Polity and Competence: Can the State Change Teachers’ Skills?

Abstract

Observers of the school organization have grown increasingly critical of the regulatory model often employed by the state when attempting local reform. An alternative framework is emerging that sees the modern state as a gentle illustrator of instructional improvement, relying on staff development and locally crafted change. But little empirical work has assessed whether staff development programs exercised by the state can effectively touch competencies of local school staff. Our study does find such effects for a special education staff development initiative. But the program was efficacious only in imparting knowledge related to procedures that ensure legal compliance (not instructional skills), and effects were strongest among administrators (not teachers). We conclude by asking whether the modern state can actually move beyond its traditional regulatory role to illustrate more precisely improved teaching practices.