1. Fraser TEACH © 2011 McGraw- Hill Higher Education. All rights reserved. Chapter 2 Good Teaching: What Is Its Impact?

2. Fraser TEACH © 2011 McGraw-Hill Higher Education. All rights reserved. What Does the Evidence Say About the Difference A Good Teacher Can Make? Historically speaking: “The good old days” –Horace Mann’s influence Believed teachers should be clothed “in garments of virtue” Insisted that teachers should know subject matter along with knowing how to teach it

3. Fraser TEACH © 2011 McGraw-Hill Higher Education. All rights reserved. What Does the Evidence Say About the Difference A Good Teacher Can Make? Historically speaking: “The good old days” –Schools with separated grades replaced the one-room, one-teacher schoolhouse –Every teacher in the same grade level was expected to teach the same exact lesson, at the same time, in the same way –Men were put into authority positions to supervise young female teachers –“Teacher-proof” curriculums

4. Fraser TEACH © 2011 McGraw-Hill Higher Education. All rights reserved. What About Me? What are some educational experiences that you would consider “positive?” Why? What was a teacher’s involvement?

5. Fraser TEACH © 2011 McGraw-Hill Higher Education. All rights reserved. What Does the Evidence Say About the Difference A Good Teacher Can Make? Teachers, schools, and the war on poverty –In 1964, President Johnson declared the War on Poverty to reduce social and economic inequality –Johnson believed schools could be vehicle of change for students and society –In 1965, Johnson signed the Elementary and Secondary Education Act, the first major federal financial support for schools

6. Fraser TEACH © 2011 McGraw-Hill Higher Education. All rights reserved. What Does the Evidence Say About the Difference A Good Teacher Can Make? Teachers, schools, and the war on poverty –Coleman’s Equality of Educational Opportunity, 1966 Concluded there was little to no causative correlation between educational quality and student achievement –Jencks’ Inequality: A Reassessment of the Effects of Family and Schooling in America, 1972 Concluded that educational equality wouldn’t “fix” an unequal society

7. Fraser TEACH © 2011 McGraw-Hill Higher Education. All rights reserved. What Does the Evidence Say About the Difference A Good Teacher Can Make? New research, different conclusions –Asked “which teachers make a difference” rather than “do teachers make a difference” –Haycock and colleagues found that well- qualified teachers make a significant, and meaningful, difference in the lives of their students

8. Fraser TEACH © 2011 McGraw-Hill Higher Education. All rights reserved. What Does the Evidence Say About the Difference A Good Teacher Can Make?

9. Fraser TEACH © 2011 McGraw-Hill Higher Education. All rights reserved. Join the Dialogue Can you think of a teacher who made a difference in your life?

10. Fraser TEACH © 2011 McGraw-Hill Higher Education. All rights reserved. What is a “Good Teacher?” Teachers need to know their subject –Students who were the most successful on the state exams were taught by teachers who had scored well on their own tests In mathematics and science, this is especially true –Today, 25% of all high school teachers do not even have a minor in the field they are teaching

11. Fraser TEACH © 2011 McGraw-Hill Higher Education. All rights reserved. What is a “Good Teacher?” Teachers need to understand how to teach –Teachers need to have “pedagogical content knowledge”: the ability to not only know a subject but also have the ability to communicate it to others

12. Fraser TEACH © 2011 McGraw-Hill Higher Education. All rights reserved. What is a “Good Teacher?” Teachers need to be passionate about what they do –Less tangible, though equally important, aspect of a “good teacher” –Passionate teachers convey enthusiasm for the subject matter and try to connect curriculum with the lives and experiences of their students

13. Fraser TEACH © 2011 McGraw-Hill Higher Education. All rights reserved. What is a “Good Teacher?” Teachers need an ethical commitment to their work –Teachers are expected to be active, engaging participants in the teaching and learning process –The New York Code of Ethics for Educators stipulates how a teacher should be a role model for students in, and outside, the classroom

14. Fraser TEACH © 2011 McGraw-Hill Higher Education. All rights reserved. How Does A Good Teacher Involve Parents and the Community? A web of relationships –Teachers are only one part in the web of relationships in a student’s life –“Other mothering” example between many African American teachers and students –Parents, family, and community are all vital forces in a student’s life

15. Fraser TEACH © 2011 McGraw-Hill Higher Education. All rights reserved. How Does A Good Teacher Involve Parents and the Community? Parents and caregivers – First and most important network in every child’s life –When teachers and parents have different backgrounds they often have different expectations for the student –Various ethnic groups have differing views about what parent involvement should be –“Comer model” bridges gap between school and parents

16. Fraser TEACH © 2011 McGraw-Hill Higher Education. All rights reserved. Reading: “Good Teaching Matters” by Kati Haycock Analyzed why some schools perform better than other schools under the same economic conditions Haycock claims that if the highest quality teachers were assigned to the most needing students, the achievement gap may disappear Data from Tennessee revealed: “…the least effective teachers produce gains of about 14 percentile points during the school year…the most effective teachers posted gains among low-achieving students that averaged 53 percentile points” What makes an effective teacher? –Strong verbal and math skills –Deep content knowledge –Teaching skill, which is not yet measurable

17. Fraser TEACH © 2011 McGraw-Hill Higher Education. All rights reserved. Reading: The New York State Code of Ethics for Educators Meant to provide clear expectations and standards for educators, based around the following principles: –Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential of each student –Principle 2: Educators create, support, and maintain challenging learning environments for all –Principle 3: Educators commit to their own learning in order to develop their practice –Principle 4: Educators collaborate with colleagues and other professionals in the interest of student learning –Principle 5: Educators collaborate with parents and community, building trust and respecting confidentiality –Principle 6: Educators advance the intellectual and ethical foundation of the learning community

18. Fraser TEACH © 2011 McGraw-Hill Higher Education. All rights reserved. Reading: “The Rewards of Parent Participation” by James P. Comer The “Comer Model” –First used in a school of 300 students where only 15 parents turned out for school’s winter holiday program. Once implemented, more than 400 parents and community members attended the same program The School Development Program (SDP) Framework for Change relies on clear organization and principles to enhance parent and community involvement Parents, students, and school all benefit with increased participation from parents