In the last two columns, I discussed evaluating schools, evaluating students, and evolving student learning models. This week, I’d like to discuss teacher education and evaluation. Teachers are the instrument of student learning, so teacher professional growth is the best way to achieve student growth. There is no more important profession than teaching because teachers develop minds. We have to get this right, for the sake of our students and our teachers.

The changes happening in schools require changing teaching methods, which means we are asking teachers to acquire new skills and strengthen others. Change can be uncomfortable or exciting depending on the culture within the school, which makes it very important how a school is led and how the work of teachers is supported. Change must happen, which means we expect not only students, but also teachers, to be life-long learners.

A nationwide professional standard for teaching, the InTASC standard, says “Learning and teaching are complex because they involve humans and relationships.” Teaching well requires many skill sets and an array of knowledge, from stages of child development to multiple ways to teach an idea, and how to cultivate student interest. Each student, and each lesson, may require a teacher to gain new insight about the student and/or use a new teaching approach.

Teacher evaluations must be based on reliable data, and trustworthy assessments of performance. Research has proven InTASC and National Board standards are effective. These inform each teacher which of their skills most need strengthening, and provide insight into how to strengthen them.

Additionally, teacher assessments must be ongoing. They should be part of a year-round peer and mentor support system that help teachers reflect on their practice and achieve growth throughout the year.

Great teachers frequently discuss their teaching practice with other teachers, reflect on their own practice, and seek the support and guidance of mentors. Growth in teaching doesn’t come through merely learning something new in professional development. It comes from each teacher figuring out how to use it in their classroom, and learning to do it well.

Finally, we need a community of educators in every school and every school district, working to help each other learn and grow. Principals, with support from superintendents and school boards, are essential to creating a strong culture of teaching and learning. Administrators have to make good decisions addressing subject areas or skills that are weak overall within the school, correcting problems caused by curriculum design and outdated or inadequate resources.

Creating stronger schools requires capable leadership that fosters a healthy culture of learning, positive expectations, supports teacher professional growth, and a collaborative environment to achieve goals.

Change is necessary across the board in education. The goal of education is to prepare students for success, so it too must adapt. Improving education is not a destination which is reached, but an ongoing practice of thinking about what is working and what is not, learning and implementing new approaches, and embracing change. Teachers and principals must lead that journey.

Sen. Christopher Johnson lives in Somerville and represents Maine Senate District 20.