While scrolling thru websites to find info for Assign 2 I located an article called "Teachers Make a Difference - What is the research evidence?" written by New Zealander John Hattie (mental note - lots of educational stuff written by NZrs)
This was a brilliant article contrasting novice, experienced and expert teachers and ultimately giving a description of what constitutes an "expert teacher". Very easy to follow and understand; two attributes essential for me.
A few summary points:
- If we can CLEARLY define WHAT constitutes excellent teaching then prof dvpt for educators may be tailored to promote the dvpt of these skills.
- Evidence MUST be provided that clearly demonstrates HOW a tchr is recognised as being an expert.
- The two main variables affecting student achievement is the student themselves (50%) as well as the Teacher (30%)
- "We need to direct attention at higher quality teaching, and higher expectations that students meet appropriate challenges - and these occur once the classroom door is closed and not by reorganising which or how many students are behind those doors..." (p.3)
- Expert tchrs may have the same content knowledge as their colleagues, hwr their organisation and use of this knowledge differs in that it promotes "deeper" thinking.
- Expert tchrs are able to be spontaneous/flexible - they feed off the thoughts and direction of their students and tailor the lesson accordingly.
- Expert tchrs constantly evaluate - tching strategies, resources, student learning etc and then make appropriate changes to accommodate these.
- Expert tchrs create an environment that PROMOTES learning.
- Expert tchrs are particularly accomplished at providing FEEDBACK to both students and colleagues.
http://www.educationalleaders.govt.nz/Pedagogy-and-assessment/Building-effective-learning-environments/Teachers-Make-a-Difference-What-is-the-Research-Evidence
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