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Here are some characteristics of great teachers
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- What No Child Left Behind means for teacher quality
- How parents can advocate for qualified teachers
- Recommendations from the National Commission on Teaching America’s Future
- Mark Eley
Here are some characteristics of great teachersGreat teachers set high expectations for all students. They expect that all students can and will achieve in their classroom, and they don’t give up on underachievers. Great teachers have clear, written-out objectives. Effective teachers have lesson plans that give students a clear idea of what they will be learning, what the assignments are and what the grading policy is. Assignments have learning goals and give students ample opportunity to practice new skills. The teacher is consistent in grading and returns work in a timely manner. Great teachers are prepared and organized. They are in their classrooms early and ready to teach. They present lessons in a clear and structured way. Their classrooms are organized in such a way as to minimize distractions. Great teachers engage students and get them to look at issues in a variety of ways. Effective teachers use facts as a starting point, not an end point; they ask “why” questions, look at all sides and encourage students to predict what will happen next. They ask questions frequently to make sure students are following along. They try to engage the whole class, and they don’t allow a few students to dominate the class. They keep students motivated with varied, lively approaches. Great teachers form strong relationships with their students and show that they care about them as people. Great teachers are warm, accessible, enthusiastic and caring. Teachers with these qualities are known to stay after school and make themselves available to students and parents who need them. They are involved in school-wide committees and activities, and they demonstrate a commitment to the school. Great teachers are masters of their subject matter. They exhibit expertise in the subjects they are teaching and spend time continuing to gain new knowledge in their field. They present material in an enthusiastic manner and instill a hunger in their students to learn more on their own. Great teachers communicate frequently with parents. They reach parents through conferences and frequent written reports home. They don’t hesitate to pick up the telephone to call a parent if they are concerned about a student. What No Child Left Behind means for teacher qualityThe role of the teacher became an even more significant factor in education with the passage of The No Child Left Behind law in 2002. Under the law, elementary school teachers must have a bachelor’s degree and pass a rigorous test in core curriculum areas. Middle and high school teachers must demonstrate competency in the subject area they teach by passing a test or by completing an academic major, graduate degree or comparable course work. These requirements already apply to all new hires. Schools are required to tell parents about the qualifications of all teachers, and they must notify parents if their child is taught for more than four weeks by a teacher who is not highly qualified. Schools that do not comply risk losing federal funding. Although the law required states to have highly qualified teachers in every core academic classroom by the end of the 2005-2006 school year, not a single state met that deadline. How parents can advocate for qualified teachersOver the next decade, schools in the United States will be faced with the daunting task of hiring 2 million teachers. We know that high-quality teachers make all the difference in the classroom. We also know that it is becoming increasingly difficult to find them and keep them. Twenty percent of new teachers leave the classroom after four years, and many teachers will be retiring in the next 15 to 20 years. Recommendations from the National Commission on Teaching & America’s FutureIn 1996 the National Commission on Teaching & America’s Future, a private bipartisan panel, made several recommendations for ensuring that every classroom has a qualified teacher. Among the recommendations were the following key points: Raise professional standards for teachers. Improve salaries and working conditions. Reinvent teacher preparation and professional development. Encourage and reward teacher knowledge and skills. Implementing these recommendations, however, is a slow process, dependent upon legislation as well as increased funding from both the federal and state governments, and a will to implement changes at the school district level. Parents can work together to keep the superintendent, their school board members and their state legislators focused on the goal of having a high-quality teacher in every classroom. Teacher training: what type and for how long? The UNESCO Institute for Statistics defines a trained teacher as a “teacher who has fulfilled at least the minimum organized teacher-training requirements (pre-service or in-service) to teach a specific level of education according to the relevant national policy or law.” However, there is no universal agreement on what being a trained teacher means or what the minimum requirements to qualify as a teacher are. Experience from top-ranked education systems, though, shows consistent patterns regarding teacher training and education. They all normalized pre-service training as a university course sanctioned by a degree, some of them even requiring having obtained classroom experience prior. Dr Huihua He, Associate Professor and Deputy Director, College of Education - Shanghai Normal University, indicated that it takes the completion of a four-year programme followed by one-year in-service training to become a qualified teacher. It is impossible to practice as a teacher in Shanghai without this certification. She also underlined the importance of providing students with information and guidance on professional development. The university, to this end, integrated a “teacher professional development” course into other courses so that students have an understanding of the career ladder. Should teachers be evaluated? Another aspect of ensuring students are taught by good teachers is through evaluation. Ms Sonia Guerriero - Senior Programme Specialist, UNESCO – stated that teacher evaluation is necessary, as they need to keep their knowledge up to date on theory and practices as well as develop knowledge on new skills needed. Performance evaluations can be used to identify areas where teachers may need additional training. However, there is an ongoing debate regarding what means can be used to determine a teacher’s performance. Is it through the evaluation of the students learning outcomes or through teacher evaluations? There are several arguments against the use of students’ learning outcomes as the only means of teacher evaluation. Indeed, there are several factors that can affect students’ test scores outside of teachers’ performance, such as parental support, resources, curriculum content, and learning materials. Children’s economic and social background also play a role in their learning achievement. Mr Hong Joon Chae – Director of the Education Budget Division, Ministry of Education, Republic of Korea – indicated that, in Korea, teachers in primary and secondary education are evaluated every year. This evaluation includes both a performance evaluation and an expertise evaluation to determine their knowledge on the subject they teach. It also includes an evaluation of the classroom climate and the teacher’s attitude. Ms Guerriero debated that a more effective means of teacher evaluation would be to use classroom observation with mentoring and feedback by peers. Through observation, the focus can be placed on instructional practice, on-the-spot decision making, maintaining high-functioning and nurturing classrooms, content focus and depth of instruction. Evaluations can also include peer reviews of teaching through interviews and analysis of videotaped instruction. Indeed, teachers are not only there to share knowledge with their students but to also develop their skills. Evaluation, especially through peer reviews, can also influence classroom practices, through informal in-service training. In Japan, for instance, there is a strong culture of seniority, with mentoring of younger teachers within schools. This includes evaluation of those young teachers’ performances by senior teachers, leading to teachers learning from and supporting each other.
Mr Chae underlined that, in Korea, teachers are very well paid. Indeed, teacher pay in Korea is higher than the average calculated based on OECD countries. Therefore, it is not a crucial variable for improving teachers’ performance. He noted that amongst surveyed teachers, autonomy in the classroom and professional development opportunities were indicated as affecting teachers’ performances. This is also the case in Finland, where an important emphasis has been put on teachers’ autonomy. Indeed, Ms Jaana Palorjävi – Director, International Relations, Ministry of Education and Culture, Finland – explained that a lot of leeway is given to teachers in how to organize the school day, based on a skeleton framework provided to them. It was also noted that teacher development programmes should focus on allowing teachers to go further than transmitting knowledge. Dr Makito Yurita – Senior Researcher, National Institute for School Teachers and Staff Development, Japan – described the teacher as a learner, a thinker and an enquirer. He also further explained that as teachers are not just preparing students for the job market but also preparing future citizens, they should be encouraged to participate in discussions on the goal of education. 13 Theme: Mark: Eley: What makes a good teacher? Model of teaching technology of the lesson
The technological schedule of the practical lesson
Mark EleyHead of ProgrammesEmail: eleym@regents.ac.uk Subject(s): Fashion & Design Professional BiographyAfter graduating from Brighton Polytechnic specializing in Woven Textiles for Fashion, Mark established in 1992 London-based print studio Eley Kishimoto with his partner Wakako Kishimoto. The company have gained global notoriety through a plethora of outputs ranging from fashion and interiors to diverse architectural and design collaborations. Although this reputation was initially earned as a result of their vibrant fashion collections, the company’s renown has become associated with their freedom to decorate anything and everything. It is this design aesthetic that is key to their works’ identity. Throughout this illustrious career that still continues to push boundaries Mark has worked and collaborated in academia across the World. Currently a Professor of Practice at the University of Wales Trinity Saint David, Mark previously held the title of Visiting Professor of Fashion at Lassalle College of Art Singapore, lectured in Musashino University in Tokyo and taught on the World renowned MA Fashion Course at Central Saint Martin’s alongside Professor Louise Wilson. Mark also has consulted on the Fashion Show and Textile Exhibition productions at Herriot Watt University for many years, was a member of the judging panel at Academy Arts Fashion Graduation in Antwerp and at the Sweden School of Textiles as an examiner. In addition to this Mark has also been a Trustee of Graduate Fashion Week with Hilary Alexander and Colin MacDowell.
The technological schedule of the practical lesson
Background A newspaper is a printed periodical whose purpose is to deliver news and other information in an up-to-date, factual manner. Newspapers appear most commonly in daily editions, but may also be issued twice a day or weekly. While the content of a newspaper varies, it generally consists of a predetermined combination of news, opinion, and advertising. The editorial section is written by reporters and other journalists at the direction of editors and may also be compiled from wire service reports. The advertising content of a newspaper can be divided into two parts, classified and display. Classified ads are small, text-only items obtained via telephone and set into the format by the classified advertising representative. Display ads are obtained by sales representatives employed by the newspaper who actively solicit local businesses for this larger, more visually oriented ad space. A newspaper is printed on thin paper made from a combination of recycled matter and wood pulp, and is not intended to last very long. Large printing presses, usually located at a plant separate from the editorial and advertising headquarters, print the editions, and a network of delivery trucks bring them to the newsstands and geographical distribution centers for subscribers. History
Public officials in ancient Rome posted news of the day in a public space, but it was not until the invention of the printing press in the late Middle Ages that mass-produced printed matter became possible. One hundred fifty years after the invention of printing from movable type by Johann Gutenberg in 1447, the first regular newspaper, Avisa Relation oder Zeitung, appeared in Germany in the early 17th century. The first English-language newspaper, the Weekly Newes, began publishing in England in 1622. Over the next few generations, small pamphlets and broadsheets were the primary source of printed information in both England and the colonies of North America, although they were generally geared toward business matters. One of the first newspapers in the U.S. was Publick Occurrences Both Foreign and Domestick, which began appearing in Boston in 1690. These early prototypes of the newspaper eventually developed into publications that appeared on a more regular basis in localized geographic areas. At the time of the American Revolution, 35 newspapers were published in the 13 colonies. Many of these papers and their successors over the next few generations were concerned with political issues of the day and were rather expensive. This changed during the 1830s, however, when technology and publicity popularized "penny papers." The New York Sun was one of the first of these to gain widespread readership. The development of quicker, more efficient printing methods led to a rapid growth of newspapers in the U.S. during the 19th century. As the country expanded and new metropolitan centers sprang up, so did newspapers that served the interests of the region. A growing literacy rate among the populace also helped make such printed matter more popular and profitable. In the latter decades of the 20th century, papers such as the New York Times and the Wall Street Journal have become esteemed sources of news in the U.S. and have wide distribution outside of the cities where they are produced. Until the 1980s, many cities had more than one newspaper, and it was not uncommon for a large city to have three or four competing dailies. By the 1990s, many papers had disappeared or merged so that only one or two noncompeting papers coexisted in major cities. Smaller regional newspapers provide a mix of local news with national and international items. Such papers usually have correspondents in New York, Washington, D.C., and the major cities of the world. Tabloid newspapers, presenting more sensational news and features such as detailed crime stories, first appeared in the U.S. in the 1920s. The word tabloid refers to the size of the printed page, which is generally half the size of a standard newspaper. The Editorial Process The process of producing a daily edition of a large city newspaper begins with a meeting of the paper's editors, who determine the amount of editorial copy in an issue based on the advertising space that has already been sold. A specific number of pages is agreed upon, and the editorial assignments are made to the various departments. The section of national and international news, generally the first part of the paper, is compiled from correspondents who send in their stories electronically, usually via computer modern, to their editor's computer. There, the editor checks the stories, sometimes rewriting them or increasing or decreasing their length. Additional stories of importance are compiled from wire services such as United Press International, Associated Press, and Reuters. These are organizations that employ reporters in various cities of the globe to compile stories and items quickly for dissemination over telephone wires. 
Holding a sign stating "We're Printers, by gravy," these young men had their photograph taken in the mid-1890s, possibly to commemorate the end of their apprenticeships. (From the collections of Henry Ford Museum & Greenfield Village.) Timeliness is of the essence in the newspaper business. Even 150 years ago, New York City publishers would have messengers waiting to meet ships coming from Europe. The messengers would grab the latest dispatches, newspapers, and even novels and race to the printing office. There, rows of compositors would be poised to work all night setting type so that the next afternoon's newspaper could contain European news only two weeks old or the first chapters of a novel published months ago. With the coming of the telegraph to the western parts of the U.S. in the mid-19th century, editors commonly kept one or two compositors late into the night ready to set stories that came in from the East by telegraph. The dots and dashes of the telegraph message, often consisting of just key words and phrases, were hastily transcribed by the telegrapher and given directly to the typesetters. Compositors were skilled enough to decipher the telegrapher's scribbles, compose full sentences while setting type (letter by letter) by hand, and complete the entire story by deadline. The Linotype machine, developed in the 1880s, combined the processes of composing text, casting type, and redistributing the type molds. By working a keyboard, the Linotype operator assembled molds, or matrices, of letters, numbers, or punctuation marks in sequence. The matrices were then mechanically held in place while molten type metal was forced into them, creating a line of type ("lin' o' type"). The individual matrices were automatically replaced in the machine's magazine for reuse. The Linotype increased the speed of a typesetter fourfold. This allowed editors to cut labor costs while getting all the latest news. The machine cost hundreds of compositors their jobs and added to the intensity and pace of the work. William S. Pretzer For a typical, newsbreaking story of local origin, the process begins with a correspondent submitting a report, either in person or via computer modern, to the "rewrite" desk person. The rewrite journalist fine-tunes the wording of the story and makes sure it answers the six important questions: who, what, where, when, why, and how. He or she then sends it over to the computer at the city desk. The city desk editor, who is responsible for the paper's local content, looks over the story, makes additional changes if necessary, and sends it over to the news desk. The news editor, who makes the final call about which stories to run in the upcoming edition based on their relevance, may make further changes before submitting the piece to the copydesk. The story arrives there with guidelines for length as well as headline instructions regarding size and type. From this point, the story is set to be inserted on a certain page that has already been roughly laid out by both the news editor and a makeup editor. A mock-up of the page, essentially a blank form showing where the stories will run and where pictures and advertising will be inserted, is called the "dummy." The makeup editor has already met with the advertising department to determine how such pages will be laid out with ad space. The dummy has rough notes for headlines, story insertions, and graphic elements such as photos and tables of statistics. It also shows the date of the edition as well as a page and section number. After the news editor has determined the placement of the story on the page in question—as well as the other items set to run there—the dummy is sent on to a composing room.
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