What IS Accomplished Teaching?
Here's an interesting question for you: How would you define the characteristics of an "effective teacher?"
That's a question I've spent the better part of 15 years trying to answer. Determined from the first day that I walked into a classroom to be a difference-maker, I've spent countless hours trying to "perfect my craft." While that has included a careful study of instructional practices, it has also included a careful study of children and an emphasis on relationships.
You see, I want to inspire as much as I want to teach. I want my children to see their abilities and to believe that they can accomplish mighty tasks. I want them to leave my room as good students, but more importantly...as good people.
And by many standards, I've been "effective." Parents and students constantly remind me that I have been important in their lives. Just yesterday, a dad dropped me a note to thank me for being a part of his son's life. "As always, we're thankful," he wrote, "that our son had the opportunity to know you."
But is that enough?
Am I paid to be an "inspiration?"
Is it possible to be memorable and unsuccessful all at once?
The reason that I wonder is because conversations around teaching quality are trending towards an overt emphasis on one's ability to produce results on standardized tests. In Houston, for example, teachers whose students scored well on last year's end of grade exams were called "the cream of the crop" last week---and awarded bonuses of up to $6,000. Also, a widely respected commission studying No Child Left Behind recently advocated for the use of standardized test scores to judge both principals and teachers.
So what if I changed lives in deep and meaningful ways, yet couldn't produce top-tier results on mandated exams? Would that cheapen who I was as an educator in your eyes?
Another thought: Would your decision depend on your role in the educational process? Do parents define effective differently than taxpayers, principals or community leaders? Do these differing definitions have an impact on our ability to "educate" children?
Interesting questions, huh?
I'm looking forward to hearing your answers.....
Here's an interesting question for you: How would you define the characteristics of an "effective teacher?"
That's a question I've spent the better part of 15 years trying to answer. Determined from the first day that I walked into a classroom to be a difference-maker, I've spent countless hours trying to "perfect my craft." While that has included a careful study of instructional practices, it has also included a careful study of children and an emphasis on relationships.
You see, I want to inspire as much as I want to teach. I want my children to see their abilities and to believe that they can accomplish mighty tasks. I want them to leave my room as good students, but more importantly...as good people.
And by many standards, I've been "effective." Parents and students constantly remind me that I have been important in their lives. Just yesterday, a dad dropped me a note to thank me for being a part of his son's life. "As always, we're thankful," he wrote, "that our son had the opportunity to know you."
But is that enough?
Am I paid to be an "inspiration?"
Is it possible to be memorable and unsuccessful all at once?
The reason that I wonder is because conversations around teaching quality are trending towards an overt emphasis on one's ability to produce results on standardized tests. In Houston, for example, teachers whose students scored well on last year's end of grade exams were called "the cream of the crop" last week---and awarded bonuses of up to $6,000. Also, a widely respected commission studying No Child Left Behind recently advocated for the use of standardized test scores to judge both principals and teachers.
So what if I changed lives in deep and meaningful ways, yet couldn't produce top-tier results on mandated exams? Would that cheapen who I was as an educator in your eyes?
Another thought: Would your decision depend on your role in the educational process? Do parents define effective differently than taxpayers, principals or community leaders? Do these differing definitions have an impact on our ability to "educate" children?
Interesting questions, huh?
I'm looking forward to hearing your answers.....
2 Comments:
You ask, "Is it possible to be memorable and unsuccessful all at once?" I believe so. I don't believe the opposite is true - to be successful and not memorable. We must connect with and care about our students but this is not enough. A healthy relationship is one that fosters the growth and development of both parties. If we aren't teaching students the content AND the relationship skills they need to lead productive adult lives, we are failing to teach effectively.
Your posting seems to imply it is an either or option. Based on your statement, "While that has included a careful study of instructional practices, it has also included a careful study of children and an emphasis on relationships." I would guess that you do both. Unfortunately, I have known many teachers who do not embrace both.
In my eyes, you are paid to inspire. What this means is that you are to make kids want to learn, and you are also to show kids the beauty of life. You would do it for free, if you could. If not, then you shouldn't be in education. I tell teachers this all the time. I am a principal at an elementary school, former 6th grade teacher, and I know that you feel the same.
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