teacher's education and effectiveness

1. St. Peter’s College
Sabayle St., Iligan City
GRADUATE STUDIES
ANIYAH A. SAIDAR
EDUC 267 ISSUES & TRENDS IN EDUCATION
Presented to:
Prof. Ronillo J. Apas, Jr.

3. Teacher education refers to the policies and procedures designed to
equip prospective teachers with the knowledge, attitudes, behaviors
and skills they require to perform their tasks effectively in the
classroom, school and wider community.
Although ideally it should be conceived of, and organised as, a
seamless continuum, teacher education is often divided into these
stages Which is below
initial teacher training / education (a pre-service course before entering
the classroom as a fully responsible teacher);
induction (the process of providing training and support during the first
few years of teaching or the first year in a particular school);
teacher development or continuing professional development (CPD)
(an in-service process for practicing teachers).

4. Initial teacher education
Organization
• In many countries Initial Teacher Education (also known as
preservice teacher training) takes place largely or exclusively
in institutions of Higher Education. It may be organized
according to two basic models.
• In the 'consecutive' model, a teacher first obtains a
qualification in one or more subjects (often an
undergraduate Bachelor's degree), and then studies for a
further period to gain an additional qualification in teaching
(this may take the form of a post-baccalaureate credential or
Master's degree).
• In the alternative 'concurrent' model, a student
simultaneously studies both one or more academic subjects,
and the ways of teaching that subject, leading to a combined
Bachelor's degree and teaching credential to qualify as a
teacher of that subject.

5. Curriculum Generally, Teacher Education curricula can be broken
down into four major areas:
• foundational knowledge in education-related
aspects of philosophy of education, history of
education, educational psychology, and sociology of
education.
• skills in assessing student learning, supporting
English Language learners, using technology to
improve teaching and learning, and supporting
students with special needs.
• content-area and methods knowledge and skills—
often also including ways of teaching and assessing
a specific subject, in which case this area may
overlap with the first ("foundational") area.
• practice at classroom teaching or at some other
form of educational practice—usually supervised
and supported in some way, though not always.
Practice can take the form of field observations,
student teaching, or (U.S.) internship

6. Supervised field experiences
• field observations—include
observation and limited participation
within a classroom under the
supervision of the classroom teacher
• student teaching—includes a number
of weeks teaching in an assigned
classroom under the supervision of
the classroom teacher and a
supervisor (e.g. from the university)
• internship—teaching candidate is
supervised within his or her own
classroom

7. Continuous Professional Development
Because the world that teachers are preparing young people to enter
is changing so rapidly, and because the teaching skills required are
evolving likewise, no initial course of teacher education can be
sufficient to prepare a teacher for a career of 30 or 40 years. In
addition as the student body continues to change due to demographic
issues there is a continuous pressure on academics to have mastery of
their subjects but also to understand their students. Continuous
Professional Development (CPD) is the process by which teachers (like
other professionals) reflect upon their competencies, keep them up to
date, and develop them further.
The extent to which education authorities support this process varies,
as does the effectiveness of the different approaches. A growing
research base suggests that to be most effective, CPD activities should:
•be spread over time
•be collaborative
•use active learning
•be delivered to groups of teachers
•include periods of practice, coaching, and follow-up
•promote reflective practice
•encourage experimentation, and
•respond to teachers' needs

8. Teacher Effectiveness

9. To improve student learning, you do not change
the structure. You change the instructional
practices of teachers. The schools that seem to do
best are those that have a clear idea of what kind of
instructional practice they wish to produce, and then
design a structure to go with it.”
— Richard Elmore, Harvard University

10. The term “teaching effectiveness” had its heyday in the 80s and early 90s
during that period when so much work on student ratings was being done.
Its connection to evaluation activities remains and even end-of-course
ratings are often thought of as measures of teaching effectiveness. Given its
continuing importance, it is a term we should regularly revisit.
Definitions for teaching effectiveness abound, which makes it difficult to
identify any one as definitive. We’ve defined it by asking those concerned
(teachers, students, and administrators) what the term means to them. Here
are some examples of how we’ve asked and what’s been answered. When
asked to list in order of importance the three most important abilities,
students, teachers, and administrators agreed on the same three —
cultivate thinking skills, stimulate interest in the subject, and motivate
students to learn — but not in the same order.

11. 10 Qualities of an
Effective Teacher
By Derrick Meador

12. An effective teacher loves to teach. Teachers who do not enjoy their job
cannot possibly be effective day in and day out. There are too many
discouraging factors associated with teaching that is difficult enough on a
teacher who absolutely loves what they do, much less on one who doesn’t have
the drive, passion, or enthusiasm for it.

13. An effective teacher demonstrates a caring attitude. Even
teachers who love their job can struggle in this area, not
because they don’t care, but because they get caught up so
much in the day to day routine of teaching that they can forget
that their students have lives outside of school. Taking the
time to get to know a student on a personal level takes a lot of
time and dedication. There is also a line that no teacher wants
to cross where their relationship becomes too personal.

14. An effective teacher can
relate to his or her
students. The best teachers
work hard to figure out how to
relate to each of their
students. Common interest
can be hard to find, but
exceptional teachers will find
a way to connect with their
students even if they have to
fake it

15. An effective teacher is willing to
think outside the box. What makes
teaching so exciting is that kids learn
differently, and we have to find and
utilize different strategies and
differentiated learning to reach every
student. What works for one student,
will not work for every student.

16. An effective teacher is an excellent communicator. To be
the best possible teacher you must be an effective
communicator. However, in this area you are not just limited to
being a skilled communicator to your students although that is
a must. You must also be a strong communicator with parents
of your students as well as your faculty/staff team within in
your building.

17. An effective teacher is proactive rather than reactive.
Intense planning and organization can ultimately make your job
all the more less difficult. Teachers who plan ahead, looking for
aspects that they might have issues with, and proactively looking
for solutions to solve those problems will have less stress on
them, than those teachers who wait until a problem arises and
then tries to address it.
An effective teacher strives to be better. A teacher who has
grown complacent in what they do is the most ineffective kind of
teacher. Any teacher who is not looking for new and better
teaching strategies isn’t being an effective teacher.

18. An effective teacher uses a variety of media in
their lessons. Like it or not we are in the 21st century,
and this generation of students was born in the digital
age. These students have been bombarded by
technological advances unlike any other generation.
They have embraced it, and if we as teachers do not,
then we are falling behind.

19. An effective teacher challenges their
students. The most effective teachers, are
often the ones that many students think
are the most difficult. This is because they
challenge their students and push them
harder than the average teacher does.
These are the teachers who are often
students’ least favorite teachers at the
time, but then later on in life they are the
ones that we all remember and want to
thank, because of how well they prepared
us for life after our time with them.

20. An effective teacher understands the content
that they teach and knows how to explain that
content in a manner that their students
understand. There are teachers who do not know
the content well enough to effectively teach it. There
are teachers who are truly experts on the content,
but struggle to effectively explain it to their students.
The highly effective teacher both understands the
content and explains it on level. This can be a
difficult skill to accomplish, but the teachers who
can, maximize their effectiveness as a teacher.

21. Thank you for listening…
Aniyah Alexander
Saidar-Dimakuta