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Effective teaching
Effective teaching
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When it comes to education, everyone has an opinion. But, does anyone truly have the perfect solution? One proposed solution bringing about debate in the last few years has been merit pay for teachers (Wright, 2003). As we know, teachers often receive the brunt of criticism from the public when it comes to the failure of education. But is merit pay the solution? Wright (2003) states that although there may be some validation to the idea of merit pay, there are also some serious concerns.
As more public gains concern for the quality of education, the more interest the public has in teacher accountability and performance. A recent poll stated that there is much interest by the public in linking student performance to teacher accountability (Wright, 2003). According to the guidelines of merit pay, the teacher has the sole responsibility of determining if a child is successfully educated or not.
According to Protheroe (2011), much of the public is on board with the merit pay initiative. In response to the 2010 Phi Delta Kappa Gallop Poll, 71% of respondents expressed support for paying teachers on the basis of work, as opposed to relying totally on traditional pay schedules, while 73% indicated that a teacher's salary should be tied to student academic achievement (Protheroe, 2011). These statistics indicate that should the public have any say in the manner, merit pay may be a thing of the future.
Many agree that there is nothing that better defines a first-rate school than the quality and performance of its instructional staff (Drevitch, 2006). But, what is the true definition of a quality teacher performance? What is the definition of a successfully performing student? Before performance-based compensation can be i...
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.... Public opinion on merit pay: Self interest vs. symbolic politics. program on education policy and governance working papers series. Program on Education Policy and Governance, 1,17.
Hulleman, C. S., & Barron, K. E. (2010). Performance pay and teacher motivation: Separating myth from reality. Phi Delta Kappan, 91(8), 27-31.
Moore-Johnson, S., & Papay, J. P. (2010). Expecting too much of performance pay. School Administrator, 67(3), 22-27.
Moore-Johnson, S., & Papay, J. P. (2010). Merit pay for a new generation. Educational Leadership, 67(8), 47-52.
Protheroe, N. (2011). Performance pay for teacher. Principal, 90(4), 28-34.
Ramirez, A. (2011). Merit pay misfire. Educational Leadership, 68(4), 55-58.
Wright, R. E. (2003). Difficulties in marketing the concept of merit pay for primary and secondary teachers. Research for Educational Reform, 8(3),8.38-45.
The oversite committee then evaluates the success of their money allocation and incentivize the success of the public school’s education. “Americans do not appear ready to pay the price.” (Barber, p. 215) Money is the most powerful motivator, and if the success of school districts reaps the benefits of more financial resource, educators will fight to be the best. This new desire to be the best, is possible with the equalization of opportunity from the allocation of funds to the poorer schools. The race to the top would already be won by the larger, richer, and more powerful school districts without those foundational funds. “Because we believe in profits, we are consummate salespersons and efficacious entrepreneurs.” (217) Barber’s essay supports the idea of incentivized results. Not only would districts compete with other schools, but their standards would be raised year after year in consequence to the oversite of the
In 2010, Charlotte Danielson wrote an article, “Evaluations That Help Teachers”, for the magazine The Effective Educator. The purpose of this article was to explain how a teacher evaluation system, such as her own Framework for Teaching, should and can actually foster teacher learning rather than just measure teacher competence, which is what most other teacher evaluation systems do. This topic is especially critical to decision-making school leaders. Many of the popular teacher evaluation systems fail to help schools link teacher performance with meaningful opportunities for the teachers to reflect on and learn from in order to grow professionally. With the increased attention on the need for more rigorous student standards, this then is an enormous opportunity missed. Students can only achieve such rigorous expectations if their teachers can effectively teach them, and research has shown that teachers who are evaluated by systems that hold them to accountability and provide them for continuous support and growth will actually teach more effectively.
Charlotte Danielson, an internationally recognized expert in the area of teacher effectiveness, created The Framework for Teaching, which is comprised of four domains of teaching responsibility (Danielson, 1996). Danielson specializes in the design of teacher evaluation to ensure teacher quality and to promote professional learning. Danielson’s framework is based on large amounts of research, including the Measures of Effective Teaching (MET) project, supported by the Gates Foundation (Bill and Melinda Gates Foundation, 2013). Danielson’s framework also aligns with the Interstate Teacher Assessment and Support Consortium (InTASC), which outlines what a beginner teacher should possess in skills. In addition, it is the underlying set of ideas
Politicians claim that Accountability is needed. Dylan Wiliam wrote that “The logic of accountability is deceptively simple”(110) He goes on to say that “students attending higher quality schools will (by definition) have higher achievement than those attending lower quality schools, so that the differences in quality of schools will result in systematic differences in achievement between schools”(110). Yes indeed accountability is needed. It is needed for those who pay for education (tax payers) and the people who are educated (the students). The institutions that regulate education should be held accountable for the policies they enact as well as the government that approved those actions. “Of the total variance in mathematics achievement of 15-year-olds in the United States in 2004 only 8% was attributable to the actual quality of the education provided by the school, the results in science are similar” (111). This is an indictment of the American school system, it points out that standardized testing is in fact inaccurate and unnecessary.
Americans strive toward having the best education system in the world. There are even lists published each year naming the best and worst schools in the country. The flaws in the education system become unveiled upon a close inspection of the nation’s worst schools. The natural competitiveness of Americans pushes the culture into attempting to fix any flaws through the agenda of education reform. Education reform is currently a hot-button issue, with an exponential number of proposed solutions. One particular solution to America’s education crisis is the proposal of equally funded schools.
With the low expectations of teachers, students are limited in their ability to learn. As discussed before, it is difficult to predict how well a teacher will do at their job before they begin working. This creates doubt when hiring anyone, and employers may not know if who they are hiring is the right choice. If teachers are judged by not only the basic requirements met, but also their interpersonal skills and how well they are able to teach in a positive manner, there will hopefully be less mediocre teachers hired. In the same way, both an advanced teacher and an average teacher are paid the same wages, which creates a flaw in education. Even more, there should not be average teachers in the workforce if all teachers are paid the same. Though this harms the advanced teachers, who deserve more than they earn, it also harms the students, as they are taught at a lower level by the inadequate teachers. Gladwell mentions these flaws in his article, but he also explains the traits good teachers should have, which brings a strive forward in this issue. Because of this, it is clear America must be more selective and strict when hiring
Besharov, Douglas. "Teachers Performance: A Review ." Journal of Policy Analyis and Management (2006): 1-41.
Some locations in the United States are trying to improve their education by adding quality teachers. A major reason why there is an achievement gap in education is because there exist a gap in teachers as well. Research has shown that teacher quality counts. Some states are seeking ways to keep quality teachers and ways to attract them. In New York City, the schools will not hire teachers that are not certified. Also, New York and California are adding some sort of incentive in public schools, to attract quality teaching to minority schools. Sometimes school add annual bonus up to $10,000 for qualify teacher to work in public school, with low achieving schools. Also, many state provide some sort of tuition assistance for teacher, but of all of the states only seven target the candidates to commit to the lower achieving schools (Olsen, 2003).
When was the last time that you saw a teacher sporting off a brand new Lexus? Or when was it that you heard of a teacher owning a ranch? The answer to this question is probably never. Although material possessions such as owning a luxurious home or driving an extravagant car might be chump change for people like the rich and famous, for teachers this kind of spending is literally an arm and a leg. Even simple necessities are out of reach with a teacher’s salary. The reason for this problem is due to our nation’s budget. Teachers along with others in the school system are underpaid and are not being adequately compensated for their services. Instead of rewarding teachers with higher pay the government is undermining their work. As a result, teachers are unable to buy that expensive car or even pay off that Honda that they bought when they were in college working for their teaching degree. School budgets must be increased immensely in order to insure the educational growth of students and the professional development of teachers. There are four main reasons that are discussed in this paper, as to why more money should be spent on education.
Although some people may argue that performance pay is good, performance/merit pay is bad because it will result in teachers doing much less personalizing of the curriculum, and spending that time doing only what things need to be taught in order to keep their student’s test scores up (so they will get paid more). One of the major cons of performance pay is that teachers would have less time personalising the curriculum, teaching the students what they need to be taught, and teaching other important but non-standardized subjects; then using that time teaching only the things they are required to teach to keep student test scores up so they will get paid more(What Do We Know about Teacher Pay-for-Performance?). This in turn will cause the students to have a harder time learning because instead of the teachers teaching what the students need to be taught and more time teaching what the people who don’t know what the students know think the students should be taught.
The teacher was rated using a rubric with specific criteria in four domains including planning and preparation, the classroom environment, instruction, and professional responsibilities (Hillsborough County Public Schools, 2012). Within each of these domains are components which are the performance factors that are relevant to classroom teachers. In domain one the components include: demonstrating knowledge of content and pedagogy, demonstrating knowledge of students, setting instructional outcomes, demonstrating knowledge of resources and technology, designing coherent instruction, and designing student assessments. The components for domain two include: creating an environment of respect and rapport, establishing a culture for learning, managing classroom procedures, managing student behavior, organizing physical space. In domain three the components included are: communicating with students, using questioning and discussion, engaging students in learning, using assessment in instruction, and demonstrating flexibility and responsiveness. There is only one component that was rated for domain four which is reflecting on teaching.
The state’s new evaluation system was in response to administrators who produced, “superficial and capricious teacher evaluation systems that often don't even directly address the quality of instruction, much less measure students' learning” (Toch, 2008). Too often, the “good-ol-boy” attitude would insure mediocre educators would remain employed. Realizing this was often more the rule then the exception, the governor created educational mandates to focus, “on supporting and training effective teachers to drive student achievement” (Marzano Center, 2013). Initially, they expected the school districts and the teachers would have issues and experience growing pains, but in the end the goal was, “to improve teacher performance, year by year, with a corresponding rise in student achievement” (Marzano Center, 2013).
Everyone knows that when it comes to making a difference in a child’s academic and life achievements, their teachers play a large role. A teacher’s ability to relate to their students, and teach them to achieve both socially and academically contributes to how effective they are. What does it mean to be an effective teacher? Overall there seems to be an emphasis on teacher effectiveness related to how well their students are performing on standardized testing. As teachers we know there is more to being an effective teacher then just teaching our students based on tests. This paper will identify different definitions of an effective teacher along with how to assess teachers on being effective.
Duke, Daniel L., ed. Incentive Pay and Career Ladders For Today's Teachers. Albany: State University of New York Press, 1990. 42-241. Grand Rapids Community College Database . Web. 6 Apr. 2014. .
In any organization, sometimes, monetary schemes doesnot get people involve to pursue work in a certain way, rather it demoralize and threatens the self-esteem of employees. According to Meyer (1975), “the basis for most of the problems with merit pay plans is that most people think their own performance is above average”. The amount may ...