Qualities and Skills of an Effective Teacher

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Everyone knows that when it comes to making a difference in a student’s academic and life achievements, their teachers play a large role. A teacher’s way of relating to their students, and teaching them to achieve both socially and academically contributes to how effective teachers are. What does it mean to be an effective teacher? Overall there seems to be an emphasis that teacher effectiveness is related to how well their students are doing based on standardized testing. As teachers we know there is much more that goes into being an effective teacher then just teaching our students based on tests. In this paper different definitions of an effective teacher will be addressed along with how to assess teachers on being effective. Teacher Effectiveness: Qualities and Skills of an Effective Teacher Teacher effectiveness can be defined differently depending on how it is viewed. Jupp and Education (2009) define effectiveness as “the practical outputs of teachers”. The outputs take place in two different forms, quantitative and qualitative. Students’ scores on tests and assessments fall into the quantitative category and teacher observations fall under the qualitative category. In their article, Jupp and Education (2009) feel strongly that teacher effectiveness cannot be looked at based on one point in time; instead students learning should be evaluated from the beginning of a school year to the end looking at what students knew before they started and what they know leaving. In Steven Farr’s (2010) book, Teacher as Leadership: the Highly Effective Teachers Guide to Closing the Achievement Gap, effective teachers are defined by looking at six characteristics or skills. He feels highly effective teachers are able to se... ... middle of paper ... ...n we discuss and aspire for teacher effectiveness the progress of our students is always where we look first, so it is our responsibility to make sure we provide that chance for everyone. References Farr, S. (2010). Teacher as leadership: The highly effective teachers guide to closing the achievement gap. San Francisco, CA: A Wiley Imprint. Goe, L., Bell, C., and Little O. (2008). Approaches to evaluating teacher effectiveness: A Research synthesis. Washington, DC: National Comprehensive Center for Teacher Quality. Hinchey, P. H., & University of Colorado at Boulder, N. (2010). Getting teacher assessment right: What policymakers can learn from research. National Education Policy Center. Retrieved from EBSCOhost. Jupp, B., & Education, T. (2009). What states can do to improve teacher effectiveness. K-12 policy. Education Trust. Retrieved from EBSCOhost.

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