I was reading a post by Claus von Zastrow, “Message to Educonomists: You Can’t Ignore the Important Stuff,” when an aside caught my eye:
“I’ve always found it curious that so many reformers who insist that every child can learn believe teachers are ineducable. Every child has limitless potential, they say, but don’t waste your money on developing teachers’ talents.”
It’s an interesting observation. I wonder if part of the problem stems from the difficulty researchers have had in identifying what makes a good teacher? Four years ago, the Center for Public Education reviewed teacher quality research and found that there was no single factor that automatically assured you a good teacher.
Now, as we’re preparing a new research review, we’re finding that some factors are coming clearer. While there still isn’t one magic quality that guarantees a good teacher, there are a few qualities that have been associated with effective teaching. Look for the full report in the upcoming weeks at the Center.
In any case, I agree with Claus: Good teachers are made, not born. We just need to focus more on what makes them that way. –Rebecca St. Andrie
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I have served on one too many school leadership teams in failing schools, however what I have discovered (and suspected all along) is that “making good teachers” is less important than hiring good administrators. Good teachers (as a group) appear to be mediocre in an environments where there is poor school goverance. Regardless of good teaching strategies, good classroom management & discipline, in a school or system where teachers’ expertise is not respected, there is no accountability for persons hired to assist in the process (graduation coaches, guidance department, paraprofessionals, secretaries, and etc.) teachers are simply the scapegoats when a school fails. I have yet to find an evaluation instrument that thoroughly addresses the responsibilities of any other entity in the school than teacher responsibility. Until school boards, superintendents, and administrators are willing to clearly define the characteristics of an effective administrators & and clearly define the roles of support persons in the school, a true school evaluation cannot be done. The impact that poor administration has on a school is continuously underrated.