►
Description
This session at the 2016 NCSL Legislative Summit in Chicago focused on the new report “No Time to Lose: How to Build a World-Class Education System State by State.” The report is the culmination of nearly two years of study by the NCSL International Education Study Group, a bipartisan group of state legislators and legislative staff representing 26 states. The report explains the commonalities between the top performing countries, and details what steps states can take to once again compete internationally.
A
A
This
work
was
inspired
by
an
NC
SL
session
at
the
Washington
DC
fall
forum
in
2013.
Some
of
you
may
have
been
there.
If
you
remember
several
of
the
folks
who
were
part
of
that
original
panel
are
going
to
be
with
us
today,
but
this
was
a
session
that
was
held
very
shortly
after
the
2013
Pisa
results
were
published
and
we
heard
from
Andreas
Schleicher
from
oacd.
We
heard
from
mark
Tucker
at
the
National
Center
for
Education
the
economy.
A
We
heard
from
Randi
Weingarten
from
AFT
who's
here
with
us
today,
senator
Bruce
Starr
who's
with
us
today
and
others
about
what
the
Pisa
scores
mean
and
what
the
takeaways
are
from
those
top
performing
countries.
Immediately
following
that
discussion,
leadership
of
the
NCSL
Education
Committee
came
to
us
and
said
this
is
really
interesting
stuff.
We
want
to
learn
more,
could
in
CSL
help
bring
us
together
to
study
this
and
learn
more
about
what
these
countries
did
and
how
they
did
it,
and
so,
at
that
suggestion
we
worked
within
CSL.
A
We
recruited
some
partners
and
we
recruited
22
state
legislators,
11
Democrats
and
11
Republicans,
all
very
savvy
on
education
issues
in
their
states,
most
of
them
chairs
of
their
Education
committees.
And
then
we
asked
six
very
senior
legislative
staff
who
work
on
education
issues
to
join
us
as
well.
So
this,
the
NCSL
International
Education
study
group
was
born
28
members,
22
legislators,
six
legislative
staff,
and
we
began
this
wonderful
journey
around
the
world
to
study
what
these
countries
could
teach
us
as
States.
A
The
first
thing
I
want
to
do
is
ask
members
of
the
study
group
who
are
here
to
raise
your
hand
if
you
will
I'd
like
them
to
and
you'll
have
to
shout
out,
because
this
is
a
big
room
and
I
want
people
to
hear
you
I
want
you
all
to
be
able
to
know
who
was
on
our
study
group
as
we
go
through
this
morning
session.
We
don't
have
a
lot
of
time.
We
are
not
gonna.
A
Do
formal
Q&A,
but
I
want
you
to
be
comfortable
to
do
informal
Q&A
with
the
legislators
and
the
members
of
the
study
group,
as
well
as
our
speakers.
So
many
of
them
are
at
this
table,
senator
Lane
or
maybe
you
could
start,
which
could
you
stand
and
just
introduce
yourself
and
shout
so
people
can
hear
you.
A
Rachel,
okay,
I'm,
seeing
the
people
in
front
of
me
are
there
any
other
members
of
the
study
group
that
I
forgotten:
okay,
great
legislators
and
staff,
who
are
members
of
the
study
group?
We
also
had
the
support
from
five
terrific
partners
who
worked
with
us
to
help
us
learn
a
lot
more
about
the
issues
that
they
care
about,
and
several
of
those
partners
are
here.
A
American
Federation
of
Teachers
Chris
is
here
worked
with
us.
National
education
association
is
daya
here,
hi
great
good,
to
see
you
and
then
we
also
had
with
us
and
I,
don't
believe
they're.
Here
we
had
partners
from
the
Business
Roundtable
a
CT
and
also
Microsoft.
Is
there
anyone
here
from
those
organizations
that
I
missed?
Okay
great?
A
A
A
Next,
there
are
four
fundamental
elephant
elements
in
the
reforms
of
all
of
these
top
performing
countries.
First,
children
come
to
school,
ready
to
learn
and
extra
support
is
given
to
struggling
students
so
that
all
have
the
opportunity
to
achieve
high
standards.
These
are
on
page
11,
begin
on
page
11
of
your
report.
A
Next,
a
world-class
teaching
profession
supports
a
world-class
instructional
system
where
every
student
has
access
to
highly
effective
teachers
and
is
expected
to
succeed
next,
a
highly
effective,
intellectually
rigorous
system
of
Career
and
Technical
Education
is
available
to
those
preferring
and
applied
education,
and
fourth,
individual
reforms
are
connected
and
aligned
as
parts
of
a
carefully
planned
and
carefully
designed
comprehensive
system.
Those
are
the
four
major
elements
that
the
study
group
has
found
to
be
the
most
important
lessons
for
States.
A
So
here's
what
how
we're
going
to
run
the
next
45
minutes
or
so
in
this
session
here
we're
gonna
begin
with
two
members
of
the
study
group
and
I'm
going
to
ask
them
a
couple
questions
about
their
experiences
and
their
findings
and
their
messages
for
state
legislators.
We're
gonna
then
turn
this
stage
over
to
a
panel
moderated
by
mark
Tucker,
the
folks
at
the
National
Center
on
education.
The
economy
were
with
us
along
the
way
and
as
I
like
to
say,
they
opened
the
world.
Up
to
us,
as
we
studied
mark
was
wonderful.
A
The
support
from
Betsy
Brown
rusy
at
the
National
Center
were
so
significant
to
our
work,
and
then
we
will
finish
with
the
panel.
We've
asked
the
study
group
members
and
the
panelists
to
stay
behind.
You
will
have
a
chance.
Please
come
up.
Ask
questions,
get
copies
of
the
report.
Whatever
whatever
questions
you
have
or
more
information,
you
would
like.
Please
ask
us
at
the
end
of
this,
so
let
me
begin
by
introducing
senator
Howard
Stevenson
from
Utah
and
Senator
Joyce
Elliott
from
Arkansas.
A
C
B
Just
swallow
it.
Let
me
first
mention
that
Sheeran
Tomiko
Santos
from
Washington
was
originally
going
to
help
here,
but
she
had
to
return
home
because
of
medical
emergency
in
her
family,
but
we're
so
grateful
for
Senator
Elliott
being
able
to
pinch-hit
and
that's
why
she
doesn't
have
a
name
tag.
So
this
the
thing
that
became
so
clear
to
me
at
the
outset
was
this
notion
of
highly
effective
teachers
and
it
it
became
so
strident
in
why
we
don't
have
that
in
abundance,
and
it
first
starts
with
our
teacher
colleges,
our
teacher
preparation
in
America.
B
We
have
1,400
teacher
colleges
that
are
all
doing
their
own
thing
and
take
it
or
leave
it.
Yet
what
we
supply
our
customers,
the
the
school
districts,
the
L
EAS,
is
just
what
they
have
to
take
in
those
countries.
The
education
system
told
the
teacher
colleges
and
there
were
very
few
teacher
colleges
how
to
do
their
job
and
how
what
they
wanted
in
the
way
of
teacher
preparation,
so
I
think
there's
a
lot
we
can
do
as
legislators
in
that
regard.
Also
in
America,
teachers
are
thrown
into
a
classroom
on
being
hired.
B
The
door
is
closed
and
it
is
a
solitary
lonely
process
generally
in
those
countries.
Teaching
is
a
public
process,
a
collaborative
process
that
is
involving
everybody
in
in
the
process.
Also,
on
that
first
year
of
teaching,
teachers
aren't
required
to
come
up
with
their
own
lesson.
Plans
I
mean
as
you
think
about
it.
Why?
Why
would
we
expect
you
to
close
the
door
and
okay?
It's
all
yours,
you've
been
trained
for
four
years.
Somehow
you
have
the
magic
pixie
dust.
B
You
come
up
with
your
own
lesson:
plans
in
in
Shanghai,
for
example,
they
said
their
lesson.
Plans
were
polished
stones
and
each
new
newly
inducted
teacher
had
to
learn
how
to
deliver
the
polished,
stone
effectively,
not
invented
herself,
and
so
that
really
has
Minh
such
a
an
obvious
dissonance
for
me
of
what
we
need
to
change,
because
we
shouldn't
leave
these
teachers
on
their
own.
B
A
C
You
I
guess
all
of
us
have
great
ideas.
We
certainly
do
think
we
do,
and
one
of
the
very
key
things
that
was
obvious
to
me
right
away
was
that
those
ideas
we
have
offered
silver
bullets
and
we
think
if
we
should
shoot
our
magic
bullet,
everything
is
going
to
fall
into
place,
and
that
is
absolutely
not
what
these
countries
have
done,
rather
than
everybody's
idea
being
placed
into
the
educational
arena,
and
hopefully
this
is
going
to
be
the
one.
C
What
they
did
instead
was
they've
taken
years
to
put
together
a
coherent
system
and
taking
the
time
to
make
sure
once
they
put
the
system
in
place,
they
stayed
with
it,
for
example,
because
we
elect
the
next
prime
minister
or
the
next
president
or
the
next
senator.
The
mission
did
not
change.
Nobody
comes
in
and
gets
elected
and
say
now
I'm
the
education
governor
that
the
governor
this
year
or
prime
minister
and
that's
one
thing
I
think
was
hard
for
us
as
legislatures
to
do
because
we've
all
thought
it
would
just
do
this.
C
If
we
just
do
that,
this
is
going
to
be
it
and
we
had
to
go
of
some
of
our
junk
to
make
sure
we
could
get
to
a
consensus
that
you
called
the
report.
The
other
major
thing
was
about
child
readiness.
We
didn't
just
expect.
They
don't
just
expect
kids
to
show
up
and
Juli
mention
this
a
bit,
but
there
is
a
whole
culture
around
a
child
to
being
ready
when
the
child
shows
up
at
school
and
there's
not
discussion
about
this
other
than
how
are
we
going
to
get
it
done?
C
C
There
is
no
excuse
about
not
achieving
equity.
There
is
no
discussion
about
achieving
equity
other
than
how
do
we
do
it,
not
whether
we
should
do
it
and
then,
finally,
they
the
way
they
create
standards,
very
high
standards
for
everybody
assessments
of
those
standards,
but
the
way
the
assessments
use,
though
I
think,
is
something
really
new
and
different.
For
us.
They
use
the
assessments
to
inform
teaching
and
learning
not
for
high
stakes.
The
way
we
have
done.
That
was
one
I.
Think
that's
one
of
our
silver
bullets.
C
Thinking
that
we
just
do
the
testing
put
a
label
on
the
schools,
everything
will
magically
fall
in
place.
That's
not
the
way
it's
done,
but
once
again
it's
about
the
thoughtfulness,
the
coherency
of
it
all
the
stick-to-itiveness
to
make
sure
that
it
were,
and
it
becomes
a
mission
of
the
country
and
I.
We
had
to
let
go
of
things
of
assuring
ourselves.
We
are
so
different
from
those
other
countries
that
is
mythology.
We
are
not
all
that
different
from
these
other
countries
and
some
we're
more
alike
than
we.
C
Then
we
think
we
would
ever
ever
think
we
would
be,
and
I
have
just
walked
away
from
this
absolutely
convinced.
This
is
something
that
we
can
and
must
do
for
our
kids
and
we
don't
have
to
settle
because,
after
all,
Poland
didn't
settle,
Estonia
didn't
settle
when
I
see
them
and
they're
just
recently.
You
know
into
this
the
bit
on
the
big
global
market
of
things
and
they're.
They
are
ranked
in
the
top
10.
We
can
be
there
too.
A
A
B
You
this
this
is
an
amazing
timing
because
of
essa
being
passed
as
a
Christmas
miracle.
Last
December,
it
really
was
the
President
Obama
called
it
that
in
the
signing
and
it
devolves
authority
to
the
states
in
immense
ways,
and
if
you
look
at
the
language
itself
in
the
prohibitions
against
the
US
Department
of
Education
and
the
the
secretary
in
making
things
contingent,
making
funding
contingent
on
on
their
kinds
of
things
it.
It
gives
us
the
flexibility
and
it
gives
us
an
opportunity
to
achieve
greater
equity
as
as
Senator
Elliot
indicated
and
by
equity.
D
C
C
This
report
will
give
us
some
really
good
guiding
principles
about
things
to
do
at
our
very
local
levels,
at
the
state
level
and
locally
principles
that
we
know
that
work
and
finally,
I
think
one
thing
that's
so
interesting
about
this
is
a
very,
very
high
regard.
Folks,
in
these
other
countries
hold
American
experts
in
education,
and
this
might
say
to
us.
Maybe
we
can
take
advantage
of
that
as
well,
because
that's
kind
of
what
they
have
done
to
move
ahead
of
us.
That's
shame!
Isn't
it
what.
B
Does
one
just
quick
things?
What
we
found
in
these
countries
is
that
they
did
not
expect
the
unanimity
in
these
planning
groups.
One
of
the
mistakes
we've
made
in
American
education,
strategic
planning,
is
requiring
consensus
and
consensus
basically
means
we're
going
to
get
the
lowest
lowest
a
challenge
level
of
challenge
and
envision.
They
they
said
of
75%
threshold,
so
that
if
you
can
get
75
percent
of
the
group
to
agree,
then
you
should
move
forward
with
it.
C
B
A
Vice
president
of
government
affairs
for
I
citizen
read
more
about
this
and
the
bios
that
are
on
your
table,
senator
Starr
it
used
to
be
in
the
Oregon
Legislature
and
while
he
was
in
the
Oregon
Senate,
he
served
as
president
of
ncsl.
So
we're
really
happy
to
have
him
back
and
I.
Remember
he
moderated
the
panel
back
in
2013
that
inspired
this
work
and
Randi
Weingarten,
president
of
the
1.6
million
member
American
Federation
of
Teachers
I'm,
going
to
turn
things
over
to
mark
Tucker.
A
F
What
I'm
going
to
talk
to
you
about
for
a
couple
of
minutes
is
what
then
happened.
Julie
and
the
other
members
of
this
very
fine
staff
told
us
that
they
had
never
seen
a
study
group
worked
so
hard
for
so
long
on
a
task
like
this.
They
read
mountains
of
documents
we
gave
them,
they
visited
other
countries
we
sent
them
to.
F
They
talked
with
experts
that
we
brought
in
from
all
over
the
world,
as
you
would
expect,
there
were
many
who
were
skeptical
at
first,
but
all
of
them
listened
and
they
focused
on
the
data
and
what
it
had
to
say
and
in
the
end
it
was
clear
to
everybody.
The
United
States
is
now
outpaced
by
close
to
30
other
countries,
and
that
number
is
steadily
growing
our
workforce
not
so
long
ago.
The
best
educated
in
the
world
is
now
among
the
least
well-educated.
F
In
the
industrialized
world,
the
threat
to
our
country's
competitive
position
and
even
to
its
political
stability
is
frightening,
and
all
of
them
came
to
understand
that
the
study
group
members
had
heard
all
of
the
excuses
they
had
heard
them.
For
years
we
educate
everybody,
they
only
educate
in
a
league.
If
you
just
take
out
the
poorest
kids
and
the
minorities,
the
United
States
would
have
one
of
the
very
best
performing
education
systems
in
the
world.
F
F
Those
systems
are
built
on
providing
the
help.
As
you
heard
that
young
children
need
to
be
ready
for
school,
it
actually
is
more
than
that.
What
the
data
show
is
that
in
the
United
States,
when
you
put
all
sources
of
funds
together,
the
wealthiest
kids
get
the
most
and
the
kids
from
the
families
and
communities
that
are
hurting
the
most.
Those
kids
get
the
least.
That
is
exactly
the
opposite,
exactly
the
opposite
of
what
they
saw.
These
other
countries
doing.
F
They
saw
them
building
highly
effective
instructional
systems
that
are
in
turn
built
on
high
standards.
They
saw
each
of
these
countries
looking
over
their
shoulders
at
the
other
countries
and
every
time
they
looked
over
their
shoulders,
they
saw
their
competitors
raising
the
standards
and
they
knew
they
had
to
raise
their
own
a
little
higher.
F
They
saw
that
it
wasn't
just
standards
that
in
all
of
these
countries,
those
standards
enable
them
to
create
curriculum
frameworks
and
those
countries
built
curriculum.
That
was
based
on
the
frameworks
very
strong,
demanding
curriculum
and
they
built
very
high
quality
assessments
that
were
based
not
on
the
standard,
but
on
the
curriculum.
All
of
this
knit,
together
into
one
highly
coherent
and
very
powerful
instructional
system,.
F
F
They
also
saw
that
in
the
top
performing
countries
it
wasn't
all
about
academics
and
going
to
university.
It
was
just
as
much
about
the
kids
that
were
going
to
university
about
building
a
really
strong
applied
program
for
all
their
kids
and
they
understood
in
those
countries
that
you
don't
do
that
by
assuming
that
the
smart
kids
go
to
college
and
the
kids,
who
can't
do
academics
go
into
vocational
education.
What
they
saw
was
that
the
kids
going
into
vocational
education,
what
we
now
call
Career
and
Technical
Education
we're
meeting
very
high
academic
standards.
F
All
the
kids
were,
but
most
important
of
all.
What
they
saw
was
that
our
top
competitors
have
been
working
overtime
to
build
the
highest
possible
quality
teaching
profession.
The
United
States
is
recruiting
its
teachers,
mostly
from
the
bottom
half
of
kids
going
to
college.
Most
of
these
countries
are
recruiting
their
teachers
from
the
top
half
or
a
higher
segment
in
the
United
States.
If
you
can
get
into
a
university
any
university,
you
can
get
into
the
School
of
Education.
F
The
average
American
State
has
about
40
teacher
education
institutions,
but
you
go
to
these
top
performers
and
you'll
see
that
they
have
fewer
than
ten
for
a
country
that
is
the
same
size
as
our
average
state
and
what
they're
doing
is
putting
most
of
their
teacher
education
into
their
research
universities,
which
essentially
means
you
can't
become
a
teacher.
Unless
you
can
meet
the
admissions
requirements
of
a
top
university
and
then
they
insist
that
they
really
know
their
stuff.
That
includes
their
what
we
call
elementary.
F
F
They
require
their
teachers
to
learn
their
craft
and
learn
it
well.
There
are
no
alternative
routes
in
these
countries,
so
how
do
they
learn
their
craft?
Mostly?
They
learn
their
craft
at
the
hands
of
master
teachers,
real
master
teachers.
They
know
their
master
teachers
because
they
have
career
ladder
systems
in
these
countries
that
are
really
quite
aggressive.
F
F
It
looks
a
lot
more
like
a
real
profession
than
it
does
here
in
the
United
States
and
guess
what
they
pay
their
teachers
well
much
more
relative
to
the
United
States
than
we
do
all
of
it
goes
together
in
a
package
which
is
very
attractive
to
young
people
in
high
school
from
the
upper
reaches
of
their
high
school
graduating
classes.
Who
could
go
into
the
high
status
professions?
They
choose
to
go
into
teaching
which
has
become,
in
effect
a
high
status
profession.
F
When
the
work
of
the
study
group
was
done,
they
had
worked
hard
to
write
a
report
that
would
convey
a
sense
of
urgency.
They
had
all
been
parts
at
one
time
or
another
of
groups
that
had
produced
the
usual
sort
of
report
where
they
all
sort
of
sit
down.
Everybody's
idea
is
in
there
in
some
random
way.
None
of
it
adds
up
and
all
the
edges
are
shaved
off.
They
said
they
didn't
want
to
do
that.
They
didn't
want
a
report
that
looked
like
they
wanted
a
report
that
was
tough.
F
They
wanted
a
report
that
sent
the
message
out
to
the
American
people
that
this
is
a
very
urgent
matter
and
that's
the
report.
You
have
in
your
hands,
I
think
if
the
American
people
had
had
a
chance
to
see
your
legislators
at
work,
they
would
have
been
very,
very
proud,
I'm,
going
to
take
an
opportunity
now
to
ask
a
few
questions
of
the
folks
to
my
right,
see
if
I
can
engage
them
in
a
little
conversation.
F
F
Agenda
that
looked
a
lot
like
this
in
Kentucky,
you
have
been
yourself
to
many
foreign
countries.
Looking
at
their
education
systems,
you
have
been
working
since
you
retired
from
your
Commissioner
ship
in
Kentucky,
with
chief
state
school
officers
around
the
country,
helping
them
to
understand
why
a
systems
view
is
so
important
and
why
it's
important
to
look
at
other
countries
when.
G
Let
me
applaud
the
committee
for
their
hard
work
and
certainly
tell
you
that
our
work
in
Kentucky
with
Mark
and
his
team
was
phenomenal
work,
their
team
dedicated
many
hours
to
giving
us
benchmark
data
to
help
understand
what
you're
gonna
get
in
this
report
in
the
executive.
Summary
I
think
when
you
look
at
state
Chiefs.
The
first
thing
you
have
to
understand
is
like
governor's
and
house
and
education
committee
chairs,
there's
a
lot
of
turnover,
I
think
we'll
have
34
new
state
Chiefs
in
the
last
18
months.
G
So
there's
a
lot
of
turnover,
that's
good
and
bad,
it's
very
exciting
and
that
they
may
not
be
Wed
to
the
status
quo
and
the
status
quo
has
not
worked.
We've
created
the
climate
that
is
not
supportive
of
teachers,
which
is
the
exact
opposite
of.
What's
in
this
report,
so
I
think
the
four
big
things
state
Chiefs
will
buy
into
very
quickly
because
State
Chiefs
organization,
Council
of
Chief
state
school
officers,
has
recommended
these
four
things.
G
Over
the
last
five
or
six
years,
we
had
a
major
Task
Force
on
improving
the
teaching
profession
and
making
it
a
quality
profession,
and
that
work
is
continuing.
Today
in
many
of
your
states,
when
I
was
chair
of
CCSSO,
we
had
a
career-tech
taskforce
that
all
together
all
McKee
business
leaders,
Chamber
politicians
across
this
nation,
to
create
a
report
that
mirrors
the
recommendations
in
this
report.
The
early
childhood
readiness
recommendation
right
on
target,
but
a
big
one
and
Senator
Elliott
you've
nailed
this
one.
G
The
big
one
is
a
systems
approach,
I
see
a
few
governor's
in
this
nation
that
that
I'm
working
with
their
states
I'll
just
call
out
one
in
Nevada,
really
understands
how
to
leverage
the
Workforce
Innovation
Opportunity
Act
possibilities
of
Carl,
Perkins
and
school
school
structuring
reform
higher
ed
reform
to
create
a
systemic
approach
to
it.
All
of
your
state
chiefs
have
a
wonderful
opportunity
with
essa
senator
Thompson,
to
make
certain
that
they
create
a
comprehensive
plan,
not
just
the
old
siloed
plan.
Where
title
one
does
this
title
two?
Does
this
title
three?
G
Does
this
and
you
know
the
people
in
the
bureaucracy?
So
you
can't
have
my
money
because
I've
been
using
this
money
for
this
purpose
for
thirty
years.
You
need
to
pull
all
that
together
in
a
comprehensive
approach
through
a
comprehensive
title,
one
plan
that
is
integrated
with
your.
We
owe
a
plan
and
with
your
Carl
Perkins
plan,
quite
thinking
of
those
in
the
state
as
three
separate
plans.
G
If
you
want
long-term
sustainability,
the
governor
and
the
house
and
the
Senate
need
take
leadership
and
say
we
want
a
sustainable,
comprehensive
plan
where
all
of
these
or
things
are
integrated,
not
just
as
a
perkins.
We
OA
and
your
state
higher
ed
plan
need
to
all
be
integrated,
because
if
you
don't
do
that,
you're
not
going
to
get
the
results
that
you
want
we'll
be
sitting
here,
five
years
from
now
and
another
task
force
saying
we
did
we're
not
there.
G
Yet
this
is
a
wonderful
time,
a
wonderful
opportunity
as
I
go
across
the
nation
and
working
with
state,
Chiefs
and
governor's
office
in
house
and
education
committees.
I
find
such
tremendous
possibility.
It's
not
enough
to
get
me
interested
in
getting
back
into
it
full-time
because
I
like
playing
golf
but
I
am
very
encouraged.
We
have
so
many
bright
young,
energetic
state
chiefs
out
there
who
are
ready
to
really
do
this
work,
but
the
big
thing
I'm
sure
Randy
I'll
talk
about
more.
G
We
have
got
to
create
a
better
climate,
our
teaching
profession,
and
so
my
volunteer
efforts
are
I'm.
The
board
chair
of
the
National,
Professional,
Standards,
Board
and
so
happy
to
talk
to
any
of
you
about
how
that
can
play
a
role
in
one
of
these
key
key
recommendations.
But
I'm
looking
forward
to
some
states
really
picking
this
up
as
specific
strategies
to
put
in
to
a
comprehensive
plan,
and
the
first
thing
they
need
to
do
is
get
a
good
benchmarking
report
from
folks
like
Mark
and
his
team.
A
F
E
F
D
Yes,
I
mean
so
this
is
you
know,
that's
the
kind
of
short
silver
bullet
answer.
The
longer
more
thoughtful
answer
is
that
what
is
remarkable
about
teachers,
regardless
of
how
they
get
in
how
they've
been
prepared?
How,
as
you
know
how
many
times
they've
gotten
the
keys
thrown
at
them
and
just
told
to
do
it
and
I
bet
even
Nike?
D
Of
course,
people
want
data,
so
I
think
that
there
is
a
well
of
real
sense
of
longing
for
a
system
that
will
allow
them
to
flourish
as
opposed
to
a
silver
bullet
that
they
actually
have
to
deal
with
one
year
and
then
something
else
the
next
and
then
something
else.
The
next
and
each
time
starts
with
this.
D
And
if
you
get,
you
know
everybody's
been
through
that
right.
So
what
I
actually
love
about
this
is
that
this
is
a
model
in
two
ways:
Mark
number
one
just
like
essa.
Yes,
it
was
a
Christmas
miracle,
but
it
also
was
hard
work
of
a
federal
legislature
that
had
actually
listened
to
the
people,
parents,
students,
educators.
That
said,
stop
with
just
a
testing.
Maybe
we
should
think
about
three
other
T's
tools,
trust.
D
D
People
want
this,
and
the
simplicity
is
only
matched
by
the
thoughtfulness
of
having
these
four
different
issues
or
four
different
standards
or
four
different
elements.
So
the
last
thing
I
will
say
is
this:
there
are
essa
on
the
federal
level
just
like
what
you've
now
done
on
the
state
level,
debunks
all
sorts
of
myths
that
people
can't
come
together
and
find
common
ground
very
thoughtful,
very
important,
common
ground.
All
of
us,
then,
just
like
with
essa
essa,
allows
you
to
do
all
of
this,
but
just
like
with
essa.
D
F
F
E
It's
it's
again,
a
example
of
inta
sells
great
work,
I'm
and
so
proud
to
have
the
opportunity
to
lead
the
organization,
but
we're
working
in
a
global
economy
I'm
with
global
competition,
where
employers
and
companies
are
looking
to
invest,
build
new
new
infrastructure.
One
of
the
key
things
that
they
look
at
before
before
investing
in
a
particular
place
is
is:
what's
the
education
system
look
like,
and
so
the
competition
is
absolutely
real.
E
In
a
in
a
former
life,
I
did
do
economic
development
for
a
local
Chamber
of
Commerce
as
well,
so
clearly
understand
the
importance
of
having
a
workforce
that
is
absolutely
prepared.
What
you
see
in
this
report
is
so
critically
important
and
so
timely.
You
look
at
all
of
the
challenges
facing
our
state's
in
our
nation
and
if
this
challenge
of
having
a
bringing
up
the
next
generation
in
an
educated
way,
that
can
compete
not
only
among
our
States
but
internationally.
E
If
it's
not
the
most
important
challenge
facing
our
states
in
our
nation,
I,
don't
know
what
is
and
I
think
that
you
will
find
as
policymakers
partners
in
the
private
sector
who,
who
are
really
thirsty
and
hungry
for
the
kinds
of
solutions
that
are
found
in
this
report.
I
I
know
that
I
just
know
that's
true,
and
in
you
look
today
and
sure
you
can
point
at
situations
where
you
know.
Private
companies
are
partnering
with
a
local
Community
College
in
order
to
build
the
workforce
for
their
particular
needs.
E
But
this
is
a
systemic
approach
and
the
roadmap
that
exists
here,
I
think,
is
something
that
that
policymakers,
legislators,
legislative
leaders,
educators
in
various
states,
should
grab
hold
of
and
move
forward
aggressively
on
in
order
to
hit
this
challenge
head-on.
If
we
don't
do
it,
I
fear
for
our
country,
fear
for
our
state's
and
in
the
long
run
and
for
an
economic
development
rationale.
We
all
know
what
the
demographics
look
like
today
in
America,
we
know
what
those
what
what
those
numbers
are
and
we
have
to.
F
B
F
G
Absolutely
of
that
view,
I
think
that
view
came
to
me
very
quickly
when
I
was
recruiting
the
team
to
serve
on
the
committee,
the
chamber
of
commerce
president
Kentucky
said
now.
Dr.
fizz
is
another
education
reform.
He
said
I've
drowned
in
too
many
waves
of
education
reform.
We've
done
pretty
well,
but
here's
my
big
issue
as
a
business
guy.
G
You
know
I
got
folks
who
can't
find
people
to
fill
the
jobs
that
they
have
vacant
and
then
we've
got
tons
of
income
inequality
in
Kentucky
in
across
this
nation,
where
we
have
a
land
of
haves
and
have-nots
and
that
gap
is
rapidly
increasing,
and
you
know
I
sat
down
in
front
of
my
house
Education
Committee
and
said
we
need
to
do
these
four
things
higher
ed
might
be
saying
well
that
k-12
guide
just
want
more
money
again,
so
you're
absolutely
right
mark.
That
was
the
issue.
G
G
Don't
think
they
see
the
forest
for
the
trees
with
pushing
too
much
on
individualized
student
test
scores.
So
I
am
concerned,
but
I
think
we're
gonna
have
five
ten
leading
states
that
really
do
exciting
work
and
come
out
with
great
coordinated
plans.
So
I'm
still
hopeful,
but
not
as
much
as
I
was
six
months
ago.
F
F
Some
very
big
changes
among
them
really
ratcheting
up
the
requirements
to
get
into
a
teacher
education
program,
possibly
possibly
limiting
the
ability
to
offer
teacher
education
to
institutions
that
are
hard
to
get
into
rather
than
any
institution
that
wants
to
offer
one
having
licensing
requirements
for
teachers.
That
would
make
it
much
more
difficult
to
become
a
teacher
than
it
is
now
and
then
once
you're
in
schools
creating
career
ladders
systems
which
would
really
change
what
it's
like
to
be.
F
A
teacher
create
a
world
in
which
you're
not
working
alone
in
your
classroom
all
by
yourself
every
day.
But
you
are
part
of
a
team
of
teachers
who
are
taking
collective
responsibility
for
improving
the
way
that
school
works
and
and
for
raising
student
performance
with
more
experienced
teachers.
Taking
real
responsibility
for
ratcheting
up
the
performance
of
the
teachers
who
are
newer
and
less
experienced.
D
You
know
some
people
are
really
ready
and
some
people
are
not
and
I
would
say
that
I
would
make
I'm
a
big
believer
in
using
collective
bargaining
as
a
way
of
trying
to
do
some
of
this
work.
So,
for
example,
I
thought
mark
was
actually
gonna.
Ask
the
question
that
he
and
I
talked
about
routinely
when
we're
not
on
camera,
which
is
how
do
we
actually
change
the
conditions
in
schools
to
you
know
so
that
you
know
it
doesn't
feel
like
a
factory
model
in
2016,
and
there
are
several
places
now
who
have
school-based
contracts.
D
D
They
have
actually
really
thought
about
four
or
five
different
areas.
How
you
promote
integration
as
opposed
to
segregation?
You
bring
more
people
in
a
more
diverse
way,
together,
kids,
as
well
as
teachers,
how
you
use
time
differently,
for
students,
support
and
and
and
I
can
go
on
and
on
how
you
use
evaluation
differently.
D
But
the
point
is:
what's
happened
is
at
least
in
that
lever:
they've
used
the
collective
wisdom,
a
very
of
people
who
care
a
lot
to
think
about
how
to
change
the
circumstances
in
schools,
and
they
have
gone
from
initially
60
schools
to
150
schools
to
this
year,
200
schools
so
I
think
mark.
What
has
to
happen.
Is
you
have
to
get
to
some
entry
point
in
terms
of
the
systemic
change
there
gonna
be
some.
D
You
know
we.
We
tried
to
Flexner
eyes,
for
example
the
teaching
profession
by
saying
a
few
years
ago.
Let's
have
a
bar
like
exam:
let's
have
real
clinical
kind
of
training.
Let's
take
a
piece
out
of
what
happened
in
a
medical
education
over
a
hundred
years
ago
and
really
kind
of
think
through
teacher
education.
In
the
same
way,
in
fact,
Harvard
is
starting
to
think
about
teaching
hospitals
in
that
same
kind
of
way
and
and
we're
starting
and
there
are
urban
residences,
so
you
have
to
start
somewhere.
I
prefer
to
start
with.
D
You
know
the
the
system
of
schools
as
opposed
to
higher
education,
the
system
of
schools
that
are
there
right
now
and
start
using
collective
bargaining
start
negotiating
things
like
career
ladders,
start
having
more
and
more
kinds
of
things
like
we
do
in
the
in
the
aft
share
my
lesson,
which
is
a
sharing
resource,
that
almost
a
million
people
are
on
the
largest
fastest
growing
free
sharing
resource
of
curriculum,
and
frankly,
we
have
to
also
do
something
about
pay.
Today.
D
Another
study
came
out
that
said
that
that
teachers
are
about
17
percent
behind
similarly
skilled
people
in
terms
of
pay.
So
we
have
to
make
this
an
all
in
process
deal
with
teacher
preparation.
Schools
deal
with
career
letters.
Let's
work
on
using
collective
bargaining
as
a
way
of
improving
our
profession,
not
just
a
way
as
improving
pay,
but
a
way
is
improving.
The
profession
really
focus
on
professional
development,
and
things
like
that
and
I
think
we
should
actually
look
at
places
where
there
is
a
Coalition
of
the
Willing
in
different
states.