One
of the main differences between the U.S. education system and the systems that fail to outperform it in student achievement is the amount of time teachers spend in
the classroom in front of students versus the time spent in professional
development activities.
"Teaching Hours,” indicate time spent actually teaching within the
classroom, and does not include time spent on lesson preparation or correcting exams paper and supervising. Teachers in the U.S. spend much more time teaching than do their
counterparts in high-performing education systems. In these high-performing
education systems, fewer hours in front of a classroom means more time for
teachers to pursue professional learning opportunities throughout the working
week, including lesson collaborating with other teachers and
mentoring activities. All of this leads to a stronger, ever improving teaching
force and higher student achievement overall.
Even a small amount of extra time for professional development can improve
teaching. In British Columbia, teachers spend up to9 - 12 hours per week--around
ten hours more than their other high-performing peers, but a full 4 hours more
than the average U.S. teacher--in front of students and yet still participate in
one of the top-performing professional learning systems in the world. There are
two reasons for this: professional learning time is embedded in daily work
life; and teachers have time throughout the school week to improve their
teaching, rather than intermittent, piecemeal opportunities like those seen in
the "workshop model” in the U.S.
So true Dr Arora !