We are facing a new society, where Education and Knowledge look for strategies that can lead to a better situation.
This new order makes everyone analyze everything that surrounds us, and consequently, it leads us to consider the future generations and their demands. Therefore, we have to think deeper finding that Teachers are an essential pillar in every culture. Professional development plays a role in the acquisition of knowledge regarding teacher effectiveness as it relate to teacher performance.
Teacher effectiveness professional development encompasses an array of opportunities for teachers to focus in on best practices and procedures to enhance student learning and student achievement. Successful educational leaders develop their districts and schools as effectiveorganizations that support and sustain the performance of administrators and teachers, as well as students. Specific practices typically associated with this set of basics include strengthening district and school cultures, modifying organizational structures and building collaborative processe Make it a mandatory requirement for various degree programmes that the candidates, after taking their exams, shall spend a specified period of time for specified hour in teaching at assigned institutions.
These assignments should be given in a judicious and practical manners. Teachers have played a significant role in education system. They are an essential part to develop schools and facilitate students to achieve their outcomes such as the skills of creative thinking, problem-solving and collaboration.
According to Stronge , unless we develop the quality of teaching in schools, it will not be successful to increase the high standard of schools and constructively influence the lives of learner.
It is worth to point out that teachers occupy the initial position to approach the development of teaching in schools.
In other words, teachers signify extremely in related to both school development and student achievement Stronge, Teaching presents many challenges and complexities. If this apparent failure reinforces the teacher's original judgment, a disheartening spiral of decreasing confidence and performance can result. Science, mathematics, and technology are defined as much by what they do and how they do it as they are by the results they achieve.
To understand them as ways of thinking and doing, as well as bodies of knowledge, requires that students have some experience with the kinds of thought and action that are typical of those fields. Teachers, therefore, should do the following:.
Sound teaching usually begins with questions and phenomena that are interesting and familiar to students, not with abstractions or phenomena outside their range of perception, understanding, or knowledge. Students need to have many and varied opportunities for collecting, sorting and cataloging; observing, note taking and sketching; interviewing, polling, and surveying; and using hand lenses, microscopes, thermometers, cameras, and other common instruments.
They should dissect; measure, count, graph, and compute; explore the chemical properties of common substances; plant and cultivate; and systematically observe the social behavior of humans and other animals. Among these activities, none is more important than measurement, in that figuring out what to measure, what instruments to use, how to check the correctness of measurements, and how to configure and make sense out of the results are at the heart of much of science and engineering.
This puts a premium, just as science does, on careful observation and thoughtful analysis. Students need guidance, encouragement, and practice in collecting, sorting, and analyzing evidence, and in building arguments based on it. However, if such activities are not to be destructively boring, they must lead to some intellectually satisfying payoff that students care about.
During their school years, students should encounter many scientific ideas presented in historical context.
It matters less which particular episodes teachers select in addition to the few key episodes presented in Chapter 10 than that the selection represent the scope and diversity of the scientific enterprise. Students can develop a sense of how science really happens by learning something of the growth of scientific ideas, of the twists and turns on the way to our current understanding of such ideas, of the roles played by different investigators and commentators, and of the interplay between evidence and theory over time.
It is important, for example, for students to become aware that women and minorities have made significant contributions in spite of the barriers put in their way by society; that the roots of science, mathematics, and technology go back to the early Egyptian, Greek, Arabic, and Chinese cultures; and that scientists bring to their work the values and prejudices of the cultures in which they live.
Effective oral and written communication is so important in every facet of life that teachers of every subject and at every level should place a high priority on it for all students. In addition, science teachers should emphasize clear expression, because the role of evidence and the unambiguous replication of evidence cannot be understood without some struggle to express one's own procedures, findings, and ideas rigorously, and to decode the accounts of others.
The collaborative nature of scientific and technological work should be strongly reinforced by frequent group activity in the classroom. Scientists and engineers work mostly in groups and less often as isolated investigators. Similarly, students should gain experience sharing responsibility for learning with each other. In the process of coming to common understandings, students in a group must frequently inform each other about procedures and meanings, argue over findings, and assess how the task is progressing.
In the context of team responsibility, feedback and communication become more realistic and of a character very different from the usual individualistic textbook-homework-recitation approach. In science, conclusions and the methods that lead to them are tightly coupled.
The nature of inquiry depends on what is being investigated, and what is learned depends on the methods used. Science teaching that attempts solely to impart to students the accumulated knowledge of a field leads to very little understanding and certainly not to the development of intellectual independence and facility. Science teachers should help students to acquire both scientific knowledge of the world and scientific habits of mind at the same time.
Understanding rather than vocabulary should be the main purpose of science teaching. Some technical terms are therefore helpful for everyone, but the number of essential ones is relatively small.
If teachers introduce technical terms only as needed to clarify thinking and promote effective communication, then students will gradually build a functional vocabulary that will survive beyond the next test. For teachers to concentrate on vocabulary, however, is to detract from science as a process, to put learning for understanding in jeopardy, and to risk being misled about what students have learned.
Science is more than a body of knowledge and a way of accumulating and validating that knowledge. It is also a social activity that incorporates certain human values. However, they are all highly characteristic of the scientific endeavor. His research interests include policy and practice related to teacher quality as well as teacher and administrator evaluation, and he has worked extensively with local school districts on these topics.
His work focuses on how to identify effective teachers and how to enhance teacher effectiveness. Stronge has authored, coauthored, or edited 22 books and more than articles, chapters, and technical reports. He has been a teacher, counselor, and district-level administrator. His doctorate in the area of Educational Administration and Planning is from the University of Alabama. Member Book. Linking Teacher Evaluation and Student Learning.
Administrator Toolkit. Knowledge Center Results and Impact Data. The 7 Hallmarks of Effective Feedback. The Complete Guide to Writing Benchmarks. Why Schools Struggle with Feedback. Ultimate Guide to Grading and Feedback. Become a Grader. Log In. The Importance of Teacher Quality on Student Achievement Unsurprisingly, teacher quality is the single most powerful influence on student achievement.
The Great Debate When students are surveyed about what makes their teachers effective, they often focus on how interesting and enjoyable the teacher makes the material. Evaluating Teaching Effectiveness Two of the most common ways to assess teacher effectiveness are classroom observations and student test scores, both of which have strengths and weaknesses when done exclusively.
Evaluating Teachers with Classroom Observations Classroom observations are a direct measure of teacher performance because they focus on the act of teaching itself. Evaluating Teachers with Student Performance Teacher evaluation based on student performance, such as test scores, to measure teacher effectiveness remediates some of the problems with classroom observation while posing some new ones.
How to Improve Teacher Performance Fortunately, there are many individual and structural changes that are proven to improve teacher performance. Consistent Growth Another way to improve teacher effectiveness on an individual level is to seek consistent growth, year by year and day by day. Increasing Effectiveness Structurally Although every teacher can and should seek to improve their own craft, many of the best ways to improve teacher effectiveness are structural, large-scale shifts.
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