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A teacher educator must be a highly competent ‘first-order educator’ (i.e. a good teacher) but also a skilled ‘second-order educator’ (i.e. capable of teaching effectively about the skill of teaching and facilitating others to acquire teaching skills). As first-order educators, they need to be proficient teachers (of 'adult' students).
Although the noun forms of the three words aim, objective and goal are often used synonymously, [1] professionals in organised education define the educational aims and objectives more narrowly and consider them to be distinct from each other: aims are concerned with purpose whereas objectives are concerned with achievement.
The National Board for Professional Teaching Standards (NBPTS) is a nonpartisan, nonprofit organization in the United States. Founded in 1987, [ 1 ] NBPTS develops and maintains advanced standards for educators and offers a national, voluntary assessment, National Board Certification, based on the NBPTS Standards.
Teaching As Leadership: The Highly Effective Teacher's Guide to Closing the Achievement Gap (ISBN 0470432861) is a book by Steven Farr, Chief Knowledge Office at Teach For America, published by Jossey Bass in 2010. The book outlines six principles that Farr believes will help teachers become leaders within the classroom, in particular ...
The Organisation for Economic Co-operation and Development has argued that it is necessary to develop a shared definition of the skills and knowledge required by teachers, in order to guide teachers' career-long education and professional development. [9] Some evidence-based international discussions have tried to reach such a common understanding.
Professional teachers are empowered to make the decisions essential for effective learning, rather than having a teaching style prescribed under traditional education models. Social promotion is discouraged. Students advance or are retained based on their actual learning achievements instead of based on their age, their friends' achievements ...
States competing for the grants were awarded points for enacting certain educational policies, instituting performance-based evaluations for teachers and principals based on multiple measures of educator effectiveness (tied to targeted professional development and feedback), adopting common standards (though adoption of the Common Core state ...
Some characteristics of having good teacher-student relationships in the classroom involves the appropriate levels of dominance, cooperation, professionalism, and awareness of high-needs students. Dominance is defined as the teacher's ability to give clear purpose and guidance concerning student behavior and their academics.