I recently finished Dr. Richard DuFour's latest book, In Praise of American Educators: And How they Can Become Even Better. To say that I was inspired is an understatement. The book is a masterful blend of research and encouragement for everyone in education to do better on behalf of students; on behalf of all students.
One of the portions that has stuck with me while reflecting on this work and how I can bring it to Montpelier Public Schools, was the following:
"There is no evidence that teachers are withholding their best instructional strategies. I am unaware of any teacher who is thinking 'I know how to teach this concept really well, but I'm not getting paid enough to use my good instructional strategies. I'll just use my mediocre ones instead.' "
As educational leaders, when we think about ways to improve outcomes for all students, we must start from that place. We must start from the notion that everyone who serves students in any way is doing absolutely the best they can. Teachers are professionals, educating and serving students in ways that were not envisioned hundreds of years ago when public schools were created.
If we begin our thinking coming from the place of everyone is doing their very best, then envisioning ways to improve professional practice for better student outcomes for all students seems reasonable and manageable. Presuming the best builds trust and provides the foundation to makes changes possible. And let's face it, presuming the best is a way to maintain and improve relationships with the people who choose to educate and serve our students.
Wouldn't we want the same presumption made of us?
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