On the day President Obama’s budget plans an overhaul of US education policy, it’s probably appropriate to finally pass along this excellent Atlantic magazine piece about what makes a great teacher.
What did predict success, interestingly, was a history of
perseverance–not just an attitude, but a track record. In the
interview process, Teach for America now asks applicants to talk about
overcoming challenges in their lives–and ranks their perseverance
based on their answers. Angela Lee Duckworth, an assistant professor of
psychology at the University of Pennsylvania, and her colleagues have
actually quantified the value of perseverance. In a study published in TheJournal of Positive Psychology
in November 2009, they evaluated 390 Teach for America instructors
before and after a year of teaching. Those who initially scored high
for “grit”–defined as perseverance and a passion for long-term goals,
and measured using a short multiple-choice test–were 31 percent more
likely than their less gritty peers to spur academic growth in their
students. Gritty people, the theory goes, work harder and stay
committed to their goals longer. (Grit also predicts retention of
cadets at West Point, Duckworth has found.)But another trait seemed to matter even more. Teachers who scored
high in “life satisfaction”–reporting that they were very content with
their lives–were 43 percent more likely to perform well in the
classroom than their less satisfied colleagues. These teachers “may be
more adept at engaging their pupils, and their zest and enthusiasm may
spread to their students,” the study suggested.In general, though, Teach for America’s staffers have discovered
that past performance–especially the kind you can measure–is the best
predictor of future performance. Recruits who have achieved big,
measurable goals in college tend to do so as teachers. And the two best
metrics of previous success tend to be grade-point average and
“leadership achievement”–a record of running something and showing
tangible results. If you not only led a tutoring program but doubled
its size, that’s promising.This year, D.C. public schools have begun using a new evaluation system
for all faculty and staff, from teachers to custodians. Each will
receive a score, just like the students, at the end of the year. For
teachers whose students take standardized tests, like Mr. Taylor, half
their score will be based on how much their students improved. The rest
will be based largely on five observation sessions conducted throughout
the year by their principal, assistant principal, and a group of master
educators. Throughout the year, teachers will receive customized
training. At year’s end, teachers who score below a certain threshold
could be fired.
