8
Profile of an Effective Teacher
American College of Education
EL5623
November 20, 2021
Introduction
Effective teachers are necessary for the success of the learner; they are humane, nonviolent, respectful, and caring to their learners. The personality and behavior of a teacher play a huge role in the effectiveness of their teaching (Haberman, 1995). They need to possess a coherent reason for their profession and are not quitters or failures and can easily connect with students from urban well-off schools and low-income students as well.
Part 1
Performance Rating
As a first-year teacher, I would rate my performance as a 7. I made a few mistakes probably because I was green in the job and I was still finding my footing as I applied my knowledge in the job. One discovers that the knowledge is sometimes not enough to get you through; you need more. The main area of the challenge as a first-year teacher was classroom management, and the area of protecting learners and learning (Heberman, 1995). I find that if I persisted with a learning process that was deemed by the school as not part of the curriculum I wouldn’t know how to keep the students at it, probably due to the fear of getting on the wrong side with the principal. I was able to relate well with the learners at this time, most of them liked me because am young and could easily relate to them.
I have grown currently in my practice, I know how to handle learners with different challenges as I can now easily and more accurately detect their problems. I can tell that a learner is masking their reading disability by being rude and I can help the student. Most of the children do not like to appear venerable and so I can easily reach them in ways that do not expose them banking on student motivation. I have had successful negotiations on unconventional teaching processes that help learners, am more confident, and can more easily penetrate the administrative barriers to learning.
Strengths
I can see growth in low-performing students as I was able to reach them and develop specific goals for their areas of weakness. Involving parents and guardians in the child’s growth has helped me achieve this goal (Marzano et al, 2012). The other strength I have is relating well with almost all students in my class, this has helped create a rapport that makes it easier to reach them in their different levels of learning and it helps that some can come to me privately if they are not getting and I have organized one on one tutoring sessions for some of them. This aspect has made it possible to keep the at-risk learners in school (Heberman, 1995). The parents are involved and give support to the extent of their abilities because they can see a tangible change.
Weakness
One of the weaknesses is managing questions techniques that evoke a response to all students at once, I have a diverse class and due to incorporation, some students get and can respond with evidence but then I might lose some who need another approach and I have needed to go back a few times (Marzano & Toth, 2014). This challenge has led me to apply the approach of organizing them in groups to enable them to interact with content focusing on their cognitive and conative abilities. So dealing with a full class together is a major challenge. The other challenge is dealing with students who generally have a negative attitude, a few are hard to reach and have a preconceived dislike of me that I have not been able to overcome (Hiberman, 1995). I find that good relationships with learners enhance their learning ability.
Most Effective Teacher
The most effective teacher I have ever known motivated me with her persistence, she mastered the dimensions of effective teaching as stated by Hiberman, (1995). She never gave up on a student no matter what state they came to school. Her drawer had soap and a bathing towel, and other toiletries for those students who came to school smelling and she encouraged them to shower in the school locker rooms. She believed that every student passing through her class should graduate and follow up with them when they failed to show up in school for a while. The learners in her class knew the effort she was putting in for them and worked hard to meet her halfway and almost all of them graduate.
School District Definition
Yes, the teaching district does have a definition. An effective teacher who can plan for goals, assessment, in developing standard, plans which have objectives and plan to track student data. Instruct in understanding and mastery of the laid-up goals and objectives. Next leadership in professionalism, skills, culture, and knowledge and finally show core professionalism which consists of attendance, arrival on time, adherence to policies and procedures and shows respect.
Definition of an Effective Teacher
When looking for a new teacher, find one who has an innate passion or calling and has a coherent vision of teaching as opposed to one who does it out of obligation. One, an effective teacher can portray the dimensions of an effective teacher who has persistence, recognizes they are fallible, professional, creative in teaching skills, and a good negotiator (Heberman, 1995). An effective teacher should be able to select appropriate content, use instructional strategies, assess learning, manage their class, and motivate their students (Marzan & Toth, 2014).
Part 2
In the first school as a new teacher, I got an orientation of the school facilities, the in-use curriculum, the expectations the school had of me as a teacher, the school culture, and a brief history of the student population and what I should expect in class. The orientation I received covered a baseline of what was needed from me, but I believe I needed comprehensive instructions on how to meet the teaching goals and I was not asked about my teaching goals and how they will incorporate into the school goals or how I intended to work them.
Development of Skills and Competencies
A principal role should include giving a clear vision of the school and how they expect the vision to be realized. This skill generally includes examining if the teachers are fulfilling the vision and equipping them to do that, especially for the new teachers. Training, workshops, and conferences are one way to do this. The principal should also keep a record of achievements from the teachers, this is one way of assessing them, encouraging the performing teachers, and giving them support, the non-performing, finding out why and getting ways to help them achieve. The administrators should monitor how the work is being carried out, are the teachers and staff competent, are following the right procedures, and if their method is effective, then correct where necessary. They should also know their workers’ strengths and weaknesses which should be consistent with student data. Finally provide the teachers with job-inclusive professional development that is in line with their growth goals to further help them improve (Marzano et al, 2012).
Recruitment Practices
They develop and create a good relationship with teaching colleges and universities in the district, then they sponsor tours with the placement officers to the schools. Another way they identify minority groups and send people to recruit them. Next, they get involved in career day programs organized, and give the required curriculum to those schools so that the training is per with the requirements. Additionally, they provide bonuses for the encouragement of identified qualified persons and send recruiters to encourage them to apply. Advertise for temporary recruitment centers placed in specific areas to attract experienced teachers, this strategy has worked so far in recruiting experienced teachers. Finally, they advertise in the papers and other media platforms for teachers to apply.
Principal’s Role in Recruiting, Hiring, and Retaining Effective Teachers
A principal should understand the vision and goal of their school and what they want the learners to achieve. Once they do, the principal can effectively scout for professional teachers who will be effective in meeting the laid out goals for his school and learners. They should lay out what they require from the teachers applying for the posts. Next, the principal role is to interview them to see if they meet the laid-out requirements. It is their role as principals to evaluate the teachers and improve their skills to best work in line with the goals the school has.
The Best Way
In line with Marzano and Toth (2014), the principals should test the colleges around or where they intend to recruit from for career readiness standards; do they align with your requirements, goals, values, and ambitions. Two, interview individuals with laid out questions that seek to ascertain their dimensions as effective teachers for your school as indicated by Hberman (1995), then train them and equip them with the school culture and ideals and instill your vision. Progressively analyze or evaluate using student data on their performance, check individually with the teachers, and seek to find where they need help or why they are not meeting the learning goals and equip them to do that. Equip the supporting staff, parents, and community to realize the learning goals for your school.
Conclusion
To be an effective teacher entails more than just the qualifications gained at school. One should be able to connect with learners on all levels with their different needs and possess the skills to help each of them. The principals and administrators are responsible to recruit suitable teachers who will meet the needs of the learners and equipping them with necessary skills, evaluating them as well as keeping on improving them as time goes on.
References
Haberman, M. (1995). Selecting’star’teachers for children and youth in urban poverty. Phi Delta Kappan, 76(10), 777.
Marzano, R. J., Carbaugh, B., Grego, M., & Toth, M. (2012). Marzano school leadership evaluation model. Learning Sciences Marzano Center for Teacher and Leadership Evaluation.
Marzano, R. J., & Toth, M. D. (2014). Teaching for rigor: A call for a critical instructional shift. Learning Sciences Marzano Center, 1-24.
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