From Finland, an Intriguing School-Reform Model
By JENNY ANDERSON
New York Times
December 12, 2011
Pasi Sahlberg, a Finnish educator and author, had a simple question for the high school seniors he was speaking to one morning last week in Manhattan: “Who here wants to be a teacher?”
Out of a class of 15, two hands went up — one a little reluctantly.
“In my country, that would be 25 percent of people,” Dr. Sahlberg said. “And,” he added, thrusting his hand in the air with enthusiasm, “it would be more like this.”
In his country, Dr. Sahlberg said later in an interview, teachers typically spend about four hours a day in the classroom, and are paid to spend two hours a week on professional development. At the University of Helsinki, where he teaches, 2,400 people competed last year for 120 slots in the (fully subsidized) master’s program for schoolteachers. “It’s more difficult getting into teacher education than law or medicine,” he said.
Dr. Sahlberg puts high-quality teachers at the heart of Finland’s education success story — which, as it happens, has become a personal success story of sorts, part of an American obsession with all things Finnish when it comes to schools.
Take last week. On Monday, Dr. Sahlberg was the keynote speaker at an education conference in Chicago. On Tuesday, he had to return to Helsinki for an Independence Day party held by Finland’s president — a coveted invitation to an event that much of the country watches on television.
On Wednesday, it was Washington, for a party for the release of his latest book, “Finnish Lessons: What Can the World Learn From Educational Change in Finland?,” that drew staff members from the White House and Congress.
And Thursday brought him to the Upper West Side, for a daylong visit to the Dwight School, a for-profit school that prides itself on internationalism, where he talked to those seniors.
Ever since Finland, a nation of about 5.5 million that does not start formal education until age 7 and scorns homework and testing until well into the teenage years, scored at the top of a well-respected international test in 2001 in math, science and reading, it has been an object of fascination among American educators and policy makers...