Guest Posts

As I approach my 10th year as an educator, I can’t help but to reflect back on my teaching and coaching practices. I begin to ask myself– What makes an effective educator? Why do some educators seem passionate, while others seem so passive?

Not until having the opportunity to become a reading coach and instructional partner, did I become aware of the fact that educators don’t all possess the same amount of efficacy when it comes to teaching and learning. Talk about a wake up call!

Why is it that we all as educators obtained a post-secondary education/degree, all received similar training, all began with a similar mission, but as time progressed, many of us have either seen our effectiveness in the classroom increase or, sadly, decrease.  In my experience teaching, it seems that a person’s openness to learn AND assist others are huge factors when it comes to being what I’ll describe as an effective teacher. The interesting notion is that these factors don’t just apply to the field of education, but can be applied to every arena of life.

In my analytical and careful observation of educators who were classified as most effective, these individuals were those who:

•were open to collaboration

•had a shared spirit of collective responsibility

•were cautious about complaining about what others aren’t doing, but mirrored the change they wanted to see

•surrounded themselves with positive people

•were open to constructive criticism

•voluntarily pursued professional learning opportunities

•were open to continuous improvement

Seems simple enough, right? Well, not quite. The characteristics listed above require true attention to detail. One must be able to self-reflect and possibly make some uncomfortable decisions. One also must be willing to admit that he or she needs to change in one arena or another and make a commitment to such change.

There also seems to be another factor that holds educators back from positive change– adult peer pressure. Sadly enough, I have observed some of the best educators choose “not to do” because they felt like an outcast when it came to the implementation of new practices, programs, or curriculum models. These educators literally chose to do “what it took to get by,” rather than doing what they truly knew was right. Some teachers don’t want to rock the boat with their peers, and the result can be a downward spiral. {Isn’t this the same speech we as educators preach to children? Well if it seems like an oxymoron to you, that’s because it is!}

We as educators and citizens of America must do what is right because its the right thing to do. J.C. Watts states it best, in saying,

“Character is doing the right thing when nobody’s looking. There are too many people who think that the only thing that’s right is to get by, and the only thing that’s wrong is to get caught.”

On two separate occasions, I went into two different colleagues’ classrooms and was struck by the same quote written on each of their boards. The quote read,

“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.” ~Margaret Mead

This quote caught me off guard the first time I read it, but definitely began to speak to my heart the second time. I must say, Mead makes an astounding point which I was able to see in action when I attended a meeting  with a small group of incredibly committed teachers in a small urban school district in the Birmingham, Alabama area. This meeting was established because these group of teachers demanded, craved, and sometimes even pitched fit for change, but they soon realized they still were not seeing the type of change that they wanted to happen. What did they do? They committed to organizing a group in which they would call, the “Critical Friends’ Group”. These teachers were relentless in initiating the change that they wanted to see! The group of five educators decided to open the door for their entire district to participate in these group sessions. The group began by establishing a mission and vision statement as well as, determining a set purpose for such a group. So what was the mission, vision, and purpose of the group? You guessed right, Mead and Gandhi’s quotes. . .

The Mission: “Be the change the change you want to see” ~Mahatma Gandhi

The Vision: “Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has”~Margaret Mead

The Group’s Purpose: To collaborate with educators who are passionate about continuous improvement of their daily practice AND commit to a collective focus on student learning and a spirit of shared responsibility for the learning of all students.

I watched a group of frustrated teachers become the change they wanted to be. And the effects of their collaboration and willingness to grow as educators are still spinning throughout their classrooms, school districts, and personal lives, as well.

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What are the top three qualities of an effective teacher in your opinion?

Kisha Tolbert-Woods, NBCT, Ed.S., is a native of McIntosh, Alabama, and serves as an Instructional Partner for Tarrant City Schools (an inner city school in the Birmingham, Alabama area). Additionally, Kisha serves as an instructor for Teacher Ready, an NCATE accredited alternative certification program that is affiliated with the University of West Florida. Kisha is currently working on her Ph.D. in Education with a specialization in Curriculum and Instruction from Capella University. Follow Kisha on Twitter @tolbertwoods4au .

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