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The concept of mentorship
Importance of teacher effectiveness
The concept of mentorship
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Effective teachers are those that can develop the knowledge and skills they need in the classroom, they are well prepared, and produce higher student achievement (NCATE, 2013) . Teacher effectiveness is assess through the grades students get in the classrooms but a much more comprehensive system for assessing teachers is needed to determine their preparedness to enter the classroom as a sole practitioners. Teacher preparation is composed of two elements the knowledge they poses of the subject to be taught and knowledge and skill in how they teach that subject (NCATE, 2013). Many teachers have the knowledge of the subject but fail to teach the subject. Knowledge is not the same as teaching, there are a variety of differences between the two. A teacher goes to school learns a myriad of subjects decides on one and goes into learning how to teach that subject. There is a difference between knowing the material and being able to teach it.
Evaluating of teachers is done at a state and district level, through an evaluation system that is implemented but the system has limitations (NCATE, 2013). The evaluation system fails to differentiate between excellent instructions and poor instructions, as well as failing to define a minimum standard of effectiveness (Kane, 2013). Effective teaching could not be achieved without effective leadership. The success of a school depends largely on the effectiveness of the principal. The student learning process and development depends largely on the involvement of teachers, parents and administration all who play key roles in the cognitive development of the student (Everard, Morris, & Wilson, 2013). In a technology driven world where technological advances are rapidly changing schools nee...
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...lligence is the key to creating an environment that promotes learning and achieves optimal results in students achievements.
References
Cotter, K. (2011). Proper Classroom Management is Essential for an Effective Elementary School Classroom. Effective Business Management, 5(6), 12-22.
Everard, K. B., Morris, G., & Wilson, I. (2013). Effective School Management. Lawrenceville, GA: Sage.
Kane, T. J. (2013). Who is an Effective Teacher. Retrieved from http://www.brookings.edu
Mortiboys, A. (2012). Teaching with Emotional Intelligence: A step by step guide for higher and further education professionals (2nd ed.). New York, NY: Routledge.
NCATE. (2013). What make a Teacher Effective. Retrieved from http://www.ncate.org
Rink, J. E., & Hall, T. J. (2014). Research on Effective Teaching in Elementary School Physical Education. Elementary School Journal, 108(3), 207-218.
Ms. Hall has had many years of public education experience and higher education training in which to hone her leadership style and framework. She started her career as a teacher in the Kirkwood School District. She then served as an assistant elementary principal at both Ritenour and Pattonville School Districts before being selected to serve as the assistant superintendent of the Maplewood Richmond Heights School District in 2008. Throughout her career she continued to pursue her education as a means o...
Leading organizations of school administrators offer educators various opportunities to encourage educators to become leaders. No Child Left Behind Act of 2001 (NCLB) has mandated that leaders be better prepared for the task of providing quality education to all. NCLB “… is forcing all educational stakeholders to face the weakness of contemporary school leadership and is making it impossible to ignore the need for higher quality principals” (Hale & Moorman, 2003, p.1). It is believed that all educators can be and are leaders in their own right. A leader is a visionary and has the ability to inspire others to aspire to greatness. Of the numerous opportunities that are offered, those that are most beneficial include but are not limited to leadership training programs, professional development, and creating shared leadership opportunities for teachers to become leaders. The systems “…that produce our nation’s principals are complex and interrelated – and governed by the states. Each state establishes licensing, certification and re-certification” (Hale & Moorman, 2003, p.1). States use the ISLLC standards “…as the framework for preparation programs and in service professional development of school superintendents, principals, and other leaders” (Hale & Moorman, 2003, p.3).
Frank, V. V. (2009, September). Framework for Improvement: Effective School Leadership Translates into Increased Student Learning. The Learning Principal: National Staff Development Council , pp. 2, 6-7.
... physical education (J. Sproule, Ed.). Retrieved February 25, 2014, from Sage Journal website: http://epe.sagepub.com/content/11/3/257.short#cited-by
One regular factor in most of the effective schools research is an emphasis on strong, instructional leadership (Edmonds, 1979ab, 1982; Purkey & Smith, 1983; Weber, 1971; Brookover& Lezotte, 1979). Leadership theories, such as trait, behavior, contingency, and charismatic, provide a theoretical framework for viewing the total development of instructional leadership. Instructional leadership has many different definitions and models that intellectualize it starting from the early 1900’s. The current study synthesizes the many meanings and models of instructional leadership using theoretical and empirical contemplations. The instructional leadership construct is defined in terms of principal behaviors that lead a school to educate all students to higher student achievement.
Systems and structures provide the organizational foundation, but it is the human capital that really provides for the success or failure of any organization. In order for real change to happen, the staff needs to fully embrace the vision and the systems of change. This can only be accomplished if they feel respected, valued and involved in all parts of the change process. It is important to authentically embrace this group and treat them as colleagues in the process. This is the group that is responsible for implementing all systems and providing the public relations for the structure. The
Kelly, L. E., L. Kelly, and V. Melograno. Developing the physical education curriculum: An achievement-based approach. Human Kinetics Publishers, 2004. Print.
Thomas Sergiovanni (2015) describes three essential dimensions of leadership as “the heart, head, and hand of leadership.” The heart describes those characteristics within the school leader that reflect personal “beliefs, values, and dreams.” The head of leadership refers to the practice of teaching and educating. The hand of leadership reflects actions taken by school leaders with respect to management behaviors. (p. 5) Within these elements, there is room for personal choice in how leadership is practiced and it is incumbent on new principals to find an individual leadership style that responds to the uniqueness of each school.
Myers, L. L. & Tucker, M. L. (2005). Increasing Awareness of Emotional Intelligence In A Business Curriculum. Business Communication Quarterly, 68, pp. 44-50.
Furthermore, teachers need proper training and the preparation because if a teacher knows the material very well and gives the students a well-written lesson plan, then the students could know about what is being taught to them. For example, the students could notice about what their main focus is on the subject. Furthermore, when a teacher hands out a handout; then it gets very easy to follow during instructional time in the classroom. Therefore, that is when knowledge of learning and
Goleman, D., 2005. Emotional Intelligence: Why It Can Matter More Than IQ. London: Bloomsbury Publishing.
Classroom management has the largest effect on student achievement, so students cannot learn in poorly managed classroom. Additionally, research has pointed out that the quality of teacher-student relationships is the main aspect of classroom management.(…2). Furthermore, when teachers set classroom management plan, the plan will give structure to everything from seating to lessons to grading to the relationship between students. Teachers should incorporate strategies for addressing student behavior into classroom
Teacher quality is the most important issue when dealing with how effective a classroom will ...
These articles have proven that emotional intelligence results in stronger relationships, success in school and eventually the ability for adolescents to achieve their future careers and personal goals. An important lesson learned from these articles is that emotional intelligence is an important quality to have in life, not only to succeed academically but to improve a person’s overall happiness. Although some believe that emotional intelligence and academic achievement are not associated with each other, these articles prove otherwise. The ability to adapt feelings, to problem solve, and to manage emotional feelings has been proven to lead to higher GPAs. Unfortunately students experience an abundance of stressors beyond school work, therefore it is important for students to understand how to cope with these life situations as they can consume their daily thought processes and affect their GPA’s. This is why educating adolescents to be successful in their future requires education that fosters both academic and emotional intelligence abilities. Not only can this improve academic abilities, but it can also improve the overall happiness of a person. Future research should test to see how emotional intelligence affects people of different studies and different personalities so that educators can have different strategies for different people. This is important because in one of my articles it seems that science students have a lower emotional intelligence than art students. Therefore, emotional intelligence characteristics should be taught to students in this major as it is proven to have a bigger impact on their academic achievement.After this debate I have learned a lot about emotional intelligence and its importance to students academic success. As a future educator, I would like to see my students succeed and I believe implementing emotional
With the proper guidance and support, teachers can achieve academic excellence in the classroom. They follow their principal’s vision and share their goals. Teachers also serve as leaders in their classroom. They share their vision and goals with their students promoting positive attitudes in the classroom. Just like it is important for principals to respect and understand what their teachers need, students also need the support, understanding, respect and empathy from their teachers. When teachers demonstrate commitment in the classroom and set high expectations they raise the level of learning in the classroom. Teachers that work with the students and their parents to understand and meet their needs will achieve positive academic outcomes. Students engage in learning with positive attitudes and strive for high achievements. Teachers work together with their leaders to improve their teaching