QUALITIES OF AN EFFECTIVE TEACHER
Qualities of an Effective Teacher Duy Nguyen Charles Sturt University
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What does an effective teacher look like?
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Qualities of an effective teacher
Teachers play a pivotal role in student learning and educational outcomes. Hattie (2003) maintain that the teachers contribution account for approximately thirty percent of student achievement. As teachers are at the heart of educational improvement, there is considerable attention on what constitutes an effective teacher, how to measure it and how to improve teacher quality (Hanushek, Rivkin, Rothstein, & Podgursky, 2004; Hopkins & Stern, 1996; Lewis et al., 1999). Research has explored teacher effectiveness based on the teacher inputs (such as qualifications and personal attributes), the teaching process (classroom practice and management) or product of teaching (student achievement) and a combination of these elements (Stronge, Ward, & Grant, 2011). In the construction of the image of an effective teacher, a combination of these elements is considered. It should be noted that research on the effectiveness of teacher is often measured through student achievement. It is contended that student achievement is regarded the gold standard of (teacher) expertise (Hattie, 2003, p. 9). The image of an effective teacher was developed with consideration to personal attributes of the teacher, understanding the nature of learners and learning through adapting for the mixed abilities of students, adopting a pedagogical framework and practices which are adaptable and classroom management. The impact of educational reform and issues of equity and access has also been considered. As there are enormous pressures over a teachers time, they are constantly making trade-offs over competing demands over their time and decisions (Marsh, 2000). To guide the effective teacher in their decisions, ethics is used to support their choices. The work of teachers extend beyond imparting subject content knowledge (Groundwater-Smith, Brennan, McFadden, Mitchell, & Munns, 2009; Skilbeck & Connell, 2004). As such, personal attributes of a teacher is an important factor influencing teacher effectiveness (Cruickshank, Bainer, & Metcalf, 1999). The personal attributes of an effective teacher is illustrated through annotations contained within thought bubbles. The image represents the interpersonal teacher-student relationship
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through signifying that an effective teacher is caring. This is supported through literature which have found that teachers who demonstrate that they care about students have higher levels of student achievement than teachers who are perceived as uncaring (Collinson, Killeavy, & Stephenson, 1999; Darling-Hammond, 1999; Frymier & Houser, 2000). Other qualities that are suggested to be associated to an effective teacher in literature include someone who has empathy, "is respectful," "has a positive attitude" and "is easily approachable" (Marsh, 2010). Furthermore, an effective teacher should also be "100% passionate and committed." This is supported in the study by Hopkins & Stern (1996) which indicates, among other characteristics, commitment and love for children are key characteristics of high quality teachers. Effective teachers are able to create the optimal classroom climate for learning (Hattie, 2003). Additionally, they are able direct students to focus on the fundamental element of education learning (Stronge et al., 2011). The focal point of the image illustrates the teacher in the middle of a staircase, in between two students, one hand holding each students hand. The image represents that the teacher is the crux of the learning environment and provides support students on different levels (or abilities). This alludes to the effective teachers inherent understanding of the nature of learners (the students) and learning. Students have mixed abilities and although brighter students have steeper learning trajectories, the role of the teacher is to improve the trajectory of all students (Hattie, 2003). To fit the needs of different students, research has found that effective teachers are adept at using a range of teaching strategies (Darling-Hammond, 1999; Hopkins & Stern, 1996; Stronge et al., 2011). These instructional strategies form part of what is referred to as the pedagogy and practices of the teacher. Pedagogy can be defined as the art and science of educating children, the strategies for using teacher professional knowledge, skills and abilities in order to foster good learning outcomes (Teaching Australia, 2008 as cited in Marsh, 2010, p. 195). Beneath the staircase are three images a light bulb; the words FAQ and a question mark; and an exclamation mark. These represent the three key concepts in the model of
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pedagogy developed for teachers in NSW Public Schools intellectual quality; quality learning environment; and significance. As a potential future teacher in a NSW, it is expected that at a minimum, an effective teacher would consider the framework as a guide for professional development. The light bulb is used to illustrate ideas and represents the intellectual quality of the teachers. The framework identifies the need for effective teachers to focus on in depth understanding of concepts, skills and ideas (DET, 2003). The acronym FAQ and a question mark represents a learning forum where questions are asked and answered. This depicts the quality learning environment where students and teachers work productively in an learning focused environment (DET, 2003). An exclamation mark is used to symbolise significance. Significance refers to making learning meaningful and important to students. Although content knowledge is important, the way that knowledge is used in teaching the pedagogical content knowledge that distinguishes effective teachers (Hattie, 2003). It is contended that the model is generic and accommodates for student and teacher differences. The consideration of these elements is the benchmark for an effective teacher in NSW. Hence, an effective teacher understands the nature of their learners and is adept at using a myriad of strategies to ensure that they are able to maximise the learning experience An aspect of the teachers pedagogy is classroom management. The teacher is standing in the middle of a see-saw. Classroom management and strategies to foster academic learning and appropriate behavior is a prerequisite of effective teaching (Stronge et al., 2011). This represents an effective teachers ability to maintain a balanced system of classroom management. Broad strategies that can be adopted by an effective teacher involves consideration of time management, pacing of learning activities, maximising on-task behavior, improving classroom communication and managing violence (Edwards, 2004). There are also specific approaches to classroom discipline which have been studied. This includes the reinforcement models such as assertive discipline model developed by Canter & Canter (1992), a constructivist, child-centred approach including Kohn (2006) community based approach and decisive teaching leadership such as the ideas presented by Rogers & Rogers (1992). As part of the
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pedagogy of the teacher, the particular strategies employed for classroom management will be dependent on the different needs of students. It should be noted that whilst classroom management is necessary for effective teaching, it is not sufficient. As such, the teacher is standing on the see-saw and it is a part of the focal point in the image. However, there are other aspects surrounding the focal point which illustrates that classroom management strategies is not developed in isolation. The teacher has to balance classroom management with their understanding of the nature of learning and learner as well as adopting pedagogy and practices which are aimed at effective teaching. There are also aspects of teaching which are beyond the control of the teacher and school. Research has suggested one of the prevailing influences on student achievement is the socioeconomic composition (referred to as the socioeconomic status (SES)) of the students within the school (Holmes-Smith & Wales, 2006; Perry & McConney, 2010). Data from the Program for International Student Assessment (PISA) demonstrate that in most countries the mean school SES is more strongly correlated with student achievement than the individual students SES (Organisation for Economic Co-operation, 2004, 2005). An effective teacher has an understanding of the impact of issues of equity and ideally promotes for social justice. Through promoting social justice, the teacher is expected to challenges their own discriminatory practices and attitudes (Marsh, 2010). This is illustrated in the image through the judges hat worn on the teachers head. As a judge is generally viewed as representing equality, the teacher in the classroom should also be viewed as promoting for equality. The hat is worn on the teachers head to represent that the teacher should be continually ensuring that their attitudes would is free from discrimination. Literature has suggested that teachers need to promote learning of all students and develop educational environments that are fair and affirming (Nieto, 2000). Furthermore, teachers need to learn to become students of their students. Through this interaction, it is anticipated that they are able to understand the how issues of equity influences the learning process.
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Effective teachers need to be aware of the political environment in which they work. This is captured in the image through the stack of books representing the prescribe curriculum and educational reform papers on one side of the see-saw. A curriculum is a published guide of what is taught and learned and often mandates the plan to the learning that takes place in the classroom (Tolhurst, 2013). Educational reform agendas are increasingly becoming more performance and audit driven (Day, Elliot, & Kington, 2005). This includes the introduction of standardised testing (NAPLAN). Research on standardised testing have purported the impact to shift the focus of the aims of teaching to meet the outcomes and performance on the test (Klenowski & Wyatt-Smith, 2011; Lingard, 2010; Meadmore, 2004; OKeefe, 2011; Polesel, Dulfer, & Turnbull, 2012; Thompson & Cook, 2012). Effective teachers are expected to understand the requirements of educational reforms and its impact on teaching. They are also able to balance and adapt for continual change. However, the focus of their teaching should be based on the central reason for schools to exist, which is to promote learning (Stronge et al., 2011). This is depicted by the blackboard on the other side of the see-saw. An effective teacher should be focused on providing students with basic skills and critical thinking skills to be successful (Zahorik, Halbach, Ehrle, & Molnar, 2003). As there are enormous pressures over a teachers time, they are constantly making trade-offs over competing demands over their time and decisions (Marsh, 2000). In order to do make these decisions, it is necessary for effective teachers adopt sound ethical standards. This is symbolised by the teachers heart in the image. Ethics relates to the right thing to do (Groundwater-Smith, 2003, p. 58). Literature suggest that teachers will undoubtedly face moral dilemmas as the role of a teacher is inescapably a moral one (Hobson, 1998). The position of power and influence of a teacher means that the behavior of a teacher has potential moral effects. The teachers heart represents that the teacher concentrates not only on the learning and development process, but also on being leading a professional life of dignity (Groundwater-Smith, 2003). Through moral engagement, the students academic motivation would be expected to be enhanced as students have learned to take responsibility for their actions (Marsh, 2000). The heart also
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is suggested of the personal attributes of a teacher. The issue of the ethics and making professional decisions should also influence the pedagogy and practices that an effective teacher chooses, the classroom management strategies employed, dealing with issues of equity and the way the teacher adapts to educational reform and change. The construct of an effective teacher is complex. There are ideal qualities relating to an effective teacher which include caring for the students, empathy, respectful and positive attitude, easily approachable, passionate and commitment. These are presented in the image using thought bubbles and allude to thoughts on an effective teacher. The teacher is standing on a set of stairs on top see-saw holding hands with two students. The teacher holding hands with students on different levels of the stairs denotes that the teacher has an understanding of the nature of learners and leaning. Students have different needs and the role of an effective teacher is to support the students, regardless of their level of ability and development. The staircase illustrates the journey of schooling with the top of the staircase which represents achievement, progress, growth, development or simply transition from schooling. The teachers pedagogy and practice is reflected through the three symbols below the staircase used to illustrate a model of pedagogy for effective teaching in public schools in NSW. The see-saw indicates that a teacher is constantly required to maintain balance whilst still supporting the students, and maintaining classroom management. On one side of the see-saw is educational reform, represented by books. On the other side is the blackboard depicting the focus of education is school. The teacher must also balance continual change with the fundamental aim of schooling is to teach. Additionally, the teacher must also be aware of issues of equity and access and promote social justice. This is illustrated with the judges hat. Finally, in supporting the students and their learning, choosing the pedagogy and practices, managing the classroom and in dealing with the impact of educational reform and issues of equity and access, the teacher must use their heart and apply an ethical decision making process.
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References
Canter, L., & Canter, M. (1992). Assertive discipline. Santa Monica: Lee Canter and Associates. Collinson, V., Killeavy, M., & Stephenson, H. J. (1999). Exemplary Teachers: Practicing an Ethic of Care in England, Ireland, and the United States. Journal for a Just and Caring Education, 5(4), 34966. Cruickshank, D. R., Bainer, D. L., & Metcalf, K. K. (1999). The act of teaching. McGraw-Hill (Boston). Darling-Hammond, L. (1999). Teacher quality and student achievement: A review of state policy evidence. Center for the Study of Teaching and Policy, University of Washington Seattle, WA. Day, C., Elliot, B., & Kington, A. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21(5), 563577. doi:10.1016/j.tate.2005.03.001 DET, N. (2003). Quality teaching in NSW public schools. Sydney: Professional Support and Curriculum Directorate. Edwards, C. H. (2004). Classroom discipline & management: an Australasian perspective. Developing your own classroom organisation skills, ch. 12, pp. 298326, 2004. Frymier, A. B., & Houser, M. L. (2000). The teacher student relationship as an interpersonal relationship. Communication Education, 49(3), 207219.
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Groundwater-Smith, S. (2003). Teaching: challenges and dilemmas: Practitioner enquiry for knowledge-building schools, pp. 294-318. Groundwater-Smith, S., Brennan, M., McFadden, M., Mitchell, J., & Munns, G. (Geoffrey) (Eds.). (2009). Secondary schooling in a changing world / Susan Groundwater-Smith ... [et al.]. Hanushek, E. A., Rivkin, S. G., Rothstein, R., & Podgursky, M. (2004). How to improve the supply of high-quality teachers. Brookings papers on education policy, (7), 7 44. Hattie, J. (2003). Teachers make a difference: what is the research evidence? University of Auckland: Australian Council for Educational Research. Hobson, P. R. (1998). The context of teaching Ethics for teachers: a decision-making model, ch. 16, pp. 351-370, 1998. Holmes-Smith, P., & Wales, N. S. (2006). School socio-economic density and its effect on school performance. MCEETYA. Hopkins, D., & Stern, D. (1996). Quality teachers, quality schools: International perspectives and policy implications. Teaching and Teacher Education, 12(5), 501517. doi:10.1016/0742-051X(95)00055-O Klenowski, V., & Wyatt-Smith, C. (2011). The impact of high stakes testing: the Australian story. Assessment in Education: Principles, Policy & Practice, 19(1), 6579. doi:10.1080/0969594X.2011.592972 Kohn, A. (2006). Beyond discipline: From compliance to community. Ascd.
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Lewis, L., Parsad, B., Carey, N., Bartfai, N., Farris, E., & Smerdon, B. (1999). Teacher Quality: A Report on the Preparation and Qualifications of Public School Teachers. Education Statistics Quarterly, 1(1), 711. Lingard, B. (2010). Policy borrowing, policy learning: testing times in Australian schooling. Critical Studies in Education, 51(2), 129147. doi:10.1080/17508481003731026 Marsh, C. J. author. (2010). Becoming a teacher: knowledge, skills and issues. Marsh, C. J. (2000). Handbook for beginning teachers Ethical and legal issues in teaching, ch. 21, pp. 328-343, 2000. Meadmore, D. (2004). New questions for contemporary teachers: taking a socio-cultural approach to education. The rise and rise of testing: how does this shape identity?, ch. 3, pp. 25-37, 2004. Nieto, S. (2000). Placing equity front and center: some thoughts on transforming teacher education for a new century. Journal of Teacher Education, 51(3), 180. OKeefe, D. (2011). NAPLAN nightmares. Education Review (www. educationreview. com. au). Organisation for Economic Co-operation. (2004). PISA Learning for Tomorrows World: First Results from PISA 2003. OECD. Organisation for Economic Co-operation. (2005). School factors related to quality and equity: results from PISA 2000. OECD.
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Perry, L., & McConney, A. (2010). Does the SES of the school matter? An examination of socioeconomic status and student achievement using PISA 2003. The Teachers College Record, 112(4), 78. Polesel, J., Dulfer, N., & Turnbull, M. (2012). The Experience of Education: The impacts of high stakes testing on school students and their families. Literature Review prepared for the Whitlam Institute, Melbourne Graduate School of Education, and the Foundation for Young Australians. Available online at: http://www. whitlam. org/__data/assets/pdf_file/0008/276191/High_Stakes_Testing_Literature_Review. pdf (accessed 20 september 2012). Rogers, B., & Rogers, W. A. (1992). Supporting teachers in the workplace. Jacaranda. Skilbeck, M., & Connell, H. (2004). Teachers for the Future: The Changing Nature of Society and Related Issues for the Teaching Workforce. Ministerial Council on Education, Employment, Training and Youth Affairs. Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What Makes Good Teachers Good? A Cross-Case Analysis of the Connection Between Teacher Effectiveness and Student Achievement. Journal of Teacher Education, 62(4), 339355. doi:10.1177/0022487111404241 Thompson, G., & Cook, I. (2012). Manipulating the data: teaching and NAPLAN in the control society. Discourse: Studies in the Cultural Politics of Education, 114. doi:10.1080/01596306.2012.739472
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Tolhurst, C. (2013, March 25). States, teachers lock horns over curriculum. The Age. Retrieved from http://www.theage.com.au/national/education/states-teacherslock-horns-over-curriculum-20130323-2gm29.html#ixzz2a64XfcWD Zahorik, J., Halbach, A., Ehrle, K., & Molnar, A. (2003). Teaching practices for smaller classes. Educational Leadership, 61(1), 7577.
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