Journal of Educational Leadership in Action
Abstract
As teachers enter the field of teaching, teachers look to continue to develop in order to become highly effective teachers as they are often less effective than teachers with at least some experience (Boyd et al., 2008; Ladd & Sorenson, 2017). This development may occur through the support of mentors, administration, professional development (PD), as well as through trial and error, with the most development occurring during the first several years of teaching (Koedel & Betts, 2007; Rice, 2003). However, not all teachers develop into effective teachers. Some aspects that may affect a teacher’s effectiveness are the classroom environment, instruction, and pedagogy, which then may affect student engagement and achievement based on if they are effective or ineffective (Stronge, 2018). Though having a positive impact on student engagement in the classroom is essential, others have gone further to state effective teachers do much more (Roehrig et al., 2012). More recently, along with observations of teachers, the use of value-added scores linked student achievement to teacher effectiveness (Goe, 2007). However, this approach to evaluating teachers is controversial, especially among teachers (Papay, 2011; Pressley et al., 2018; Rothstein, 2009).
Because of the difference between highly effective teachers and others, it is important to understand how highly effective teachers have had success within the classroom. The purpose of this study was to provide insight into the development of a highly effective teacher. The researchers looked to answer the following research questions: 1) What behaviors are new and developing teachers doing that make them less effective teachers? 2) How can schools support new and developing teachers to develop into highly effective teachers? and 3) How do new, developing, and highly effective teachers approach professional development to improve teaching?
Recommended Citation
Pressley, Tim; Isom, Riley; Johnson, Chalon; Barnes, Amy; and McAuliffe, Laura
(2020)
"Becoming a Highly Effective Elementary Teacher and How to Support Teachers' Development,"
Journal of Educational Leadership in Action: Vol. 7:
Iss.
1, Article 8.
DOI: https://doi.org/10.62608/2164-1102.1007
Available at:
https://digitalcommons.lindenwood.edu/ela/vol7/iss1/8
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Comments
Dr. Tim Pressley is an assistant professor of educational psychology at Christopher Newport University. He received his Bachelor’s of Science and Master’s in Education from Texas Christian University and his Ph.D. from Florida State University.
Miss. Isom is currently an undergraduate student at Christopher Newport University, majoring in psychology with minors in leadership and childhood studies.
Miss. Johnson completed her undergraduate degree at Christopher Newport University with a major in psychology. She is currently pursuing her Master’s degree at George Mason University in educational psychology.
Miss. Barnes completed her undergraduate degree at Christopher Newport University with a major in psychology and a minor in leadership.
Miss. McAuliffe is currently an undergraduate student at Christopher Newport University, majoring in psychology.