Teachers make a difference

Building teacher quality
Joann Anokwuru/PIS/March 2010

 How do we identify the relative power of the
teacher?
 What is Basis for
the quality of developing
excellence among teachers? appropriate
professional
development

Students: 50% of the variance of the achievement. It is
what they bring to the table that predicts achievement more
than any other variable. The correlation between ability and
achievement is high.
Home: 5%. Home effects is more related to the levels of
expectation and encouragement.
Schools: 5%. Finances, school size, class size, buildings
are important but that’s all about it.
Principals: 5%. This is trickled down on attributes rather
than on learning.
Peer effects: 5% Peers can have a positive or negative
effect.
Teacher: 30% It is what teachers do, know and care about
which is very powerful in this learning equation.

 Can identify essential representations of their
subject
 Can guide learning through classroom interactions
 Can monitor learning and provide feedback
 Can attend to affective attributes, and
 Can influence student outcomes.

 Expert teachers have deeper representations about
teaching and learning.
 Experts organize, use this content knowledge, possess
knowledge that is more integrated; can combine new
subject matter content with prior knowledge; can relate
current lesson content to other subject in the curriculum.
 Make lessons uniquely their own by changing, combining,
and adding to them according to their students’ needs and
their own goals. Seek further information.
 Can be much more responsive to students. Not controlled
by bureaucracy of curriculum, assessment and time bells.

 Expert teachers are proficient at creating an
optimal classroom climate for learning.
 Expert teachers have a multi-dimensionally
complex perception of classroom situations.
 Expert teachers are more context-dependent and
have high situation cognition.

 Expert teachers are more adept at monitoring
student problems and assessing their level of
understanding and progress, and they provide
much more relevant, useful feedback.
 Expert teachers are more adept at developing and
testing hypothesis about learning.
 Expert teachers are more automatic.

 Expert teachers have high respect for students.
 Expert teachers are passionate about teaching
and learning.

 Expert teachers engage students in learning and
develop in their students:
self regulation, involvement in mastery learning,
enhanced self-efficacy and self-esteem as
learners.
 Expert teachers provide appropriate challenging
tasks and goals for students.
 Expert teachers have positive influence on
student’s achievement.
 Expert teachers enhance surface and deep
learning.

They exhibit :
 An understanding of concepts
 Targeted instruction that is more integrated, more
coherent
 Attain a higher level of abstraction than the
understanding achieved by other students.

Challenge
Deep representation
Monitoring and
feedback

The ways in which we will
achieve our goals are bound
by context, changing with
circumstances even while
remaining steadfast in our
commitment to our vision.
Nelson Mandela

Like expertise in teaching , we need a deeper
representation of:
 Excellence in teachers
 A greater challenge and commitment to
recognizing excellence
 A coherent, integrated and high level of deep
understanding about teacher expertise.

Teachers make a difference

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