Differences That Make A Difference Defining the Extraordinary

Differences That Make A Difference Defining the Extraordinary Teacher

The Question To Be Answered Is: What Makes Extraordinary Teachers Different From Very Good Teachers?

Characteristics • A Number of characteristics have tentatively been identified • They arbitrarily have been categorized as professional or personal • All very good teachers may display many of these characteristics… the extraordinary teacher tends to display all or most of them consistently and with intensity

Professional Characteristics • Time is of the essence – Teaching is done “bell to bell”, in our case, beginning to end of class. There is no such thing as “down time”. – Bellringers start the class and “free time” is seen as teachable time! – They’re fast paced… talk fast… write fast… time is of the essence.

Professional Characteristics • Exceptional organization – Housekeeping (attendance, homework collection & distribution, etc. ) is done seamlessly. – Teachers have a system for keeping track of all things they need to keep track of. – They have a clear view of and plan for the year.

Professional Characteristics • Seamless use of tools and opportunities – Seamless change in teaching strategies throughout the day. – Students seemed to know what would happen next.

Professional Characteristics • Students co-own the class – Students seem to know what comes next and move on their own to the next step. – Teacher allows the students to say “I pass” on direct questions. – Students have respect for each other. – Teacher makes notes. – Teacher says “trust me – I can get you through this”. – They frequently “dipstick” the class to assess what students know and take immediate intervention if needed. – Students take on responsibility for their learning. – Teacher frame of mind is not “what am I doing”, it’s “what are the students doing”.

Professional Characteristics • Some differences that don’t make a difference. – The building – Diversity – Seating – Gender – Teacher demeanor: students pick up on whether the teacher really wants them to learn or not. – Time doesn’t make a difference: no excuses!

Personal Characteristics • Passionate – Enthusiastic – Competent – Competency sometimes came from what the teacher did outside of class: professional organizations, etc. – Not all of their knowledge came from textbooks! They use other sources. – They’re the “unlabeled” leaders in the school. – Unofficial “mentors” to other teachers. – Students say “they know their stuff”!

Personal Characteristics • Teacher/Performer – There is a performance aspect to what they do. – They keep moving… use street talk…sense of a theater. – Teachers should take an acting class! You’re doing up to 5 shows daily… make it exciting.

Personal Characteristics • Experience Counts – Most of the “excellent” teachers they found had no less than 7 years experience. – What you’ve done outside the classroom, in another professional world, counts! Teach that to the students.

Personal Characteristics • Highly Verbal – Articulate- Clear Voice – Research showed that more highly articulate teachers created more successful students.

Personal Characteristics • Committed to success – “You know more than you think you do”. – They’re a coach! – They’re not afraid of the test.

Personal Characteristics • Widely Recognized – As unofficial leaders and mentors, “everyone” knows who they are. Think of someone you consider an excellent teacher. Do they have these qualities?

Personal Characteristics • Pleasantly Neurotic – A little bit off the wall. – Students perceive you as fun. – Do your own thing (not necessarily against administration, but not always strictly following the rules). – Love doing things differently just to see how things work. – Comments from Frank Mc. Court on Life Lessons from Teaching

Some Resources • Danielson, Charlotte, Enhancing Student Achievement – A Framework for School Improvement, ASCD, 2002 • Danielson, Charlotte and Thomas L Mc. Greal, Teacher Evaluation –to Enhance Professional Practice, ASCD, 2000 • Instructional Strategies – How to Teach for Rigor and Relevance, International Center for Leadership in Education, 2000 (work by Dick Jones) • Marzano, Robert J. , What Works in Schools, ASCD, 2003 • Stronge, James H. , Qualities of Effective Teachers, ASCD, 2002