be teaching. It doesn’t demand that you achieve anything in particular. It only says that a certain slot and set of roles should be filled and certain content should be covered.

A real job description would be written around the key learning goals and Mission-related outcomes. What am I expected to cause in students? What am I supposed to完成? Whatever the answer, that’s my job.

The Danielson教学框架doesn’t really address this problem, despite its many strengths. All the domains are about skills, not achievements; inputs, not outcomes: Planning and Preparation, the Classroom Environment, Instruction, and Professional Responsibilities. Couldn’t you therefore have these skills but not be an achiever of outstanding results? Vice versa: I have known many teachers who do little more than cause learning, yet would be found wanting on many of the components (think: Jaime Escalante or any gruff loner – but respected veteran teacher).

有趣的是，在其他领域的职位描述通常更清楚地知道所寻求的结果。这是印第安纳州劳动力发展部的营销经理（可以说只是“老师”的不同版本）的职位描述的摘录：

• 计划并准备广告和促销材料to increase sales of products or services.
• Inspect layouts and advertising copy and edit scripts, audio and video tapes, and other promotional materialfor adherence to specifications.
• 程序meet identified buyer targets.
• Monitor and分析促销结果以确定成本效益of promotion campaigns.
• 阅读贸易期刊和专业文学to stay informed on trends, innovations, and changes that affect mediaplanning.
• Track program budgets and expenses and campaign response ratesto evaluate each campaign based on program objectives and industry norms.

请注意，每个项目中的斜体词组如何建立一个角色的绩效目标：“提高销售……遵守规格……符合买方目标……确定成本效益……以保持知识……以评估每个活动。”老师很少以这样的结果雇用老师多么奇怪。

几年前，我与一位高中校长就我们的招聘问题进行了启发性的对话。我们在争论如何处理这么多老师，只是通过教科书进军。我对他说：好吧，你是校长，你可以改变这个。“哇！”他反驳。“我无法控制他们的工作。我只是在购物中心租给他们的空间。”也许是一个讽刺和夸张的夸张，但对一个非常普遍的现实的醒目的看法。雇用后，您通常可以根据自己的意愿定义工作。

4“事情”每个老师都必须“原因”

I think we can boil the desired results of “teacher” down to a few core obligations. An educator must arguably cause four things in learners.

1. 与以前的观察，调查和客户反馈确定的对主题和学习的兴趣更大
2. 与关键课程目标有关的成功学习，正如相互同意的评估所反映的那样
3. greater confidence and feelings of efficacy as revealed by student behavior and reports (and as eventually reflected in improved results)
4. 每个学习者的热情和智力指导

1. For some odd reason the issue of student boredom and lack of interest in school work is rarely addressed in job descriptions and evaluation, even though it is arguably one of the greatest impediment to higher levels of student achievement. No one is going to meet higher standards if the work and classroom are boring. Ourstudent survey resultsmake the needs and solutions crystal-clear.

2.成功的学习从BSeline中理解为获得的收益是一个不费吹灰之力的：对每个学习者有所作为，超越了仅在学校年龄较大的年龄增长而导致的预测效果大小。即使增值指标在宏观层面上是虚假的，它们在本地层面至关重要。我们应该要求对有价值的评估任务进行前和后结果，这些任务构成了正在进行的关键目标的核心，例如论证，沟通，解决问题等。（许多较新的问责制系统都试图做到这一点SGO或SLO是无效或愚蠢的，旨在游戏系统。）

3.使学生感到更加能力和自信。没有人（包括教师）可能会学习学习环境是否会使人们感到疏远，愚蠢或无关紧要。我们还知道，如果学生认为控制源在自己之外，那么学习高水平的可能性就不大可能，并且对失败的反应将是功能失调的。改变这种宿命论应该是教师职位描述中高估的组成部分。

4. You cannot achieve great results without knowing kids and playing to their strengths, no matter how fixed the standards and curriculum are. How many students are regularly helped to play to and recognize their strengths as a中央part of planning, teaching, assessing, and reporting? The ideal was framed nicely by the SCANS report:学生应该离开学校，而不是成绩单. How many teachers (besides primary-grade teachers) spend the first week of school mostly getting to know the strengths, weaknesses, talents, interests, and styles of all learners – and then taking a few days to modify plans accordingly? Interestingly enough, almost all coaches do this: early practice is primarily about seeing who you have and what they can do; and adjusting accordingly.

“I have to cover the content”

通过真正的职位描述，我们最终可以解决教育中的一个很大的问题，即工作是涵盖内容的普遍观点。不：marching page by page through a textbook (or the written curriculum) can never be your job as a teacher – ever.教科书或课程完全独立于您的目标和学生书写；这是一种通用资源，仅将全面的信息和课程汇集在一起​​，以供成千上万的美国各地有不同需求的人使用。它对形成性评估的结果完全不敏感，并且几乎确定要引起高水平的学习需要偏离分页。

因此，教科书真的很像字典或百科全书。而且，我们不会要求您通过从a到z的字典来学习英语。然而，这几乎是所有教科书驱动的教学等等的。与词典和百科全书一样，您将根据需要咨询它们 - 即鉴于特定的总体目标。这种教科书的方法很少发生可能是澄清工作的最大指标。

Once the goals are clear, intelligent decisions about the textbook can be made:

• 教科书中的哪一章对我的目标，课程目标，任务和标准是核心？
• 哪一章并不重要，仅与我的目标，课程目标，使命和标准联系起来？
• 可以跳过哪个章节，因为它们与我的目标，课程目标，任务和标准无关？
• What must I do to supplement the text in order to achieve my goals, course goals, Mission, and standards?

“不，你不明白！我必须介绍所有这些内容，以准备测试！那是最重要的，不是我的目标，我经常对此感到困惑。我们必须为测试做准备，因此我们必须介绍所有内容。”

But as I have long argued, backed by both evidence[1]而且常识，这种广泛的哀叹根本没有意义。这是您在说的，真的：“我会相当teach for understanding and engagement, but I can’t. I ‘have to’ just cover all this content superficially and right out of the textbook. That’s what the tests demand.”

Really? The testsrewardsuperficial and disengaging teaching? You need to teach糟糕获得更高的考试成绩？工作有要分散且无趣，以便为测试做好准备吗？

Such a view defies common sense as well: the best teachers I have seen make their subject interesting and they make it hang together via interesting problems, big ideas, and clear performance goals. Endless content coverage is actually the approach of someone who has no explicit course goals and strategy for staying focused on them. In other words, someone not clear on their job.

我责怪雇主，而不是老师：职位描述是他们的义务。雇用它并对其进行评估是他们的主要义务之一。是时候我们在工作场所正确地获得这种专业精神的基本行为了。

[1]参见Shwartz等（2009）和Bain（2004）。

（对于博客目的而言，这是我几年前写的一章，这是一个经过详尽的修订。Solution Tree book on teaching）;This article was excerpted from a post thatfirst appeared onGrant’s personal blog;Grant can be foundon twitter here;image attribution flickrglobalpartnershipforeducation;教学的职位描述