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TEACHERS.NET GAZETTE
JANUARY 2001
Volume 2 Number 1

COVER STORY
This month Harry Wong sings the praises of the intrepid, forever under-appreciated classroom teacher.
COLUMNS
Effective Teaching by Harry Wong
Promoting Learning by Marv Marshall
Alfie Kohn Article
Jan Fisher Column
4 Blocks by Cheryl Sigmon
School Psychologist by Beth Bruno
BCL Classroom by Kim Tracy
ARTICLES
Handle with Care
Parents' Eyeview
30 Years After Man Stepped On the Moon
Advanced Educational Technology
Attention Deficit Disorder
Benefits of the Sight Impaired in Your Class
Musical Plays for Timid Teachers
NBPTS: Portfolio Thoughts
Sources for Cheap Books
Interview: Nancy Salsman
Cardboard Houses to Curricular Concepts
New Teacher Induction Workshop
REGULAR FEATURES
Web News & Events
Upcoming Ed Conferences
Letters to the Editor
New in the Lesson Bank
Humor from the Classroom
Help Wanted - Teaching Jobs
Gazette Back Issues
Gazette Home Delivery:


About Jan Fisher...
Jan Fisher is a staff development consultant living in Laguna Beach, California. She works primarily for Redondo Beach Unified School District, Redondo Beach, CA, and the University of California, Irvine.

For many years Jan worked for Newport-Mesa Unified School District in Newport Beach, California, as a staff development specialist. She planned and implemented both the intern program and the Beginning Teacher Support and Assistance (BTSA) program as well as providing staff development seminars for new and veteran teachers. She was honored as an "Outstanding Educator in Orange County" in 1996, by the Orange County Department of Education. Jan left Newport to pursue her interest in staff development as a consultant.

In Redondo Beach, Jan works primarily with the BTSA program. She also does staff development in class management, the elements of instruction, and models of teaching. She works with both school staffs and administrators in implementing school improvement efforts. The focus is on organizating and facilitating collaborative study groups to analyze student work, interpret achievement data, and then develop action plans to alter instruction. Jan presented to the 1997 and 1998 ASCD national conventions on the topic of school improvement.

At UCI, Jan presents seminars to student teachers and interns in classroom management. She also works as a coordinator in the OC/UCI BTSA program. She works actively with the credential program as well.

Jan received her B.A from Whitman College in Walla Walla, WA; her teaching credential from California State University, Long Beach; and her M.A. from Pepperdine University, Malibu, CA. Jan has two daughters, both of whom are teachers. Her great joys are twofold: (1) her work with new and veteran teachers and (2) her granddaughter, Shelby! She maintains a "hotline" for new teacher questions and concerns which can also be accessed by T-netters at janfisher@teachers.net.


Beginning Teachers Chatboard...
Teachers.Net has two resources dedicated exclusively to beginning teachers - the Beginning Teachers Chatboard, and the Beginning Teachers Mailring. Join a community of new teachers and mentors from around the world, and help make your start in teaching effortless and painless! The Teachers.Net community specializes in teacher peer support, bookmark the Beginning Teachers Chatboard and join the Beginning Teachers Mailring and start your career off on the right foot.
 
Teacher Feature...
What is an Effective Teacher, Anyway?
by Jan Fisher

You hear a lot these days about the effective teacher. It is the subject of many books and countless journal articles. Television documentaries and radio talk shows bounce the topic around with great frequency. The Washington Post has headlines on a regular basis proclaiming they have the secret to what makes an effective teacher. So does the Los Angeles Times. And, ASCD sells a set of video tapes entitled, "The Effective Teacher." With the exception of the latter, none of these who write or talk about effective teachers are teachers. They had teachers, of course, in their own lives and, sometimes, they have children who have teachers. Some even have children who are teachers, but these are few and far between. Most do not have a relationship that close. But, hey, whoever said you had to know anything about a topic to talk about it? And, I had to admit it was a subject of some interest. I wanted to find out the answer---just what is an effective teacher anyway?

I carefully read and listened to all the above sources but an answer to the question was not forthcoming. Everyone had a different idea. Lots of attributes of effective teachers were discussed, but I never heard the same attribute mentioned more than once. There certainly was no agreement on this issue---at least 500 different qualities of effective teachers have been mentioned just in this last year! No one seems to actually know. I decided to approach teachers---real teachers---with the question. Guess what? They don't know, either. They'd never thought about it, so they said. Well, neither had I, but I decided that maybe it was time. Seems to me, this topic needs to be nailed down. Just what is an effective teacher? What are their characteristics? I started a list. I have 14, so far. See what you think.

  1. The effective teacher is efficacious. She believes she has a direct impact on the students. What she does in terms of teaching has an effect in terms of student learning. The effective teacher definitely makes a difference---and she knows it!

  2. The effective teacher assumes responsibility for the learning and behavior of her students. She does not blame the school, the parents, the principal, or last year's teacher. The effective teacher knows she has the power to effect change---now!

  3. The effective teacher believes that all students can learn. She teaches, always, with that in mind.

  4. The effective teacher makes decisions based on a sound knowledge/research base. Interventions and initiatives are always selected from research on best practices and they are applied with appropriate modifications based on knowledge of the students she teaches. The effective teacher is the decision-maker, but those decisions are informed by the professional knowledge base.

  5. The effective teacher demonstrates a deep understanding of both content and pedagogy.

  6. The effective teacher designs and implements coherent instruction that meets the needs of all students.

  7. The effective teacher assesses continually and uses the results of that assessment to inform instruction. The effective teacher knows, without a doubt, that data matters.

  8. The effective teacher is committed to the development of self-control and autonomy in her students. Her goal is to become obsolete in the lives of the kids she teaches!

  9. The effective teacher engages all students in learning. She makes learning relevant and meaningful.

  10. The effective teacher is reflective about her teaching and designs a systematic professional growth plan that is implemented on a continuous and ongoing basis.

  11. The effective teacher fulfills all professional responsibilities to students, to parents, to colleagues, to her administrators, to her school, and to her community. She makes significant and regular contributions to her district and to her profession.

  12. The effective teacher realizes she is not an independent contractor, but rather is a member of a learning organization and works always to move that organization ahead. The effective teacher assumes responsibility for the learning of all the students in her school, not just those in her classroom.

  13. The effective teacher is collaborative with all staff members and assumes the responsibility for the learning of every other teacher. An effective teacher knows she cannot be successful unless every teacher is successful.

  14. The effective teacher maintains balance between her professional and personal lives.

My list is not intended to be either exhaustive or conclusive. But, it is a beginning. Will it change? Absolutely. As I learn more about teaching, the list will need to be updated. I see it as a perpetual first draft. But, if I ever expect to be effective at this thing called teaching, I'd better start figuring out what the heck I am supposed to do!

 

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