What Makes an Outstanding Teacher

Walk into any school and ask the students, "Who are the best teachers in this school?" Then ask the teachers, the administrators, and the parents the same question. Chances are the same names will appear on many lists. As more local districts, states, and the nation have recognized "outstanding teachers," research studies have sought to understand the characteristics that these teachers have in common.

It’s important to note that these teachers are not selected because they are “easy” or “popular.” Many exemplary teachers have a reputation for being very tough—for having extremely high expectations and demanding that students live up to those expectations. Educators underestimate students when they believe students only want “easy” teachers. What they do want is teachers who listen to their ideas and their questions, treat them with respect, and demonstrate honest caring. For such teachers, students will work to the limits of their ability.

There is little or no mention in these studies of the amount of knowledge that these teachers cram into their students and/or the subsequent test scores. How likely is it, however, that peers, students, administration, and parents would praise a teacher whose students weren’t exhibiting a high level of learning? At some fundamental level, it appears both educators and the public recognize what is important in teaching. Yet both continue to cave in to claims that increasing the number of standards for which students are accountable and demanding that students “keep up” will ensure learning, as well as increase the expectations of teachers. These claims are questionable at best. (For a discussion of the relationship between standards and teacher expectations.)

Although their personalities vary widely, one study of exemplary teachers revealed typical beliefs that these teachers hold. These include the beliefs that:

“1. all children can learn and that it is the responsibility of the teacher to try various techniques and approaches to find out what will work for each child;

2. children do not all learn in the same ways since each is a unique individual;

3. a holistic approach to teaching improves learning;

4. knowledge is constructed, so care is taken in uncovering prior knowledge and building on it;

5. children, as learners, are teachers; teachers must also be learners;

6. teachers need to know each child very well in order to assist their intellectual, social, and emotional development;…

7. genuine understanding … or generative knowledge… is a high priority, so continuity and connections in learning are emphasized;

8. teaching is guided by the child's strengths and interests;

9. learning is a continuous process, a "continuum of growth";

10. self-reliance and independence of students is the ultimate goal;

11. time must be spent teaching children how to learn (learning about learning);

12. involvement of parents as teachers is crucial to learning;

13. learning requires risk taking and mistakes”

How does one integrate such beliefs with the demands for more and more externally selected standards and standardized testing?

Some reformers have observed exemplary teachers and attempted to create "checklists" of behaviors that other teachers can emulate. What they fail to recognize is that the beliefs that motivate those behaviors are the key to the teacher's effectiveness. Unless other teachers share those beliefs, they will not get the same results—even if they emulate the behaviors, which is unlikely.

Attempting to force teachers to adopt such beliefs through the imposition of tougher standards on students may appear less challenging, but it is doomed to failure. Working with teachers directly to encourage reflection and an updating of outdated "conventional wisdom" offers the promise of producing real change where it counts—in the relationship between teachers and their students.