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Part I
Research and Practice on
Teaching and Learning
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1
Introduction
As reflected in this introductory quote, we know that teacher quality matters enormously in the total scheme of schooling and student learning. In Planning, Instruction, and Assessment: Effective Teaching Practices our sole focus is on bridging research to practice for the fundamental issues of (1) planning and delivering effective instruction, and (2) assessing its impact on student learning. Indeed, although our profession often may view the universe of school reform at its macro level, we contend that it isnāt until we get to the personalized, micro world of a teacher helping a student learn that we can really understandāand impactāreform in any meaningful manner.
This introductory chapter broaches broader issues of teacher quality as we lay the foundation for a discussion of how instructional planning, delivery, and assessment are integral to and intertwined in our most important deliverableāstudent learning. In particular, we address the following questions in this brief overview of the importance of teacher quality:
ā¦ What is teacher effectiveness?
ā¦ Why is teacher quality important?
ā¦ What is the relationship between teacher effectiveness and student learning?
ā¦ How is the book organized?
ā¦ How can the book be used to promote teacher quality?
What Is Teacher Effectiveness?a
Teacher effectiveness is a broad concept2 that can be defined in many ways.3 We choose to use the terms quality and effectiveness interchangeably. The word quality denotes the experience of being with a special teacher, whereas effectiveness works well when referring to analytical evidence. One clear and undeniable way to define teacher effectiveness is to personally know an effective teacher, or to have benefited from the tutelage and teaching of an extraordinary teacher. Another way to define teacher effectiveness is to analyze (or dissect) it based on the extant research about what makes teachers effective. This section briefly explores both perspectives: analyzing an effective teacher and interacting with an effective teacher.
Although we may not be able to define teacher quality with precision, we certainly can identify key teacher qualities that form the foundation of any useful definition. Studies examining effective teacher characteristics are profuse and often seem to seek an elusive secret formula for teacher quality. Unfortunately, there is no single magic elixir for quality teaching. However, one thing we know for certain about teacher quality is that it is multidimensional and these multiple dimensions interact to form the chemistry of what makes good teachers good. Figure 1.1 identifies some key components of a quality teacher.b
Figure 1.1. Selected Characteristics of Quality Teachers
ā¦ Communication skills, including the ability to listen to and value what students have to say;4
ā¦ Teacher preparation in terms of content knowledge5 and certification,6 among others;
ā¦ Personal dispositions, such as enthusiasm, motivation, and reflectivity;7
ā¦ Personal relationships with students built on fairness, trust, respectfulness;8
ā¦ Classroom management that provides a safe, robust, disciplined, and vibrant learning environment;9
ā¦ Instructional planning, delivery, and ongoing student assessment combined in such a way as to constantly monitor and deliver differentiated, effective instruction;10 and,
ā¦ Clearly focused goals and high expectations to promote student achievement.11
Why Is Teacher Quality Important?
Regardless of how we choose to define quality, building-level administrators and teachers know that the work of good teachers results in improvements for students, including improved instructional opportunities and improved student learning. Although we highlighted a number of key dispositions and practices (i.e., teaching processes) in the section above, letās consider the impact (i.e., results) of a high-quality teacher:
ā¦ Fewer discipline issues,
ā¦ Better relationships with their students, and, most importantly,
ā¦ Higher student achievement results.12
Thus, any worthy definition should take into account both the process of teaching (e.g., quality instructional delivery skills) and the results of teaching (e.g., student achievement gains).
So why does teacher quality matter? Because learning matters. If we hope for our children a better quality education and a brighter tomorrow, we also must hope forā and support in every practical wayāquality teachers.
What Is the Relationship Between Teacher
Effectiveness and Student Learning?c
Analyses of data from teacher value-added assessment studies13 offer compelling evidence regarding the influence of the classroom teacher on student learning.14 The overarching finding from value-added studies is that effective teachers are, indeed, essential for student success. In fact, it has been estimated that out of all the factors that are within the control of schools, teachers have the greatest impact on student achievement.15 Consider the following specific findings presented in Figure 1.2.
Figure 1.2. Teacher Impact on Student Achievement
