Learning from Abroad

published April 6th, 2011 in Ed Week

I found this article to be incredibly interesting and would highly recommend it to anyone who is truly interested in improving the educational system in this country. It examined many of the characteristics of successful international education programs. If our country had the opportunity to wipe the slate of the educational system clear and start again, we might consider these components from other systems:

1) “Successful education systems focus intensively on what happens in schools and classrooms  
      between students and teachers.”

In nearly every conversation I’ve engaged in at Willamette, at the heart of every issue is the relationship developed between the student and the teacher. This concept seems like a no brainer, yet is not always the focus of every school.

2) “Strong education systems give their highest priority to helping their teachers and principals get 
      better at their work.”

Time is provided for teachers to collaborate and receive professional development training.

3)  Some successful countries, like Singapore, require everyone interested in the educational field to attend school and work toward a master’s degree. Once an individual has been established as an effective teacher, they can choose which track to advance toward. They could become an administrator, a specialist in research and development, or continue as a classroom teacher. The pay scales for each track are comparable.

4) “Most high performing countries begin with some form of national curriculum.”

The article goes on to state that the curriculum is less structured so that it can be tailored to fit the needs of the local community. The curriculum provides guidance to teachers about how required topics might be taught.

5)  “Most high performing systems provide students with a choice between a pathway leading to a 
      university and a pathway leading more directly to a career.”

When Oregon developed the CIM and CAM program, we were actually on track for developing a successful idea. Unfortunately, the implementation of the program was a mess and eventually led to its demise. The idea is solid, we need to further examine how international systems implemented their program.

6)  “Countries with a strong education system do not leave it to the vagaries of the wealth of local 
      communities to fund education.”

Look at what has happened to the local districts with the downturn of the economy. They are left begging local communities for more tax money in order to provide services. Smaller, poorer districts are simply forced to cut staff and programs as the community can’t afford to pay more.

7) “High performing systems have a more collaborative and trust based culture. Their administrative 
     leaders are relentlessly positive and optimistic in their communications, stressing everyone’s 
     capabilities and contributions, not their deficiencies.”

Doesn’t it make sense to have administrators model the same type of interaction they hope their teachers will have with the students?


While the odds of such a major overhaul in the American education system are low, I feel that if we keep our minds open to what is proven to be successful elsewhere, there is in fact hope for the future.