ABSTRACT
In this chapter we explore the Lean implications of the Visible Learning METAX data about how teachers are selected, trained, and supported to undertake their role. Some of our key conclusions are: (1) initial teacher training programs can possibly be reduced in length and intensity without serious implications for student learning outcomes. These shorter programs should focus on pedagogic content knowledge and could likely be undertaken on the job; (2) teachers do not necessarily require deep subject matter expertise in the curriculum areas they teach, nor a graduate-level qualification. Instead, pedagogic content knowledge is far more important; (3) integrated professional development programs for in-service teachers (which combine spaced learning, presentation of theory, modelling, practice, coaching, and peer collaboration, e.g., through professional learning communities) are likely to significantly enhance teacher performance and student learning outcomes.
