However, there is a difference between teacher quality and teaching quality, the noun and the verb.
The quality teacher may be characterised by higher intellectual aptitude, higher university entry standards and better initial teacher training.
Quality teaching may be characterised by superior instructional pedagogy and curricula.
Two lessons to take from understanding the subtle distinction between quality teacher and quality teaching:
First, teachers of average aptitude delivering superior instruction can make up for being average by delivering quality teaching.
Second, it will take less time to get average teachers to deliver better pedagogy that it will take to lift the mean aptitude of the profession, including higher university entry standards and initial teacher training.
Lifting teachers is a longer and more fraught aim.
Ordinary and average teachers can deliver effective instruction if they have the right training and programs that integrate properly designed curriculums with proven pedagogical practices.
Liberals believe granting public schools greater autonomy is key to school reform.
Giving principals powers over hiring and firing, budgets and devolving governance to school boards and so on.
This is partly right and partly wrong.
It is right in relation to good and great schools.
It is wrong in relation to poor and fair schools that still need to make the journey to good.
Failing schools require prescriptive interventions to become good.
Good schools require increased autonomy to become great.
This is plain from McKinsey's 2010 framework, where levels of autonomy depend on what stage of the reform journey a schools system -- or an individual school -- is at.
To give failing schools autonomy is folly, because it will merely continue to license failure.
Quality teaching would be easier to achieve than better teachers, Noel Pearson, man with the most amazing brain and chairman of the Cape York Institute for Policy and Leadership, The Australian, 6 July 2013 : http://www.theaustralian.com.au/opinion/columnists/quality-teaching-would-be-easier-to-achieve-than-better-teachers/story-e6frg786-1226675078361