Second, some observers have concluded that the secret of Finnish educational success is its well-trained teachers. Yes, it is true that teachers and leaders have higher academic education in Finland than in many other countries. But that alone is not the way to whole-system change. What is significant in the Finnish approach is that it has focused on improving the professional knowledge and skills of teachers and leaders as a collective group, not only as individuals, which is the common practice in many current reform programs elsewhere. Finnish teachers learn to work together with other teachers. Finnish education system development has systematically focused on improving schools as social organizations. This includes leadership development that is, according to external reviewers, aimed at enhancing shared and distributed models of leadership. In brief, Finnish educational change is driven by building social capital within the system in concert with individual professional growth.
Why do school reformers think teachers are interchangeable parts (of varying quality)?