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eterry02

Good Teachers May Not Fit the Mold - Educational Leadership - 0 views

www.ascd.org/...hers-May-Not-Fit-the-Mold.aspx

teaching classroom management instruction instructional design education resources

shared by eterry02 on 03 Feb 19 - No Cached
  • teachers' ACT scores exerted a larger influence on student achievement than did student poverty level, class size, and teaching experience combined.
  • Adequate knowledge of their content areas.
  • Rice (2003), who has reviewed hundreds of studies of teacher quality, notes that
  • ...28 more annotations...
  • "subject matter knowledge contributes to good teaching only up to a certain point, beyond which it does not seem to have an impact" (p. 37).
  • Good teachers must know their subjects well, but having doctoral-level knowledge of Freudian interpretations of Victorian literature, for example, doesn't really improve someone's ability to teach language arts to 8th graders.
  • Knowledge of how to teach their subject areas
  • They found that although content knowledge is essential, teachers who also possess strong pedagogical content knowledge are more effective than those with content knowledge alone.
  • strong pedagogical content knowledge
  • were likely to gain a full year more learning than students whose teachers had weak pedagogical content knowledge (among the bottom one-fifth of teachers).
  • common metrics for hiring and rewarding teachers are only weakly linked to student success.
  • Traditional licensure or credentials.
  • "little rigorous evidence that [teacher certification] is systematically related to student achievement"
  • Yet the study detected no before-and-after effects—that is, teachers appeared no more effective after undergoing the grueling certification process than before it (Clotfelter, Ladd, & Vigdor, 2007).
  • Advanced degrees.
  • "have found no discernible effect of teachers having a master's degree or higher on student achievement" (p. 26).
  • One possible exception appears to be high school science and mathematics,
  • Extensive classroom experience.
  • Yet on average, after a few years of teaching, added years of teaching experience appear to offer little guarantee of increased effectiveness.
  • teacher effectiveness
  • Belief that all students can learn.
  • Belief in their own abilities
  • Ability to connect with students.
  • School leaders must consider, then, which attributes they can augment and which they cannot.
  • reexamine the metrics, explicit or implicit, they use to select and compensate teachers
  • Being credentialed, being experienced, or holding an advanced degree is no guarantee of effectiveness
  • know how to teach
  • teacher's dispositions and attitudes
  • teased out through interviews and observations
  • analogy
  • quality of their teachers can be the difference between academic success and failure.
  • Verbal and cognitive ability.
  • eterry02 on 03 Feb 19
     
    ""Good Teachers May Not Fit the Mold (Links to an external site.)Links to an external site."
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