Well-intentioned approaches to education improvement too frequently fall short of their aspirations because they insufficiently address the knowledge, skills, and dispositions of the teachers and administrators charged with bringing those approaches to life. Any vision for progress must take into account the need to understand and address the capacity of educators who will make a difference for students.
Collaborative meetings and publications regularly address strategies for building teacher and administrator capacity, as well as the systems and conditions that can foster capacity development at all levels of the district, in order to ensure quality in the teaching force and in classroom instruction.