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
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teachers' ACT scores exerted a larger influence on student achievement than did student poverty level, class size, and teaching experience combined.
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Adequate knowledge of their content areas.
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Rice (2003), who has reviewed hundreds of studies of teacher quality, notes that
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"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).
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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.
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Knowledge of how to teach their subject areas
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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.
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strong pedagogical content knowledge
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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).
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common metrics for hiring and rewarding teachers are only weakly linked to student success.
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Traditional licensure or credentials.
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"little rigorous evidence that [teacher certification] is systematically related to student achievement"
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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).
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Advanced degrees.
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"have found no discernible effect of teachers having a master's degree or higher on student achievement" (p. 26).
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One possible exception appears to be high school science and mathematics,
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Extensive classroom experience.
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Yet on average, after a few years of teaching, added years of teaching experience appear to offer little guarantee of increased effectiveness.
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teacher effectiveness
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Belief that all students can learn.
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Belief in their own abilities
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Ability to connect with students.
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School leaders must consider, then, which attributes they can augment and which they cannot.
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reexamine the metrics, explicit or implicit, they use to select and compensate teachers
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Being credentialed, being experienced, or holding an advanced degree is no guarantee of effectiveness
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know how to teach
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teacher's dispositions and attitudes
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teased out through interviews and observations
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analogy
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quality of their teachers can be the difference between academic success and failure.
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Verbal and cognitive ability.
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""Good Teachers May Not Fit the Mold (Links to an external site.)Links to an external site."
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