At Classical Charter Schools, our work in schools is grounded in the belief that strong teachers help scholars reach their fullest potential. We believe that quality instruction, using quality curriculum, is the “secret sauce” of scholar growth. While not particularly novel or revolutionary, we see the results time and time again: if we can teach the right things, and teach them well, all scholars can, and will, learn to the point of mastery.
Many of our teachers experience a similar challenge early in their careers – they enter teaching with strong academic backgrounds, but without traditional teaching degrees. They are brilliant readers, mathematicians, and scientists; but translating one’s knowledge of the Pythagorean Theorem into helping 8th graders master the Pythagorean Theorem? Not really the same thing, and our teachers routinely name this “translation” as a difficulty in their work. So, at Classical, we support our teachers in developing their pedagogical content knowledge via opportunities for professional learning at the community and individual level.
In 1986, Lee Shulman coined the term “pedagogical content knowledge,” arguing teachers need a special subject matter knowledge that is specific and unique to teaching. Shulman’s pedagogical content knowledge includes both specific content knowledge related to instruction and curricular knowledge of the programs, materials, and methods related to their subject(s). To continue with the Pythagorean Theorem example – most adults understand the Pythagorean Theorem can help them find the hypotenuse of a right triangle. However, teachers also need to know how to respond if a scholar does not understand when to apply the theorem, what strategies best support scholars’ understanding, and what practice will best support scholars’ mastery. In short, Shulman believed teachers need to understand the Pythagorean Theorem in a unique and different way than the average adult.
At Classical, we agree with Shulman’s beliefs about the unique content knowledge needs of teachers. Therefore, we seek to support our teachers in developing their pedagogical content knowledge using various structures, including whole group professional learning, small group communities of practice, and individual coaching. Our teachers are powerful learners, but we hope to lessen their learning loads by incorporating these learning structures into their daily work and ongoing development.
Classical routinely uses whole and small group professional development, through once monthly network sessions and once weekly school-based meetings teams, to provide teachers with space to learn about the intricacies of instruction and curriculum in their subject(s) of emphasis. For example, our K-8 teachers might engage in a network-based learning session focused on the “Standards of Mathematical Practice.” Here, teachers work on connecting scholars’ practical Math knowledge, skills, and habits to relevant instructional strategies. Separately, our early elementary K-2 teachers might participate in a school site-based teacher development meeting focused on base-10 concepts. Alternately, teachers may engage in a content-based unit launch focused on the upcoming 8th grade Geometry unit with fellow 8th grade Math teachers, during which they engage with relevant curriculum (including unit plans, unit assessments, daily lesson plans, and supplemental materials), and review instructional strategies for upcoming content. These types of professional learning sessions help teachers develop their pedagogical content knowledge in expert-led, collaborative spaces.
Beyond these group learning opportunities, teachers also work one-on-one with an instructional coach on a weekly basis (a foundational part of Classical’s broader instructional support and coaching model). While this coaching often focuses on the current needs of the classroom, these coaching meetings and debriefs provide another opportunity for teachers to ask questions, partner with instructional experts, and build their pedagogical content knowledge. Teachers might collaborate with instructional coaches to field test new instructional strategies, develop strong lesson plans to meet the differentiated needs of their scholars, or even brainstorm engaging ways to introduce new concepts (Why did the math teacher love the zoo? She liked to see the hippo-potenuse!).
Teachers join Classical’s teaching staff as lifelong learners with strong academic backgrounds. However, like Shulman and other education researchers, we at Classical believe teachers need a strong pedagogical content knowledge that extends beyond what is taught or learned from the student perspective in traditional classrooms. Teachers routinely seek support in developing this pedagogical content knowledge to supplement their own learning. At Classical, we partner with our teachers through various learning structures to develop strong pedagogical knowledge. Our scholars are stronger learners for having teachers with strong pedagogical content knowledge.