Defining and determining the scope and concept of teaching effectiveness is argued to be challenging for researchers (Roche & Marsh, 2000; Young & Shaw, 1999). It is not possible to limit the definition to one dimension, trait, behavior, or classroom procedure totally captures what it means to be an effective teacher. It is believed to be a multidimensional construct, including such issues as content knowledge, or pedagogical knowledge, or personality features of the teacher, and classroom dynamics (Bush, Svinicki, Kim, & Achacoso, 2006; Carnell, 2007). Although there is no clear definition, evaluations of teacher effectiveness are often used in studies as a form of formative and summative assessment about the quality of instructors’ teaching (Ahmadi & Cotton, 1998; Blackhart, Peruche, DeWall, & Joiner, 2006). Classroom observation by trained educators, peer review by fellow colleagues, and student evaluations of teachers often shape the basis for teaching effectiveness critiques. The above ways introduce formative feedback to educators, including different issues related to teachers such as perceptions of the level of teacher preparation, enthusiasm, subject knowledge, and presentation skills; the nature of teacher interpersonal skills, being fair, and concern for students; and the quality, quantity and frequency of teacher feedback are the issues that are important in evaluating teachers and these are the issues that learners will critique at the firs glance (Feldman, 1989, 1996). A continuous and important part of academic life, these evaluations also inform college managers when retention, merit, promotion, and other important decisions are going to made; and help students in selecting courses or individual parts of cour... ... middle of paper ... ...eptions of teachers (Akerlind, 2007; Buskist, 2002; Erdle, Murray, & Rushton, 1985; Lowman, 1984, 1996; Murray, Rushton, & Paunonen, 1990). The teacher’s capability to create rapport is revealed in students’ sense of classroom community (i.e., the more positive and interactive the student-teacher relationship, the higher the students’ success). In order to build and keep that student-centered quality that is so important to students’ success, teachers would appear to have an open posture towards their own teaching. But what shapes teachers’ attitudes and objectives for their own teaching? Teachers’ manners, and their goal orientations towards their own teaching, affect the way teachers maintain course objectives, design class activities, and regulate themselves when interacting with students. Using self-efficacy and goal orientation paradigms, Kucsera, Roberts,
In 2010, Charlotte Danielson wrote an article, “Evaluations That Help Teachers”, for the magazine The Effective Educator. The purpose of this article was to explain how a teacher evaluation system, such as her own Framework for Teaching, should and can actually foster teacher learning rather than just measure teacher competence, which is what most other teacher evaluation systems do. This topic is especially critical to decision-making school leaders. Many of the popular teacher evaluation systems fail to help schools link teacher performance with meaningful opportunities for the teachers to reflect on and learn from in order to grow professionally. With the increased attention on the need for more rigorous student standards, this then is an enormous opportunity missed. Students can only achieve such rigorous expectations if their teachers can effectively teach them, and research has shown that teachers who are evaluated by systems that hold them to accountability and provide them for continuous support and growth will actually teach more effectively.
Charlotte Danielson, an internationally recognized expert in the area of teacher effectiveness, created The Framework for Teaching, which is comprised of four domains of teaching responsibility (Danielson, 1996). Danielson specializes in the design of teacher evaluation to ensure teacher quality and to promote professional learning. Danielson’s framework is based on large amounts of research, including the Measures of Effective Teaching (MET) project, supported by the Gates Foundation (Bill and Melinda Gates Foundation, 2013). Danielson’s framework also aligns with the Interstate Teacher Assessment and Support Consortium (InTASC), which outlines what a beginner teacher should possess in skills. In addition, it is the underlying set of ideas
“Formed through the interplay of past performance… teacher expectancies have an undeniable influence on students’ learning. Skinner and Belmont (1993) point out the following about teacher behavior: 1) Teacher behavior influences students’ perceptions of their interactions with teachers. 2) Teacher behavior influences student engagement.” (Bruns 3)
Kyriacou, C. (2001) Effective Teaching in Schools: Theory and Practice, 2nd ed. Nelson Thornes Ltd.
Lang, H., Evans, D.(2006). Models, Strategies, and Methods for Effective Teaching. USA, Pearson Education Inc.
The job of a teacher is never easy but we have seen how cooperative discipline and enabling students to feel capable, connected and contributing can improve classroom management and maybe even our own moods. If we create an environment of mutual respect and give our students legitimate power of voice and choice in the classroom we will see positive results in improved student behavior and student achievement. Because when our students believe that they can succeed, they will.
I know that in order to conduct this study I needed to be aware of my own internal viewpoints so that I could fully focus on my participants’ experiences and truly hear their perspectives. My goal is to understand them within their school contexts, their community contexts, and their experiences as teachers. For these reasons, I am taking additional efforts to be aware of my own feelings and perspectives in this study. These additional efforts will include maintaining field notes to document my thoughts and reactions after each interaction with teachers, and maintaining a record of my own internal processes to reflect on my biases and assumptions throughout the
This paper will identify different definitions of an effective teacher, along with how to assess teachers for being effective. Teacher Effectiveness: Characteristics and Skills of an Effective Teacher. Teacher effectiveness has generated different definitions depending on how it is viewed. Jupp and Education (2009) define effectiveness as “the practical outputs of teachers”. These outputs take place in two different forms, quantitative and qualitative.
Ingersoll (2012, p.47) argues that in general, teachers are creatures of independent habit and this isolation proves to a be hurdle for newcomers as it becomes comparable to a feeling of being “lost at sea”. Palmer (1998, p.170) reinforces these implications of the teaching profession in instances being one of isolation can be concluded from its nature of competitiveness and “privatisation” that has thwarted collaboration and slowed down the progressiveness of this profession. As a beginning teacher one navigates through the phases of survival as they wade through confusion and managing issues to overcome this “great confrontation” (Ryan, 1986, p.11). Burke states that collegial support and professional collaboration remains as the third and fourth most contributing factors in determining the teacher’s choice whether to continue or exit the profession (2013). Thus, there needs to be a more cohesive effort towards collaboration amongst teachers that expands beyond the school environment to draw upon the expertise to be found in the broader community.
The teacher was rated using a rubric with specific criteria in four domains including planning and preparation, the classroom environment, instruction, and professional responsibilities (Hillsborough County Public Schools, 2012). Within each of these domains are components which are the performance factors that are relevant to classroom teachers. In domain one the components include: demonstrating knowledge of content and pedagogy, demonstrating knowledge of students, setting instructional outcomes, demonstrating knowledge of resources and technology, designing coherent instruction, and designing student assessments. The components for domain two include: creating an environment of respect and rapport, establishing a culture for learning, managing classroom procedures, managing student behavior, organizing physical space. In domain three the components included are: communicating with students, using questioning and discussion, engaging students in learning, using assessment in instruction, and demonstrating flexibility and responsiveness. There is only one component that was rated for domain four which is reflecting on teaching.
A teacher today needs to have an ability to relate to and create partnerships not with their students, but also families, administrators and other professionals. This ensures that all persons involved with the education of the student are on the same page. All involved then work in harmony and help each other achieve the common goal of educating the student in the best possible way for the best possible result. (Wesley, 1998, p 80)
Introduction Teacher evaluations are intended to be meaningful tools to help teachers improve instructional practices and become better educators for their students. In North Carolina, schools are required by law to supervise and formally evaluate teachers using the North Carolina Educator Effectiveness System (NCEES). Although the law is clear about the base requirements, the finer details of supervision is reserved for the administrator, or supervisor. Providing teachers the guidance to improve their instruction to attain higher student achievement remains one of the greatest tasks for a school administrator. This summary analysis will explore the general procedures for supervising teachers, the degree the principles of adult learning are
The teacher that I observed was Mrs. Cynthia Carney. She is the kindergarten teacher at Greystone Elementary school. As my first time in the classroom, I tried to observe as much as possible. I had a great first impression of the classroom, it is a very positive environment, and the teacher has definitely established a clear routine and rules that the students follow. The teacher did a very brief (5-10 minute) science lesson/introduction to the unit on weather. Although the teacher did not inform my partner and I about the exact objectives for the lesson, it was clear that she wanted the students to learn about making observations about weather. Her objective
In order for learning to take place in the classroom the teacher has to put in place an effective teaching and learning strategy. Being an effective teacher is not something that can be achieved instantaneously but rather something that has to be continuously developed and improved upon over time. Petty mentions how good teachers are not born but rather make themselves and that effective teaching comes from learning from your mistakes and successes. Petty, p. 516, 2009. This process involves teacher reflection and assessment of the effectiveness of different teaching strategies used in the classroom. It is only then that teachers can learn and advance themselves.
One good quality a teacher should have is, respect for the students. Each person’s ideas and opinions should be valued and not judged. They should be able to express themselves without feeling insecure. Another good quality is, having high expectations for your students. Each student should be encouraged to do their best and achieve goals that they may have never met before. Another good quality is, I believe a teacher should have is good communication skills. They should keep not only the students informed on what is going on in the class, they should definitely keep the parents informed as well. Teachers need to know how to communicate with all their students because some are at different levels than others.