Does collective teacher autonomy positively impact student achievement? Kim Farris-Berg argues yes.
Teachers who have shared responsibility and accountability to design and run schools value a broader range of achievement than what is currently esteemed in K-12 schools—so much so that these teachers are seeking, designing, and financing new ways to assess this achievement. These teachers are using the information that they deem valuable to improve teaching and learning in their schools.
Learn more in this commentary on Larry Cuban's School Reform and Classroom Practice blog.