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This article argues for a 21st-century education system to replace industrial-age practices driven by rote test preparation. It proposes a comprehensive reform plan, including a new teacher development and evaluation template, a redesigned due process approach, improved tools and trust for teachers, and stronger labor-management collaboration to ensure productive, meaningful student outcomes.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/four-approaches-to-quality-teaching-and-better-schools-a-new-path-forward/592330/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"McGucket","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"What overarching goal do professional educators share?","Question",{"text":106,"@type":107},"They aim to see all students succeed in school and life.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"Why does the article argue that standardized test practices are insufficient?",{"text":111,"@type":107},"It claims filling in bubbles on standardized tests does not prepare children to succeed in life in a global knowledge economy.",{"name":113,"@type":104,"acceptedAnswer":114},"What evaluation approach is being proposed?",{"text":115,"@type":107},"A constructive, meaningful, and ongoing system for teacher development and evaluation that incorporates teaching standards and best practices, including student outcomes.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},592330,1792074333,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":123,"read_time":52},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","ThE ProfESSionAL EducATor  \nANew Path Forward  \nFour Approaches to Quality Teaching and Better Schools  \nProfessional educators—whether in the classroom, library, counseling center, or anywhere in between—share one overarching goal: seeing all students succeed in school and life. While they take great pride in their students’ accomplishments, they also lose sleep over their students’ unmet  \nneeds. Professional educators routinely  \ngo above and beyond the call of duty: they meet with students before and after school, reach out to students’families in the evenings and on the weekends, and strive to increase their knowledge and skills. And yet, their efforts are rarely recognized by the society they serve.  \nThe AFTis committed to supporting these unsung heroes. In this new column, we explore the  \nwork of professional educators—not just their accomplishments, but also their challenges—so that the lessons they have learned can benefit students across the country. After all,  \nlistening to the professionals who do this work every day is a blueprintfor success.  \nillustrations by nenaD JaKeseViC  \nBy Randi Weingarten  \nO  \nn the West side of Philadelphia, in a plain building surrounded by graffiti-covered walls and boarded-up houses, ateam ofinner-city kids ishard at work building the ultimate car of the future. Among them are  \nkids who might have fallen through the cracks someplace else. But atthe auto academy at West Philadelphia HighSchool, they’re  \nRandi Weingarten is the president of the American Federation of Teachers. Highlights from her career include serving as president of the United Federation of Teachers, as anAFT vicepresident, and as a history teacher at Clara Barton High School in Brooklyn’s Crown Heights. This article is adapted from her January 12, 2010, speech atthe National Press Club. To learn more, [visit](visit www.futurestogether.org)[ www.futurestogether.org](visit www.futurestogether.org).  \nbuilding hybrid cars that—according to Popular Mechanics—are among the top 10 entries in a $10 million contest to design the next generation of green cars. They’re the only high school team in a competition that includes the likes of Tesla Motors, Cornell University, and even MIT—until West Philadelphia beat out MIT to move to the next round.  \nThese students are developing vehicles powered by biodiesel and electric motors, and the cars go from 0 to 60 in less than four seconds. Thanks to great teachers, the West Philly kids are learning about engineering, design, and business fundamentals—concrete knowledge and skills for today’s economic realities. They’re developing habits of mind and learning to apply academic content to solve real-life problems and develop important skills. They’regaining confidence that will help them reach their full potential in life; they’re learning values that will inspire them to make  \n36 AMERICAN EDUCATOR | SPRING 2010  \nmeaningful contributions to their communities. This is the kind of education that all our public school students deserve.  \nBut in too many places, our public education system—which educates over 90 percent of our children—still operates on an Industrial Age model. And in too many schools, the federal education law No Child Left Behind has made it worse, creating the pedagogical equivalent of a factory by reducing the learning experience to a conveyor belt of rote prep sessions and multiplechoice tests.  \nIn a global knowledge economy, filling in the bubbles on a standardized test isn’t going to prepare our children to succeed in life. This is the time to shed the old conflicts and come together. I am suggesting a new path forward—toward a 21st-century education system, a serious and comprehensive reform plan to transform our schools, ensure great teaching, and prepare our children for productive, successful, and meaningful lives.  \nFirst, I am calling for a new template for teacher development and evaluation—a constructive, meaningful, and ongoing system that incorpor","cbCaibP443A5ampq","https://ap.wps.com/l/cbCaibP443A5ampq","pdf",148029,"English","# Four Approaches to Quality Teaching and Better Schools\n## A New Path Forward\n## Constructive Evaluation","[{\"question\":\"What overarching goal do professional educators share?\",\"answer\":\"They aim to see all students succeed in school and life.\"},{\"question\":\"Why does the article argue that standardized test practices are insufficient?\",\"answer\":\"It claims filling in bubbles on standardized tests does not prepare children to succeed in life in a global knowledge economy.\"},{\"question\":\"What evaluation approach is being proposed?\",\"answer\":\"A constructive, meaningful, and ongoing system for teacher development and evaluation that incorporates teaching standards and best practices, including student outcomes.\"}]","Four Approaches to Quality Teaching and Better Schools - A New Path Forward | PDF"]