Finnish Success: Teachers-Time-Trust-(No)Tests-Class Size

As I try to capture my time and Fulbright experience, the hardest aspect to explain thoroughly and accurately is the trust of teachers.  Many have written about it, but you just have to experience it.  I  am the fortunate one to experience the trust through Fulbright -- Thanks Senator Fulbright for envisioning these international partnerships and collaboration!

In Chicago and the U.S., we need to revisit, in the long term, our preparation and training of teachers.  I will write more about that soon.  Today, I want to write about more immediate issues that individual school districts have some control over:  Time, Trust, Testing (none), & Class Size.

Time:  There is plenty of research out there about the use of time -- more time in the school day (or year) does not necessarily equate to better achievement.  It is the quality use of time, along with other factors that enable teachers to set up the opportunity for quality teaching & learning for kids.  Look at Finland -- one of the  shortest school days, but still among the top performers world wide.  Why is that?  Shorter school days, especially for younger kids, so that they maximize their attention span.  Plenty of breaks built into the school day so kids are refreshed and attentive.

Trust:  Teachers have more time built into their school days and weeks without kids in front of them so that they can (1) collaborate with colleagues, (2) prepare experiments and inquiry-based lessons, and (3) provide substantive written feedback to kids (Love this last one -- I  spend so much of my personal time providing feedback to help kids with their misconceptions). 

Tests - NO STANDARDIZED TESTS:  OK, so we will not get rid of all of the tests in the U.S. any time soon, but couldn't we eliminate half?!  If districts eliminated some of the tests they would: (1) demonstrate trust for teachers' work (google Assessment for Learning and find all the international research out there how top performing countries have given this trust to teachers with formative assesments and reduced/elminated standardized tests), (2) regain instructional time, (3) provide substantial financial savings (think of all the costs), and (4) relieve kids' stress, and much more...

Class Size:  every middle school class I visited had 18-24 students.  The teacher typically (almost always) presented the lesson or challenging  problems then circulated the classroom and checked in with each student 1, 2, or 3 times.  In this setting, it makes sense to all that these teachers know their students' strengths and needs better than I ever will.  In recent years, I have had 33, 35, and even 37 kids in a class often with special ed and ELL kids included.

I want to shout from the roof tops one of the most obvious examples of trust here and lack of trust in the U.S.  When teachers in Finland speak about what is best for kids' learning -- they are heard and even sought out by principals & policymakers.  Usually when American teachers speak out, education officials, policymakers and even some parents perceive teachers to be advocating for themselves first and not what is best for kids to be successful.  How can teachers' suggestions be more respected by the supervisors and policymakers in Chicago and the U.S.?

Collaboration in Action

Today I was able to meet with an important official at the Trade Union of Education in Finland (OAJ). A couple weeks ago, I attended the teachers' national conference and pursued this avenue as another resource to identify mathematics teachers and schools to visit.

When I arrived at OAJ the receptionist asked if my whole group was here. I responded that it was just me, but I had a follow up question, "Does she usually have large groups?" and the reply was yes -- now I felt important and told her when we met. In the course of our two hour conversation, I learned that she organizes visits for delegations from various countries including last year's visit by the American Federation of Teachers (AFT) President Randi Weingarten (that had a lot of coverage).

The HUGE difference in Finland is the recognized, understood, and expected role the teachers union has in shaping education policy, working conditions, and teachers' salaries. Case in point, the country is currently planning revisions to the national curriclum and there are three stakeholders working closely on the process: the government, that National Board of Education, and the teachers' union. Teachers have a respected voice in planning what is best for kids and their learning. How can we work towards this level of collaboration and respect in the U.S.?

I apologize if I am getting repetitive with my posts, but the current state of education in Finland took time. In the 1970s, Finland implemented the requirement for all teachers to earn a master's degree and the teacher preparation through universities with teacher training schools. Besides investing and strengthening their teacher force, over time this established teachers with high status and respect.

In our U.S. history, teachers had a higher level of respect and were listened to by parents, administrators, and political leaders about what is best for kids. We need to gradually and assertively rebuild this level of respect and collaboration.