{"id":374,"date":"2017-02-14T19:03:14","date_gmt":"2017-02-14T19:03:14","guid":{"rendered":"http:\/\/taughtbyfinland.com\/?p=374"},"modified":"2022-05-16T18:53:46","modified_gmt":"2022-05-16T18:53:46","slug":"finlands-teachers-work-americas-public-schools","status":"publish","type":"post","link":"https:\/\/taughtbyfinland.com\/finlands-teachers-work-americas-public-schools\/","title":{"rendered":"When Finland’s Teachers Work in America’s Public Schools"},"content":{"rendered":"

[Note: My new online course, \u201cThe Finnish Education Insider\u201d is open for enrollment! The first 50 students get more than 50%-off the regular price. Sign up\u00a0here<\/strong>!<\/a>\u00a0\"\ud83d\ude4c\"

\u201cI have been very tired\u2014more tired and confused than I have ever been in my life,\u201d Kristiina Chartouni, a veteran Finnish educator who began teaching American high-school students this autumn, said in an email. \u201cI am supposedly doing what I love, but I don’t recognize this profession as the one that I fell in love with in Finland.\u201d<\/p>\n

Chartouni, who is a Canadian citizen through marriage, moved from Finland to Florida with her family in 2014, due in part to her husband\u2019s employment situation. After struggling to maintain an income and ultimately dropping out of an ESL teacher-training program, she received a call from a school about a job opening. Shortly thereafter, Chartouni had the equivalent of a full-time teaching load as a foreign-language teacher at two public high schools in the Volunteer State, and her Finnish-Canadian family moved again. (Chartouni holds a master\u2019s degree in foreign-language teaching from Finland\u2019s University of Jyv\u00e4skyl\u00e4.)<\/p>\n

In Tennessee, Chartouni has encountered a different teaching environment from the one she was used to in her Nordic homeland\u2014one in which she feels like she\u2019s \u201cunder a microscope.\u201d She\u2019s adjusting to relatively frequent observations and evaluations of her teaching, something she never experienced in her home country. (A principal or an administrator in Finland, Chartouni noted, may briefly observe a teacher\u2019s lesson, but not on a regular basis.)<\/p>\n

Already this autumn, she\u2019s had a couple of visitors in her American classroom: a representative of a nearby university, where she\u2019s completing studies to receive a local teaching license, and her \u201cprofessional learning community\u201d coach. A district administrator will come to visit her classroom, too. According to Chartouni, these three evaluators will make a few unexpected visits throughout this school year.<\/p>\n

Chartouni misses that feeling of being trusted as a professional in Finland. There, after receiving her teaching timetable at the start of each school year, she would be given the freedom to prepare curriculum-aligned lessons, which matched her preferences and teaching style. \u201cI wanted to do my best all the time,\u201d she said, \u201cbecause they trusted my skills and abilities.\u201d I encountered something similar when I moved to Finland from the U.S., where I started my teaching career.<\/p>\n

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According to a National Center for Education Statistics (NCES) report<\/a>, teacher autonomy is positively associated with teachers\u2019 job satisfaction and retention. And while most U.S. public-school teachers report a moderate amount of control in the classroom, many say they have little autonomy. In fact, the percentage of U.S. public-school teachers who perceive low autonomy in the classroom grew from 18 percent in the 2003-04 school year to 26 percent in the 2011-12 school year. In general, U.S. public-school teachers report that they have the least amount of control over two particular areas of teaching: \u201cselecting textbooks and other classroom materials\u201d and \u201cselecting content, topics, and skills to be taught.\u201d<\/p>\n

Marc Tucker, the president and CEO of the National Center on Education and the Economy<\/a>, suggested to me that the No Child Left Behind Act (NCLB), which he called \u201cthe inauguration of [America\u2019s] accountability movement,\u201d significantly affected how U.S. public-school teachers perceived their level of autonomy. According to Tucker, NCLB embodied the first concerted \u201ceffort by officials in the United States to hold teachers accountable for student performance on a wide-scale.\u201d<\/p>\n

Given the significant investment in education programs that served America\u2019s underprivileged children, Tucker explained that U.S. policymakers had grown exasperated by \u201cthe lack of return\u201d (evidenced by mediocre student achievement on nationwide assessments). Under NCLB, America\u2019s public schools needed to make adequate yearly progress<\/a>, decided in large part by student performance on state standardized tests, or face serious consequences, such as school closures<\/a>. For U.S. officials like George W. Bush, this kind of test-based accountability could be framed as a simple matter of social justice, an effort to give all of the nation\u2019s children access to decent schools with quality teachers; that virtuous sentiment can be heard<\/a> in his declaration to address \u201cthe soft bigotry of low expectations.\u201d<\/p>\n

But as NCLB aimed to hold schools more accountable and U.S. public-school educators felt squeezed to prepare students for state standardized tests, it appeared to encourage a push for more standardization in the nation\u2019s classrooms in teaching guides, student textbooks, and so forth\u2014and, ultimately, many U.S. teachers perceived a diminution of autonomy. (Today, that law has since been replaced, but the NCES report on teacher autonomy suggests that limited flexibility in the classroom is still felt by a large number of teachers, as America\u2019s test-based accountability movement continues to exist.)<\/p>\n

***<\/p>\n

As a public-school educator in Tennessee, Chartouni is seeing how some accountability measures\u2014ones that are unobserved in Finnish schools\u2014have reduced her level of professional freedom. For example, she and her U.S. colleagues must refer to rubrics and lesson-plan templates to prepare effective lessons. \u201cEverything needs to be written down,\u201d Chartouni said. \u201cIt is a great habit,\u201d she recognized, but she had developed her own routine over a decade of teaching in Finland, in which she\u2019d craft a brief plan and then make sensible adjustments during a class period. \u201cI can\u2019t do it that way here because it would look like I hadn’t planned anything,\u201d she said.<\/p>\n

According to Chartouni, even the beginning of each lesson is prescribed. \u201cStudents need to get busy with bell work immediately when they step into your classroom,\u201d she said. \u201cThey have five minutes to go from one location to another, [and] they have seven periods of intensive teaching.\u201d So, occasionally, Chartouni decides to assign easy bell work as she greets her exhausted students: \u201csit down, relax, and breathe.\u201d (In Finland, students and teachers typically have a 15-minute break built-into every classroom hour.)<\/p>\n

With only a couple months of teaching under her belt, Chartouni wonders whether she wants to remain in the teaching profession in America. \u201cIf you asked me now, my answer would be that most likely I would not continue in this career,\u201d she admitted. \u201cI am already looking into other options.\u201d<\/p>\n

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With Chartouni\u2019s permission, I shared her reflections with two other Finnish teachers working in U.S. public schools, both of whom graduated from Finnish teacher-training programs in the \u201890s, taught in Finland for seven years, married Americans, and have U.S. citizenship. I received their responses over email.<\/p>\n

One of these educators, a veteran ESL teacher at a Maryland public elementary-school, said her own teaching experiences, regarding the high-level of trust bestowed on Finland\u2019s teachers, are similar to Chartouni\u2019s. While teaching in Finnish schools, she had plenty of leeway to plan with colleagues, select curricular materials for the principal to consider purchasing, and influence decisions about schedules and responsibilities.<\/p>\n

Today, with 16 years of teaching in U.S. public schools under her belt, this ESL teacher feels that she lacks a career in teaching. She described it as a rote job where she follows a curriculum she didn\u2019t develop herself, keeps a principal-dictated schedule, and sits in meetings where details aren\u2019t debated.<\/p>\n

The other Finnish teacher, Satu Muja, received a U.S. master\u2019s degree in the teaching of English for Speakers of Other Languages (ESOL) in 2014, and feels that she has \u201ca reasonable amount of autonomy\u201d at her Maryland public high school. She also believes the school\u2019s administrators and the ESOL supervisor trust her. (She\u2019s in her third year of teaching in the states.)<\/p>\n

However, Muja finds that her level of professional freedom is often restricted by the structure of the school day and a long list of teaching responsibilities in America. \u201cI teach six classes a day with a one 45-[minute] \u2018planning\u2019 period,\u201d she said. \u201cMy classes are at three different proficiency levels, and I have four minutes between classes to prepare for the next class. At the same time, I am expected to stand in the hallways to monitor students as [they] transfer from class to class, and to check my email for last-minute updates and changes because of ongoing testing or other events.\u201d<\/p>\n

All of those tasks, and several others, wear her down: \u201cI feel rushed, nothing gets done properly; there is very little joy, and no time for reflection or creative thinking (in order to create meaningful activities for students).\u201d<\/p>\n

Muja concluded her response with a quote from one of Pasi Sahlberg\u2019s articles for The Washington Post<\/em>, \u201cWhat if Finland\u2019s great teachers taught in U.S. schools<\/a>?\u201d<\/p>\n

Sahlberg, an education scholar and the author of Finnish Lessons 2.0<\/em>, answers the theoretical question in his article\u2019s title, writing in part: \u201cI argue that if there were any gains in student achievement they would be marginal. Why? Education policies in Indiana and many other states in the United States create a context for teaching that limits (Finnish) teachers to use their skills, wisdom and shared knowledge for the good of their students\u2019 learning.\u201d<\/p>\n

While it might be tempting to conclude that simply increasing teacher autonomy would dramatically improve American public education, Tucker, from the National Center on Education and the Economy, assured me it\u2019s not a silver bullet.<\/p>\n

\u201cYou give people more autonomy when you\u2019re confident that they can do the job if they have it,\u201d he said. \u201cAnd the countries that give [teachers] more autonomy successfully are countries that have made an enormous investment in changing the pool from which they are selecting their teachers, then they make a much bigger investment than we do in the education of their future teachers, then they make a much bigger investment in the support of those teachers once they become teachers. If you don\u2019t do all those things, and all you do is give more autonomy to teachers, watch out.\u201d<\/p>\n

***<\/p>\n

Tim Walker is an American teacher, writer, and speaker. He is the best-selling author of Teach Like Finland: 33 Simple Strategies for Joyful Classrooms<\/a>. Tim has written extensively about his experiences for\u00a0Educational Leadership, Education Week Teacher, and\u00a0The Atlantic. Inspired by his work in Finnish schools, he speaks internationally about play, trust, and joy in education.<\/em><\/p>\n

Tim blogs about global educational practices at\u00a0teachlands.com<\/a>.<\/em>\u00a0Join the mailing list\u00a0here<\/a><\/em>\u00a0and\u00a0follow\u00a0Teachlands on\u00a0Instagram<\/a>\u00a0and\u00a0Facebook<\/a><\/em>.<\/p>\n

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\u00a9, 2016, Timothy D. Walker, as first published in\u00a0The Atlantic. Thanks for reading and sharing!<\/em><\/p>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

[Note: My new online course, \u201cThe Finnish Education Insider\u201d is open for enrollment! The first 50 students get more than 50%-off the regular price. Sign up\u00a0here!\u00a0] \u201cI have…<\/p>\n","protected":false},"author":1,"featured_media":375,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[10],"tags":[],"yoast_head":"\nWhen Finland's Teachers Work in America's Public Schools<\/title>\n<meta name=\"description\" content=\"Veteran Finnish teachers open up about their different experiences of working at American public schools. 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