...I. The Power of an Effective Teacher and Why We Should Assess It This is the value of the teacher, who looks at a face and says there's something behind that and I want to reach that person, I want to influence that person, I want to encourage that person, I want to enrich, I want to call out that person who is behind that face, behind that colour, behind that language, behind that tradition, behind that culture. I believe you can do it. I know what was done for me. The transformative power of an effective teacher is something almost all of us have experienced and understand on a personal level. If we were particularly fortunate, we had numerous exceptional teachers who made school an exciting and interesting place. Those teachers possessed a passion for the subjects that they taught and genuine care for the students with whom they worked. They inspired us to play with ideas, think deeply about the subject matter, take on more challenging work, and even pursue careers in a particular field of study. Some exceptional teachers achieve celebrity status, such as Jaime Escalante, the math teacher who inspired the film Stand and Deliver, but thousands of unsung heroes go unrecognized in their remarkable work with students on a daily basis. II. Qualities of an Effective teacher Think back to when you were in school. Who was your favourite teacher? Who was the teacher you dreaded having? Almost everyone will instantly be able to answer these two questions. We’ve all had terrific...
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...Might Be Operationalized | Educators implement visual aids, audio, hands on activities, rubrics, individual work, etc. into their lessons to make sure they meet the eight different learning styles in their classrooms. | Educators only provide student learning through lecture and the work is always individual work. Students cannot interact or move around the classroom. | 8 – 10 Beliefs about Leadership, Administration, or Learning *Administrators lead with a vision and communicate the vision to everyone who is involved in the learning environment (teachers, students, parents, stakeholders).*Administrations state their vision in their handbooks, the vision is posted and reviewed in every classroom, and they are installing that vision into their teachers, students, and parents. | *Administrators do not lead with a vision and they do not promote their vision as much as they should.*Administrators do not speak to their teachers, students, parents, or stakeholders about the vision that they have for their school. | *Administrators can listen and communicate well with their staff, stakeholders, parents, and students.*Administrators communicate through newsletters, emails, face-to-face, etc. | *Administrators do not listen and communicate well with their staff, stakeholders, parents, and students.*Administrators do not communicate change when change happens in the...
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...HOMEWORK; IN TEACHING AND LEARNING IN PRIMARY SCHOOLS IN KENYA. Homework is such a stress! Teachers, pupils and parents often make this statement. Considering homework as part of schooling, it is fascinating how much everybody finds it stressful and uncomfortable. Except for the occasional projects, primary school pupils in Kenya, from pre- school, lower primary and upper classes, think of homework as boring, repetitative and a waste of their leisure, T.V, story, movie and playtime. In addition, for some it prevents them from exploring and discovering new stuff. For them homework, is an obstacle and not part of learning. The teachers also continuously complain about the coverage of the extensive Kenyan syllabus in relation to the time they spend on checking, marking, correcting and grading homework. On the other hand, parents consider the duty of supervising homework as a burden; an alternate between household chores and fury mixed with tears. If pupils cannot stand it, teachers do not like marking and parents do not like standing over their children, why do we still want to stress on its ultimate effectiveness in teaching and learning in primary schools? The primary school pupils may not always view homework as a pleasant experience, but if the assignment serves, a good purpose and parents are involved in reinforcing the completion of the tasks, and then homework becomes an effective tool in learning and teaching. Pupils in turn benefit by gaining high grades, better study habits...
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...THE VALIDATION OF A STUDENT SURVEY ON TEACHER PRACTICE By Ryan Thomas Balch Dissertation Submitted to the Faculty of the Graduate School of Vanderbilt University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in Leadership and Policy Studies August, 2012 Nashville, Tennessee Approved: Professor David S. Cordray Professor Matthew G. Springer Professor Mimi Engel Professor Mark Berends Though there is widespread evidence that teachers matter, a more challenging problem exists in attempting to measure teacher effectiveness. It can be argued that student feedback is an important consideration in any teacher evaluation system as students have the most contact with teachers and are the direct consumers of a teacher’s service. The current paper outlines the development and preliminary validation of a student survey on teacher practice. Using data from a large-scale pilot in Georgia, the analysis finds that teacher scores on a student survey have a positive and marginally significant relationship to value-added estimates of teacher effects on student achievement. Further, there is a strong link between teacher scores and measures of academic student engagement and student self-efficacy. Finally, the paper investigates policy related issues that are pertinent to implementing student surveys as a component of teacher evaluation. i ACKNOWLEDGEMENTS I would like to those who directly supported...
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...almost all factors, those if, found collectively in a teacher makes him a role model. Certain facts, endorsed through statistical surveys are also quoted. The paper highlights the fact that an ideal teacher is one who is a friend, a performer, an artist, a vocalist, a speaker, an analyst, a trainer, a guide, an anchorperson and a judge. Our research shows that the images of an ideal teacher remain fresh and green in the memory of students throughout their lives. The paper carries some suggestions and concludes that the blend of personal and professional qualities and didactic knowledge of the subject are valued key points. This study also set path for further and deeper discussion of images of a good teacher at all levels in general and at tertiary level in particular. Keywords: Role model, Quality Education, Lucidity, Evaluation, Instructional objectives Teachers: The Epitome of Pedagogy 1. Introduction Teachers are the architects of a nation. It is richness of teachers' talent that fabricates intellectual and academic architecture. It is the mosaic of talented teachers that would bring renewed vitality. Before we discuss the qualities of this constellation of educators, we have to address the query that why are the quality of a teacher important. Because good teaching leads to effective learning, which in turn means thorough and lasting acquisition of the knowledge. (How to improve teaching quality). Also, the Quality Education is a...
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...ongoing teacher professional development. It intends to qualitatively and quantitatively extend an educators’ skill set so that they are continually effective in the classroom. Like any other profession teachers must keep their skills sharp and updated as the educational system is only as good as its players. The key to this quality education for all students is the classroom teacher, but not just any classroom teacher (Killion & Harrison, 2006). Students must have skillful, highly effective teachers who have consistent access to ongoing professional development (Sparks & Hirsch, 2000; Guskey, 1997; Guskey, 1998; Maldonado, 2002). NCLB offers broad guidelines for effective professional development acknowledging the integral nature of ongoing professional development that seeks to insure teachers continually possess the knowledge and skills necessary to successfully perform their duties (Lauer & Dean 2004). NCLB requires all 50 states to provide “high-quality” professional development that will ensure every teacher is both highly qualified and highly effective. The federal government’s definition of high-quality professional development includes activities that improve and increase teachers’ academic knowledge, are part of school and district improvement plans, provide teachers the knowledge to meet state content standards, are sustained, intensive and classroom focused, support the recruiting, hiring and training of high quality teachers, expand teachers’ understandings...
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...hoolHow High School Students Perceive Effective Teachers Jerome G. Delaney Faculty of Education Memorial University of Newfoundland Abstract Traditionally high school students have not been given many opportunities to offer their insights and comments on education and schooling. This paper reports on a study which asked students to list the top five characteristics of effective teachers. Their perceptions are congruent with the literature and one of the several conclusions is that teachers, administrators and other stakeholders in education should pay attention to what students have to say about the characteristics of effective teachers. There appears to be a dearth of information regarding high school students’ perceptions of the characteristics of effective teachers. In fact, according to SooHoo (1993). Somehow educators have forgotten the important connection between teachers and students. We listen to outside experts to inform us, and, consequently, we overlook the treasure in our very own backyards: our students. Student perceptions are valuable to our practice because they are authentic sources; they personally experience our classrooms first hand. . . As teachers, we need to find ways to continually seek out these silent voices because they can teach us so much about learning and learners. (p. 389) Providing teachers with feedback about their teaching, whether it be from colleagues, administrators or students, is an important aspect of school improvement. Rudduck, Chaplain...
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...ED 250 REFLECTIONS 1 The Need for Teacher Education . The week two lectures had highlighted an important issue which has come under a lot of criticisms for the past years. This was the need for teacher education. Although many critics still feel that teacher education is a waste of time or that field experience is more important. Most do not realize that the need of teacher’s professional development is essential for the improvement of education all over the world and thus the expectancy for quality teacher education is becoming higher every day. First off, there are countless criticisms to the need for teacher education. However the two that I will focus on are firstly, the critic that teachers are “born and not made.” I feel that in order to be become a good teacher , you must learn the skills, knowledge as well get the experience to achieve the goal of being or becoming a good teacher. I do not agree with the statement that teachers are born ; for they are made. Teacher education is thus based on the theory that teachers are made and not born in contrary to the assumption that they are born. Since teaching is considered an art and a science, the teacher has to acquire not only the knowledge but also the skills or the ‘tricks of the trade’. In addition to this, another criticism is that knowing my subject content is sufficient. This I disagree with, because it definitely will not prepare you for the classroom and the school environment. I believe that educating children...
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...(Highschool Music Methods) Artistry in Effective Teaching: Command of Content and Mastery of Methods Effective music teaching as artistry is one of the key points in this chapter. Teaching music is an artistry because it involves performing as well as musicality. Teaching music is a “planned performance” in the sense that a music teacher prepares his/her lessons and then “performs” it in front of his/her class. In order for music teaching to become artistry it is, first and foremost, essential that the teacher possesses a good command of his/her content or subject matter. Having a good command of and intimate knowledge of your subject matter is not a simple thing because your subject matter is composed of everything you have learned in college. That knowledge will help you, as a teacher, to “lead all types of students in the study of sequential concepts and skills.” The sequence mentioned and its content may come from a number of sources. A music teacher preparing his/her sequence of study and content must take into consideration the following: the music curriculum of the school that employs him/her, the past lessons of the students, chat he/she has learned in college, music appreciation books, contents of different teaching approaches (Kodaly, Orff, Suzuki, etc.), the National Standards of Competencies, as well as curriculums of other music programs that may be helpful. Another key point stressed in this chapter is the use of “high-quality (music) literature.” This pertains...
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...Report Assuring quality in education has been the goal of educators for centuries. According to UNICEF every child has a right to an Education. This is also supported by the UN Convention on the Rights of the Child (1989) which says, “Every child has the right to an education which develops their personality, talents, and abilities to the fullest.” The Ministry of Education of Trinidad and Tobago along with UNESCO supports these objectives and worked together to develop programs that would address these issues. The Education Policy Paper (1993 – 2003) states, “Every child has an inherent right to an education that will enhance the development of maximum capability regardless of gender, ethnic, economic, social or religious background.” One project that has been agreed upon is Education for All. Education for All has as one of its goals ‘improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.” This goal can only be achieved through the ‘delivery of a systemof quality education to students at all levels of the education system.’ In order to provide quality education to students it is important that all stakeholders play an active role in the education process. Therefore it is important that teachers continually upgrade and develop their skills to be able to identify and properly meet the needs of students. The ministry...
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... The task of organizing, coordinating, monitoring and supporting teachers in their efforts to provide high-quality learning opportunities for students are important in developing instructional program that are needed for every classroom. As different as the approaches to school reform are, it lies on their success on the motivations and capacities of leadership. Change of improving student learning is quite complicated unless school leaders agree with its purposes and appreciate what is required to make it work. Instructional leaders must also, for example, be able to help their colleagues understand how the reform might be integrated into local improvement efforts, provide the necessary supports for those whose practices must change . In the hectic environments of schools, with the array of demands on leaders, principals and other leaders are generally viewed as unprepared to lead instructional improvement efforts (Levine, 2005). The ultimate goal of instructional leadership was to improve teaching, and meaningful supervision became the instrument to assist teachers in developing and growing in their professional knowledge, skills, and abilities. CONCEPTUAL FRAMEWORK Leadership is described as power granted with the will of the followers. It is authority readily invested in a trusted person and thus qualifies as a kind of moral and transformational power over the organization. Effective school leaders are the key to large-scale, sustainable education reform...
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...teaching a variety of students with different abilities. Throughout the school day an effective teacher accommodate the academic, social and emotional, and functional needs of all of students. Scheduling and routines are important, but flexibility is also a must at all times. An effective teacher also employs different instructional strategies, behavior/classroom management techniques, and a variety of assessments. Other hallmarks of an effective special education teacher are patience, passion, and the ability to engage all students in learning through whatever means possible. You must read your class and adapt to them. making some attempt to connect with each student in the class. Outstanding teachers also employ superior instructional strategies to deliver that content to their students. They know how best to communicate material in a way that engages all students. Outstanding teachers make a personal connection with their students. Their students believe that their teacher cares about them personally. Their students believe that they can trust their teacher. The best teachers communicate high expectations to their students, and their students are inspired to do their very best in order to make their teacher proud. Successful teachers know what research says about the best practices and also have an intuitive sense of what works in the areas of student engagement, instruction, the effective use of time, the arrangement of the classroom, how to use a variety of assessments...
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...Effective and efficient learning on the part of the students highly depends on teachers and the actions they take in their classes (Markley, 2004). Jordan, Mendro, and Weerasinghe (1997) reported that “by spending a few years with effective teachers can put even the most disadvantaged students on the path to success whereas a few years with ineffective teachers can deal students an academic blow which they may never recover”. However, Language practitioners and researchers have already recognized that teachers do not have a complete control over what learners learn from English language courses (Allwright, 1984 as cited in Breen, 2001a; Salimani, 2001). According to Williams and Burden (1997) learners perceptions of teaching have a great influence...
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...TOPIC: ENHANCING TEACHERS EFFECTIVENESS Developing nations generally spend a fairly large component of their national budgets on education. Of that, a large proportion is spent on paying up teachers’ salaries. In Indian States, the share of teacher salaries in elementary education expenditure is estimated, on an average, to be 97 per cent (World Bank 1996). In the prevailing economic crisis world over, most developing nations are forced to contain their public expenditure. Given this scenario, it is unlikely that most developing nations will be able to increase their educational budgets in the future. This leaves very little hope for any increase in the expenditure on teachers’ salaries, teacher numbers. At the same time, the requirement of teachers is going up. Several conditions are continuously impacting on the need for primary teachers e. g., increasing enrolments, retiring teachers etc. Notwithstanding the scarcity of funds to appoint additional teachers needed, any quality improvement will be only possible through more efficient use of the available resources – both human and physical. Teachers are the most important human resource in any educational programme. Therefore, the real challenge is to enhance teacher effectiveness without increasing costs. TEACHER’S EFFECTIVENESS To define and measure teacher effectiveness is a difficult task. To put it simply, one may say that what students learn is the basic “output” of schooling; the more students learn...
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...CURRENT ISSUES IN EDUCATIONAL MANAGEMENT IN NIGERIA Edited by N. A. Nwagwu E. T. Ehiametalor M. A. Ogunu Mon Nwadiani A publication of the Nigerian Association for Educational Administration and Planning TABLE OF CONTENTS Preface and Acknowledgement …………………………….xi — xn SECTION 1: MANAGEMENT OF A FREE COMPULSORY SCHOOL SYSTEM 1 Chapter 1: Educational Management in Nigeria. ... ……..2-12 Prof. A. B. Fafunwa Chapter 2: Management of Free and Compulsory Education in Nigeria: Issues and Problems. ............ 13-23 Dr. M. S. Onwueme Chapter 3: Effective Management Strategies for a Free and Compulsory School System in Kwara State. 24-37 Dr. (Mrs.) A. T. Alabi Chapter 4: Effective Management of Schools for Compulsory Education. .. ... ... 38-47 Dr. Michael U. C. Ejieh Chapter 5: Management Demand of Universal Basic Education Programme.. ... ... 48-59 Dr. (Mrs.) R. O. Olubor and Dr. S. Unyimadu Chapter 6: Planning and Managing Universal Basic Education (UBE) at the Primary School Level in Cross River State………........ 60-70 Dr. Usang U. Bassey and Mrs. Ijeoma A. Archibong Chapter 7: Investigating Factors Influencing Primary School Pupils' Learning Achievement in Imo State... 71-90 Assoc. Prof. I. L Anukam iii SECTION 2: HUMAN RESOURCES...
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