The document discusses the complexities of teacher effectiveness and the importance of proper evaluation systems, emphasizing that a high-quality teacher workforce results from deliberate policies rather than chance. It highlights various nations' approaches to teacher evaluation and professional development, particularly noting the success of Singapore and Finland. Additionally, it addresses the challenges faced by teachers, including student preparedness and parental support, while advocating for improved training and accountability within the education system.

1. Who decides if a teacher is effective and how is that
determination made? In most nations, teacher
evaluation systems are essentially a “work in progress.

2.  An effective divorce lawyer isn’t necessarily an
effective criminal defence lawyer. A good framing
carpenter isn’t necessarily a good finish carpenter. A
good baseball catcher isn’t necessarily a good third
baseman. A good heart surgeon isn’t necessarily a
good hip-replacement surgeon.
 Put lawyers, carpenters, baseball players, and
surgeons in wrong roles, test them, and a likely
conclusion will be that they’re not particularly
effective. So it is with teachers. Put them in wrong
roles, and they probably won’t be particularly
effective.

3.  In the second most populous nation on the planet, with the
second biggest educational system in the world, India's
performance to be variously labelled "embarrassing,"
"shocking," and "disappointing.“
 The number of years a person has spent in school is a dismal
4.4 years for India as compared to global average of 7.4 and
4.6 for South Asia.
 Life expectancy at birth is 64.4 years in India. In
comparison, people living in countries such as
Norway, Australia, New Zealand and many countries across
Europe are expected to live beyond 80 years. The world
average is 69.3 years. The Chinese are expected to live about
73.5 years

4.  Good teachers and effective school leaders
form the cornerstone of that system. A high-
quality teacher workforce doesn’t simply
happen by chance or as a result of a cultural
respect for teaching; it is a result of deliberate
policy choices.

6.  Denmark, Finland, Iceland, Norway and
Sweden, but teachers in the countries
received professional feedback.
 In Denmark teachers receive feedback from
their school administrators once a year.
 In Norway, teacher-appraisal policies are
designed and implemented at the local or
school level.
 In Iceland, evaluation is left to the discretion
of individual schools and school boards

7.  Finnish children don't start school until they are 7. They
rarely take exams or do homework till 15 then only one
mandatory standardized test at 16. The difference
between weakest and strongest students is the smallest in
theWorld.
 In Singapore, prospective teachers come from a pool of
the best graduates, they enter a high-quality preparation
program, and they receive a salary while they prepare.
They enter a well-paid profession.
 In China, billions of yen are being spent on a plan to
improve millions of teachers’ preparation, professional
development and working conditions. Optimum user of
technology in education even far ahead than USA.

8.  In high-ranking Finland, the national ministry of
education plays no role in teacher evaluation.
Instead, broad policies are defined in the contract
with the teachers’ union.
 What’s more, they took what was once a wide
achievement gap between rich and poor, and
reduced it until it’s now smaller than in nearly all
other wealthy nations.
 Finland has become the icon of classroom
success, the repeat winner of top results in a
global ranking of national school systems

9. Neither the
strongest of the
species nor the
most intelligent
survives, but the
most responsive
to change”.

10.  Singapore has a rigorous professional development
program which focuses on how to
evaluate, mentor, and coach newer educators.
 Teachers are entitled up to 100 hours of professional
development every year and often work in teams–
priorities that reflect the country’s philosophy that
the key to a first rate teacher force is to provide
educators with the right incentives.
 “They’ve been able to systematically recruit high
quality teachers, develop them and retain them in
their system,” This benefit the students and their
learning outcome.”

11.  When Singapore gained its independence from Britain in
1965, it was a poverty-stricken place with few natural
resources. It had a population of warring ethnic and religious
groups that was largely uneducated, and many of whom were
malaria stricken or opium addicted. Singapore’s policymakers
decided early on to invest in their human resources and to
dream, design and deliver a solid education to every child.
 Today, it is a gleaming global hub of trade, finance and
transportation, one of Asia’s great success stories.
 Its schools are high on the list of the world’s best-performing
school systems. Educators from around the world now visit this
city-state to see how Singapore has achieved its world-beating
levels of performance in math, science, and literacy. The
answer, according to Singapore educators, is simple: a coherent
curriculum delivered to every school by high-quality teachers.

12. Many of today's job
titles, and the skills needed
to fill them, simply did not
exist 20 years ago.
Education systems
need to consider
what skills today's
students will need in
future and teach
accordingly.

13. We live in an age of
technology where children
in our schools often know
more about technology
than their teachers. Most
teachers did not grow up
with the technology that
has become part of the
everyday lives of today’s
children.
An Idea of Edison
To make Bulb
Removed the
Darkness of
Night

14.  Effective Teamwork: When Thomas Edison was
asked why he was so prolific an inventor, he
replied that it was a result of what he called the
“multiplier effect”. He placed his team of
inventors near each other to encourage them to
consult with one another so that each member
of the team benefitted from the collective
intelligence of the group. His team not only
worked better but faster.

15. You can be a trailblazer.
Trailblazers are leaders who
see and create new paths in
achieving professional goals
and personal dreams.

16.  “Everyone has different financial situations, but
… we decided to remain on the job as
professionals.”
 We need the students to know that we’re here
and we’re not abandoning them
 “Anything that hurts revenue hurts the kids.”
 “Children won’t just go hungry for an education
better They’ll go hungry physically.”

17.  “We must build a professional community of
teachers if we are all to thrive, There needs to be
more respect, more trust, more space for
teacher autonomy.”
 Accountability based on testing is insufficient
and without the necessary empowerment and
training of good teachers, the desired outcome
for student learning would not be achieved.

18.  Research indicates that teacher
preparation/knowledge of teaching and
learning, subject matter knowledge, and
experience, are all leading factors in teacher
effectiveness.
 Well prepared teachers produce higher student
achievement
 Two components are critically important in teacher
preparation: teacher knowledge of the subject to be
taught, and knowledge and skill in how to teach that
subject.
 Unprepared teachers often end up blaming the

19.  Students come to school not ready to learn.
 Students are verbally or physically abusive.
 Parents are openly hostile to your efforts.
 Parents disregard the importance of school.
Don’t expect
that your child
will be as
obedient as
your pet is.

20. Teaching today
is a more
complex, more
demanding
profession than
it ever was in
the past