From Isolation to Collaboration: Reimagining Teacher Support Systems
In his thought-provoking article “Too Much For Mere Mortals,”Peter Greene shines a spotlight on a critical yet often overlooked aspect of the teaching profession: the herculean task of curriculum development and instructional planning. Greene astutely points out that whilst many teachers are wary of top-down mandates, they desperately need the support of their districts in the form of well-designed scope and sequence documents and access to high-quality instructional materials.
As a special education RSP teacher in Los Angeles, I have witnessed firsthand the challenges faced by many of my colleagues who enter the profession without extensive training in curriculum design. While my own background includes, among others, a masters in instructional design and a PhD in education from a previous career, I recognise that I am the exception rather than the rule. The majority of educators in the United States enter the classroom with a passion for their subject matter but only a basic understanding of how to effectively plan and deliver instruction. This is not a criticism of their dedication or abilities, but rather a reflection of a system that often prioritises subject matter expertise over pedagogical skills. The prevailing model seems to be to take individuals with an interest in a particular subject, provide them with a brief overview of classroom management strategies during their graduate school years (heavily steeped in behaviourism and token economies), and then expect them to thrive in the classroom with limited ongoing support.
The consequences of this approach are predictable and dire. Novice teachers, already struggling to keep their heads above water, are left to sink or swim when it comes to designing effective lessons and units. Even veteran educators often find themselves working in isolation, spending countless hours reinventing the wheel as they struggle to create coherent, engaging curriculum from scratch. The result is a patchwork of inconsistent quality and rigour, as well as a recipe for teacher burnout.
Greene’s proposal for districts to hire dedicated curriculum and instruction leaders is a step in the right direction. These individuals, tasked with curating, evaluating, and promoting high-quality instructional materials, could provide much-needed support and guidance to teachers at all levels of experience. By taking on the heavy lifting of curriculum development or adaptation, they could free educators to focus on what they do best: building relationships with students, differentiating instruction, and creating a positive classroom culture.
Moreover, Greene’s advocacy for a teaching hospital model, in which veteran teachers mentor their novice colleagues, is a common-sense solution to the problem of teacher isolation. By fostering a culture of collaboration and continuous improvement, schools can harness the collective wisdom of their most experienced educators while providing new teachers with the support they need to thrive.
Ultimately, if we are serious about attracting and retaining high-quality educators, we must be willing to invest in their success. This means reconsidering the way we prepare and support teachers, both at the beginning of their careers and throughout their professional lives. By providing access to high-quality curriculum and instructional resources, as well as meaningful opportunities for collaboration and growth, we can create a system that empowers teachers to do their best work on behalf of the students they serve.