Contents contributed and discussions participated by Deron Durflinger - Van Meter

The role of an individual teacher in a school is like a player on a football team: all teachers are vital, but the culture of the school is even more important for the quality of the school
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If  a teacher was the most important single factor in improving quality of education, then the power of a school would indeed be stronger than children’s family background or peer influences in explaining student achievement in school.
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Most scholars agree that effective leadership is among the most important characteristics of effective schools, equally important to effective teaching. Effective leadership includes leader qualities, such as being firm and purposeful, having shared vision and goals, promoting teamwork and collegiality and frequent personal monitoring and feedback. Several other characteristics of more effective schools include features that are also linked to the culture of the school and leadership: Maintaining focus on learning, producing a positive school climate, setting high expectations for all, developing staff skills, and involving parents. In other words, school leadership matters as much as teacher quality.
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It insists that schools should get rid of low-performing teachers and then only hire great ones. This fallacy has the most practical difficulties. The first one is about what it means to be a great teacher. Even if this were clear, it would be difficult to know exactly who is a great teacher at the time of recruitment. The second one is, that becoming a great teacher normally takes five to ten years of systematic practice. And determining the reliably of ‘effectiveness’ of any teacher would require at least five years of reliable data. This would be practically impossible.
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But just having better teachers in schools will not automatically improve students’ learning outcomes.
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First, standardization should focus more on teacher education and less on teaching and learning in schools
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the toxic use of accountability for schools should be abandoned. Current practices in many countries that judge the quality of teachers by counting their students’ measured achievement only is in many ways inaccurate and unfair.
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In Finland, half of surveyed teachers responded that they would consider leaving their job if their performance would be determined by their student’s standardized test results
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Third, other school policies must be changed before teaching becomes attractive to more young talents. In many countries where teachers fight for their rights, their main demand is not more money but better working conditions in schools.
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I argue that if there were any gains in student achievement they would be marginal. Why? Education policies in Indiana and many other states in the United States create a context for teaching that limits (Finnish) teachers to use their skills, wisdom and shared knowledge for the good of their students’ learning.
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onversely, the teachers from Indiana working in Finland—assuming they showed up fluent in Finnish—stand to flourish on account of the freedom to teach without the constraints of standardized curricula and the pressure of standardized testing; strong leadership from principals who know the classroom from years of experience as teachers; a professional culture of collaboration; and support from homes unchallenged by poverty.
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