But one of the conclusions was that teaching is measured (for whatever reason) by outcomes. Whereas other professions are not measured in only that way.
For example, physicians worry about process first. The correct process leads to the best outcome, so process is first. Physicians share a common language for discussing process and procedure.
Doctors who work with the sickest patients are often the most skilled doctors, and their outcomes are probably not as good as doctors who work with less sick patients. So measuring a doctor's skill might not be best done using outcomes.
It also goes on to mention some process orientated practices - such as Japanese lesson study - and ponders how we might begin to build a process orientated approach.
I don't know how others feel - but working in professional development - we try to integrate these "process" pieces into everything we do. In fact, at our regional curriculum meetings, we have begun to use a tuning protocol to guide our discussions of district and regional issues. Our hope is that something like "pay it forward" will happen - folks who work with and learn the protocol will then use it back in the district as part of their process, who will then use it in their buildings, where it might eventually translate into the classroom. Is that overly optimistic of me?
So we are trying to implement the process piece - but we seem to get stuck! Why is that? What is it about our educational systems keep us spinning in one place?