There was an interesting article in today’s New York Times, The Unfailing Belief in the Power of Teaching by David M. Herszenhorn. It’s a story about Andres Alonso, whose family, when he was 12, fled Cuba and settled in New Jersey. Alonso went onto Columbia University and Harvard (Law School), and then took a job in a Wall Street firm. After a few years, he decided that was not for him, and turned to teaching in the Newark schools as a special education teacher. After 11 years, he left for Harvard to pursue a doctorate in education. Just before he completed his dissertation, he was offered the job as head of instruction in the New York City schools.

Not only is his story a wonderful example of personal convictions, and the value of education (a similar story could be told of one of my brothers-in-laws who came alone to Boston from Cuba when he was 16, and by age 22 founded and developed the largest teflon coating company in the East), but its a story of the power of teachers’ beliefs in the fabric of teaching.

I found it interesting that his experience at Harvard impacted his view of educational theory (prior to his 11 years of teaching he no background in education or a teaching credential). But the richness of his teaching experience combined with his studies at Harvard resulted in an educator who brings the following to teaching:

“What he brings is an encyclopedic command of educational theory — often describing himself as a “researcher and a practitioner” — and a tireless belief that the system can improve. He describes himself ideologically as a “pragmatic progressive” but also said he had “deep conservative tendencies” in his views about the content matter that children should learn.”

And now he has the task of working with teachers in the NYC to promote the idea that all students can learn, regardless of their background. As Herszenhorn reports Alonso telling teachers “The children come as is; if the parents had better children to send us, they would.”

Alonso makes the point that students are not “at risk” a term he rejects (as do I), and instead talks about “struggling learners” and the environments that work to help them become successful learners. Engaging these students, in the ways that we’ve always thought about involving advanced students leads to more success, and the notion that the struggling learner can do it as well. Try looking for positives, designing relevant activities, teaching up, and insisting on hands-on experiences using real stuff are ways that are effective. All of these work, and as a result science is for all.

In an earlier post I talked about the Gates Foundation, and the work it is doing with high schools—trying to help students graduate and go on to college. At the center of their research and practice is the New York City schools. So it is no surprise to me that Gates and Alonso are teaming up to change the way high schools are organized (much smaller), and how teaching proceeds (more hands on with focus on each student, and communication among teachers and students).

You might want to read the original article, but if you don’t, what do you think about the power of teachers’ beliefs on the nature of teaching?