Michael Fullan and Geoff Scott suggest that a feature of the new pedagogies for deep learning is of teachers and college professors becoming:
1 Fullan, M. & Scott, G. (2014). Education Plus. Seattle, WA: Collaborative Impact SPC. p.7.
In John Hattie's recent work, 'What works best in education: the politics of collaborative expertise', he argues that
"...the greatest influence on student progression in learning is having highly expert, inspired and passionate teachers and school leaders working together to maximise the effect of their teaching on all students in their care." 1
In order for this to be accomplished, Hattie proposes that more emphasis needs to be placed on reducing the' variability among teachers in the effect they have on student learning' by collectively raising the standard:
“…we need to recognise effectiveness among teachers and build a profession that allows all to join the successful." 2
He believes this variablity can be reduced by creating
"...a system where leaders know their high-impact teachers so that they may create a coalition of the successful who can work together on reducing within-school variability." 3