I've talked before about why I think
I've already improved and why I think
I'll keep improving as an educator. Teach for America has been collecting information about what good teachers have in common for 20 years and has recently released their findings. However, because the Atlantic article is an
example of long winded newspapers, here are the highlights of
the story:
First, great teachers tended to set big goals for their students. They were also perpetually looking for ways to improve their effectiveness. For example, when Farr called up teachers who were making remarkable gains and asked to visit their classrooms, he noticed he’d get a similar response from all of them: “They’d say, ‘You’re welcome to come, but I have to warn you—I am in the middle of just blowing up my classroom structure and changing my reading workshop because I think it’s not working as well as it could.’ When you hear that over and over, and you don’t hear that from other teachers, you start to form a hypothesis.” Great teachers, he concluded, constantly reevaluate what they are doing.
Superstar teachers had four other tendencies in common: they avidly recruited students and their families into the process; they maintained focus, ensuring that everything they did contributed to student learning; they planned exhaustively and purposefully—for the next day or the year ahead—by working backward from the desired outcome; and they worked relentlessly, refusing to surrender to the combined menaces of poverty, bureaucracy, and budgetary shortfalls.
Here's some more on the benefits of planning:
The activities come in brisk sequence, following a routine the kids know by heart, so no time is lost in transition. In Teaching as Leadership, Farr describes seeing such choreography in other high-performance classrooms. “We see routines so strong that they run virtually without any involvement from the teacher. In fact, for many highly effective teachers, the measure of a well-executed routine is that it continues in the teacher’s absence.”
But what does a good teacher look like before they start teaching?
What did predict success, interestingly, was a history of perseverance—not just an attitude, but a track record. In the interview process, Teach for America now asks applicants to talk about overcoming challenges in their lives—and ranks their perseverance based on their answers. Angela Lee Duckworth, an assistant professor of psychology at the University of Pennsylvania, and her colleagues have actually quantified the value of perseverance. In a study published in TheJournal of Positive Psychology in November 2009, they evaluated 390 Teach for America instructors before and after a year of teaching. Those who initially scored high for “grit”—defined as perseverance and a passion for long-term goals, and measured using a short multiple-choice test—were 31 percent more likely than their less gritty peers to spur academic growth in their students. Gritty people, the theory goes, work harder and stay committed to their goals longer.
That was at least a little obvious. These next ones were not:
But another trait seemed to matter even more. Teachers who scored high in “life satisfaction”—reporting that they were very content with their lives—were 43 percent more likely to perform well in the classroom than their less satisfied colleagues. These teachers “may be more adept at engaging their pupils, and their zest and enthusiasm may spread to their students,” the study suggested.
In general, though, Teach for America’s staffers have discovered that past performance—especially the kind you can measure—is the best predictor of future performance. Recruits who have achieved big, measurable goals in college tend to do so as teachers. And the two best metrics of previous success tend to be grade-point average and “leadership achievement”—a record of running something and showing tangible results. If you not only led a tutoring program but doubled its size, that’s promising.
Knowledge matters, but not in every case. In studies of high-school math teachers, majoring in the subject seems to predict better results in the classroom. And more generally, people who attended a selective college are more likely to excel as teachers (although graduating from an Ivy League school does not unto itself predict significant gains in a Teach for America classroom). Meanwhile, a master’s degree in education seems to have no impact on classroom effectiveness.
The most valuable educational credentials may be the ones that circle back to squishier traits like perseverance. Last summer, an internal Teach for America analysis found that an applicant’s college GPA alone is not as good a predictor as the GPA in the final two years of college. If an applicant starts out with mediocre grades and improves, in other words, that curve appears to be more revealing than getting straight A’s all along.
This has given me a lot to think about, which apparently even doing that is a signal I'll improve.
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