Instructional Coherence: The Changing Role of the Teacher

Despite the literally thousands of efforts to improve schools since World War II, few have had significant or enduring effects on instruction and student learning (Cohen & Ball,1999). A recent review of federally-funded research suggests that researchers, educators,and reformers now understand that "when curriculum, instructional materials, and assessments are all focused on the same goals - that is, when the policy systems that frame education are coherent - the prospects for educational improvement are enhanced" (Koppich & Knapp, 1998, p. 2). However, translating policy coherence into improved instructional coherence and student learning seems more elusive and complex than anticipated. As long as reform ideas continue to confuse and frustrate teachers, can we expect significant and enduring improvement in instruction and student learning?

In this paper, we show that policymakers and researchers have changed their views about school improvement and the role of teachers in the process. We suggest that educational reform initiatives challenge classroom teachers to make sense of new policies, ideas, programs, and their own work. We also note, however, that teachers should receive more help in their efforts as new conceptions of reform and teachers' learning become more popular. Finally, we propose that supporting teachers in their development of a stance toward their practice that is focused on learning and learners can promote instructional coherence and improved student learning. Specifically, we examine six dimensions of teachers' work: knowledge, professionalism, collaboration, instruction, agency, and authority.

SEDL has published several publications about Promoting Instructional Coherence:

• A Flashlight and a Compass: A Collection of Tools to Promote Instructional Coherence
• Annotated Bibliography of Resources for Educational Reform, Coherent Teaching Practice, and Improved Student Learning
• Instructional Coherence: The Changing Role of the Teacher
• Promoting Teacher Inquiry: A Study Group Approach
• Restoring Meaning to Teaching (companion video)
• Using Reflection to Promote Instructional Coherence