QUALITIES OF EFFECTIVE TEACHERS - ASCD

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Library of Congress Cataloging-in-Publication Data

Names: Stronge, James H., author. Title: Qualities of effective teachers / James H. Stronge. Description: 3rd edition. | Alexandria, Virginia: ASCD, [2018] | Includes bibliographical references and index. Identifiers: LCCN 2017057163 (print) | LCCN 2017059530 (ebook) | ISBN 9781416625889 (PDF) | ISBN 9781416625865 (pbk.) Subjects: LCSH: Effective teaching. | Teacher effectiveness. Classification: LCC LB1025.3 (ebook) | LCC LB1025.3 .S789 2018 (print) | DDC 371.102--dc23 LC record available at

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QUALITIES OF

EFFECTIVE TEACHERS

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix Part 1: What It Means to Be an Effective Teacher. . . . . . . . . . . . . . . 1 Chapter 1: Qualities of EffeTcatibvleeToeafcCheorns:teAnntIsntroduction. . . . . . . . . . 3 Chapter 2: Professional Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Chapter 3: Instructional Planning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Chapter 4: Instructional Delivery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Chapter 5: Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Chapter 6: Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Chapter 7: Professionalism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 Chapter 8: Effective Teaching: What Does It All Mean? . . . . . . . . . . . 252

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Qualities of Effective Teachers, 3rd Edition

Part 2: Teacher Effectiveness: Resources You Can Use. . . . . . . . . 261 Section I: Teacher Skills Assessment Checklists . . . . . . . . . . . . . . . . . 263 Section II: Positive Qualities and Red Flags . . . . . . . . . . . . . . . . . . . . 277

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301 Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344 About the Author. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348

Preface

How We Came to Know What We Know About Effective Teachers

Since the breakthrough of behavioral learning theory in psychology in the 1950s and 1960s, research on teaching practice has made momentous advances and evolved drastically. We know more about teaching and learning than we ever have before. However, confounded by factors of variety in research design and rigor, and because human subjects are difficult to study to begin with, education research has led to inconsistent and sometimes confusing findings. How can we make the best out of the extant research, and what information can be gleaned?

Qualities of Effective Teachers, 3rd edition, sheds light on the elusive concept of teacher effectiveness by summarizing research results accumulated across several decades to define specific teacher behaviors that contribute to student achievement and other measures of effectiveness. The book was developed by focusing specifically on the teacher and his or her preparation, personality, and practice, as opposed to student demographics, school and district administration, or organizational decision making outside the teacher's control. The sources considered in creating this synthesis of teacher background and behaviors include broad-based studies of teacher practice as linked to student achievement, case studies of teachers identified as effective within specific contexts, surveys and interviews among stakeholders, meta-analyses of teacher effectiveness studies, and other reviews of research.

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Qualities of Effective Teachers, 3rd Edition

Organization of the Book

Qualities of Effective Teachers, 3rd edition, is designed to serve as a resource and reference tool for educators. It identifies elements of effective teaching within broad categories and aims to cover all areas of teacher effectiveness as represented in the empirical research literature. The book is grounded in a broad review of extant research that explores teacher impact and teacher attributes that have been found to be associated with effectiveness. The book is divided into two parts. Part 1 focuses on the research useful in developing a profile of what an effective teacher is, and Part 2 contains myriad resources related to effective teachers.

Part 1, which begins with Chapter 1, lays out some preliminary issues and the broader contexts regarding teacher effectiveness. Specifically, it defines what an effective teacher is and it looks at teacher effectiveness from the perspectives of the at-risk learner, the high-ability learner, and 21st century teaching. Chapters 2?7 address major categories of teacher effectiveness, with each chapter exploring the characteristics of effective teachers of at-risk students and high-ability students, as well as additional thoughts from the perspective of 21st century teaching.

Chapter 2 and Chapter 7 explore the teacher as a professional and as an individual. Chapter 2 investigates prerequisites of effective teaching, focusing on the influence of a teacher's professional knowledge. The implications of verbal ability, educational preparation, teacher certification, and experience are also explored. Chapter 7 explores the significance of the teacher's professionalism. This discussion emphasizes dedicated and reflective practice among effective teachers. The chapter also focuses on a teacher's nonacademic interactions with students and on the aspects of a teacher's behavior that make him or her loved, respected, and remembered by students as personally effective.

Chapters 3 through 6 focus more specifically on aspects of a teacher's job responsibilities and practices. Chapter 3 investigates planning and organization for instruction with a focus on maximizing the amount of time allocated for instruction, identifying learning intentions and objectives, and incorporating assessment data into instructional planning. Chapter 4 focuses on implementation of instruction with an emphasis on

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communication and complexity of instructional content by using appropriate questioning techniques and supporting active learning. Chapter 5 considers the management and organizational skills that an effective teacher displays, with emphasis on the establishment of an effective learning environment in which routines and discipline are established and maintained to serve as a backdrop for instruction and student engagement. Chapter 6 examines assessing student progress and potential through discussing the importance of assessment literacy and applying data of student learning outcomes, as well as responding to and meeting the individual needs of special populations within the classroom.

Within each chapter, information is organized into categories of characteristics or behaviors that are supported by the existing research as important aspects of teacher effectiveness. Summaries of research are provided in each chapter, with a list of key references to guide the interested reader to further information on the topics. Chapter 8 presents a brief conclusion on what an effective teacher is in every school every day.

Part 2 includes teacher skills assessment checklists and positive qualities and red flags associated with effective teacher performance. This portion of the book focuses on helping teachers improve--whether the impetus for improvement is self-diagnosed or the result of supervisor assistance. In particular, the checklists and list of qualities are designed to aid in converting research findings into more effective practice. The checklists have been updated to include selected salient qualities of teachers based on the latest educational effectiveness research and understandings of learning and teaching. The qualities are an addendum to the already existing qualities of teachers in general.

Intended Audiences for the Book

This book is designed to bridge the gap between research and practice. It has teased out the minutiae and fuzziness of education research and focuses on the big ideas of effectiveness so as to aid readers in identifying the links between classroom processes and desirable student outcomes. Qualities of Effective Teachers, 3rd edition, aimed at improving the quality of teacher performance and learning opportunities for students, can be a valuable resource for:

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? Teachers who wish to improve their own performance through analysis and reflective practice

? Teacher leaders and supervisors who are engaged in mentoring, peer coaching, and collaborative schoolwide improvement

? School administrators and department heads who supervise and evaluate teachers

? Staff development specialists who plan and deliver training focused on improving instruction for the range of abilities that exist in classrooms

? Teacher and administrator educators who can employ the book's research synthesis in their teacher training and instructional leadership programs

? Human resource specialists who are responsible for recruiting and selecting high-quality teacher applicants

? Policymakers and their staffs who are responsible for developing tools and strategies for state or district teacher development and evaluation processes

Each group contributes to the education of students and has a vested interest in their success.

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