Traits to look for when hiring a teacher
Whether you submit that resume tomorrow or years from now, you can make your unique skill set practically pop off the page. Check out the skills below to see if any sound like you. Not all great communicators are able to get up in front of a group and improvise. Are you an active listener , who engages deeply?
List of important skills for a teacher resume
You might be just the right person to encourage a struggling student, respond with humor, or point out a dynamic no one else has noticed. Your resourcefulness will make for a more interesting classroom experience that engages kids with different learning styles. One of the best teachers I've ever worked with started as a substitute. She impressed others, too, with her color-coded planner replete with goals. She toted multi-colored highlighters and wore a smart watch. Her penchant for planning and organization, impeccable time management and purposeful use of technology and stylish way of showing it , along with her passion for teaching, made her incredibly effective in the classroom.
Needless to say, my school offered her a full-time position as soon as one became available.
So what makes a good teacher?
There are many skills and traits personified by accomplished educators. When it comes to your resume, those that come naturally will be easy to highlight as you outline your experiences with clubs, activities, and work.
It paid off when I managed to keep it together, actually improve, and present myself as a really organized person on my resume. We work hard to reduce workload elsewhere. You have to be the right fit. The school has also helped cut the workload outside of school time. Tasks such as planning, report writing and marking have been transformed. We want them to spend time with their friends and families.
What skills and qualities will get you hired as a teacher?
Much of this perception has been fueled by a set of analyses conducted by Eric Hanushek over the past two decades. In his meta-analysis of studies examining the impact of several key educational resources on student achievement, Hanushek , , , concluded that there is no systematic relationship between educational inputs and student performance. In addition, Hanushek included 41 estimates of the impact of teacher test scores on student outcomes.
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Krueger argues that this approach weights the various studies by the number of different estimates of the effect of a particular variable they include. Further, he contends that studies that report negative or statistically insignificant findings are more likely to include more estimates than those that find statistically significant positive effects.
On one hand, this set of studies could be argued to be too inclusive in the sense that even those studies that simply included an educational resource as a control variable might be inappropriately considered e. On the other hand, the production function literature could be contested as too exclusive in the sense that other methodological approaches, particularly those that allow the researcher to focus on more refined measures of what teachers know and can do, can also make valuable contributions to what we know about the value of educational resources.
In contrast to the work of Hanushek and others who have looked at specific subgroups of studies see, for example, Mayer, Mullens, Moore, and Ralph ; Wayne and Youngs ; Whitehurst , the literature review presented here represents an analysis of a wide variety of empirical studies examining the impact of teacher attributes on teacher performance. The approach taken here is similar to that used by Wilson, Floden, and Ferrini-Mundy in their review of the research on teacher preparation conducted for the U. Department of Education. Empirical studies that conform to a variety of accepted methodological approaches and use a range of measures of teacher effectiveness are used to ascertain what existing evidence says about the relationship between teacher attributes and their performance.
In addition, this approach pays close attention to a number of contextual factors e.
Clearly, the context of teaching is important and may affect the impact of the teacher attributes considered in this analysis. In fact, when existing studies are considered as a whole without breaking them down by contextual factors such as subject area or grade level , findings tend to be inconsistent across studies; context variables may help to explain the apparent inconsistency of the existing research.
In other words, a particular teacher attribute e.
What Qualities Do Principals Look for in a New Teacher?
This careful attention to the context of teaching, wherever possible, helps to tease out some effects that would otherwise go undetected in reviews that neglect to consider these factors. The goal of this study is to sort through the available evidence to draw conclusions about what matters, what has been studied but has not been shown to matter, and what has not been adequately studied. In the face of such seemingly inco nsistent and inconclusive evidence, policy makers are side-stepping the research or relying only on those studies that support their positions to move forward with teacher policies, often without the benefit of research to guide their efforts.
However, research can, and should, play a role in these decisions.
For instance, numerous measures of what a teacher knows and can do have been routinely assumed to be important at least as indicated through hiring strategies, salary schedules, and teacher reform agendas. However, questions continue to persist about what exactly a quality teacher is. In other words, what teacher characteristics have been found to predict teacher effectiveness? This is a fundamental question that must precede policy discussions concerning what kinds of teacher qualities and qualifications to promote in aspiring teachers, whom to recruit and hire, what factors to use in setting salary schedules, and how to distribute teachers across different types of schools and classrooms to achieve equity and adequacy goals.
This analysis examines the existing empirical literature on the relationship between teacher attributes and their effectiveness with the goal of informing policy on investing in teacher quality. The next chapter describes the methodology used to review the literature on the relationship between teacher characteristics and their performance, and the chapter that follows presents the findings from this literature review.
The final chapter concludes with a discussion of the implications of these findings for future research and policy. The NCES information is based on projected or preliminary data. Of course, to the degree that reduced class sizes, overall educational spending, and teacher salaries are related to teacher quality, these can be viewed as investments in teacher quality, albeit indirect.
Rivkin, Hanushek, and Kain identify teachers as a major determinant of student performance, but do not describe teacher quality in terms of specific qualifications and characteristics.
They show strong, systematic differences in expected achievement gains related to different teachers using a variance-components model. In contrast to many of the policy recommendations for stricter teacher qualifications, the Abell Foundation has recently released a report calling for the elimination of statewide coursework and certification requirements for teachers in favor of more flexible professional requirements Abell Foundation Likewise, Hess argues for the deregulation of teacher preparation.
See related work on Education Teacher quality.
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See more work by Jennifer King Rice. See related work on Education and Teacher quality. Click here to order Download PDF.