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Teacher Quality In Education

739 Words3 Pages

Over the past years, teacher quality has become one of the most widely discussed issue in education. Teaching is one of the most important and difficult career that shapes not only the students future but also the society.
This review explores the definition of quality teaching. Teacher quality is the most Important feature of the school that boosts students achievement. Students who have quality teachers learns more than students who don’t have. Quality in teaching has become stimulating in international discussion (kennedy , 2008). Everyone needs quality teaching. The reasons are that we need to know why some teachers are better than others. What are the capabilities that should be on the teacher to be able to raise students achievement. …show more content…

(pg. 4) Using formative feedback based upon a common framework of essential teaching practices could be of great value to a community of teachers committed to improving their craft. As Charlotte Danielson pointed out in her seminal work, Enhancing Professional Practice: A Framework for Teaching, Research has clearly demonstrated that the effects of reflection improve teaching. Using a framework to guide such reflection enhances the value of the activity and makes teaching more purposeful, thoughtful, and rewarding. (1996, pg. 53) Many instruments designed to measure teacher effectiveness already exist, as do lists of essential teaching behaviors. This study was designed to synthesize existing research, rubrics and frameworks and produce a list that is common, succinct and observable. Recognizing that teaching is an extremely complex process, and that students and classroom contexts vary greatly; this list of practices of effective teaching does not cover every nuance of teaching and learning, but rather, provides a framework for the core, essential elements of effective instruction. In that sense, this list, and formative feedback within the …show more content…

For example, research has shown that The Center for Educational Effectiveness, Inc. © 2007 www.effectiveness.org certain elements are necessary for an effective literacy lesson, e.g. explicit instruction, vocabulary development, modeling, guided practice, independent practice. If a list of essential practices of effective teaching were to include all the elements of a specific type of instruction or lesson, it would not have the utility to be used across a variety of settings. An assumption we hold, is that there are common teaching tasks that will carry across contexts and developmental levels, and if adhered to, will increase the probability of student success. That assumption is shared by many, including Mike Schmoker, who argues: Most (though not all) instruction, despite our

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