Characteristics of Quality Teaching
Overview
Research supports that particular personal characteristics of teachers are related to their overall effectiveness. Therefore, personal characteristics of prospective teachers must be considered carefully at the entry points to teacher education programs. Thus, the selection process for admission to teacher education programs must use state of the art approaches and tools to assist in addressing personal characteristics at the entry point. In addition, teacher education programs must be designed to address the personal development of students as an integral part of the preparation programs to become professional teachers.
Teacher characteristics beyond content knowledge and pedagogical skills have been shown to be important predictors of student achievement. Whereas the most consistent finding related to additional teacher characteristics is verbal skills, some research support has accrued for the role of teacher caring. The role of dispositional factors, including teacher attitudes and values, likely is very important as well.
The National Council for Accreditation of Teacher Education (NCATE) has emphasized the importance of these variables in their requirements for accreditation of teacher education programs. Because identification and assessment procedures associated with dispositions remain relatively undeveloped, standards and applications need to be devised and evaluated to guide teacher preparation programs.
Performance Goals:
The teacher selection process recognizes that the quality teacher values relationships and strives to form connections with colleagues as well as students, their families and communities, recognizing and appreciating diversity. The quality teacher is caring, reflective, and receptive to change and is a good communicator.
Each teacher:
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Demonstrates caring attitude
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Communicates effectively
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Recognizes and promotes diversity
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Accepts change
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Displays evidence of professional demeanor
Action Steps:
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Identify strategic points in the teacher education programs to screen students for appropriate dispositions:
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Devise strategies for self-screening early in the teacher education through realistic preview of the profession.
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Perform initial screening at entry point into the teacher education program.
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Perform final screening prior to assignment in student teaching.
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Validate core characteristics and screening process for refinement/ revision as needed as a part of an ongoing evaluation.