We often hear the old bromides that “you get what you pay for” and “if it sounds too good to be true, it probably isn’t true.” A new charter school seeks the answer in the education setting. $125,000 per year teachers

The school, called the Equity Project, is premised on the theory that excellent teachers — and not revolutionary technology, talented principals or small class size — are the critical ingredient for success. Experts hope it could offer a window into some of the most pressing and elusive questions in education: Is a collection of superb teachers enough to make a great school? Are six-figure salaries the way to get them? And just what makes a teacher great?

According to VirginiaCommonwealthUniversity research indicates that effective teachers share certain characteristics Characteristics of effective teachers

Classroom atmosphere

· Positive

· Models good behavior

· Shows interest in student and subject

· Relaxed, not arrogant or defensive

· Carefully listens

· Empathic

· Genuine

· Lively, appears to enjoy teaching

· Has a sense of self-confidence

· Is approachable

· Appears fair

Teaching skill

· Answers questions or admits to not knowing

· Holds students accountable for their actions

· Talks at the students’ level

· Is well-prepared

· Asks thought provoking questions

· Uses examples, analogies, or metaphors that relate the material to the students’ world

· Makes the objectives of the course and each session clear.

· Presents viewpoints different from their own

· Can pace the class

· Encourages independent thought and critical thinking

· Knows if the class is following the material and takes action when the class is not

· Is concerned about the quality of their teaching

· Draws upon the students’ prior knowledge and skills in order to shape the class and help students learn

Notice that formal qualifications does not necessarily equate to a successful teacher. Deep knowledge of the subject area to be taught and a genuine interest in passing on that knowledge is the key.

A recent report by Robin Chat from the American Progress organization From Qualifications to results quotes Michelle Rhee, the superintendent of D.C. schools:

“One piece of No Child Left Behind calls for highly qualified teachers, but those qualifications are … front-end qualifications—does the person have this certificate or this degree? And I believe we have to move away from the front-end inputs to looking at highly effective teachers. If you can produce results in the classroom, that makes you effective, and you can stay in the classroom. And it really shouldn’t matter whether or not you have your Ph.D. or your master’s.”

Stephen Sawchuk reports in Education Weekly about a study conducted by the New Teacher Project Teacher Grade Inflation:

Conducted by the New Teacher Project, a New York City-based teacher-training organization, the report analyzes the results of a survey of more than 15,000 teachers and 1,300 administrators across four states and 12 districts. It also incorporates records maintained by those districts’ human-resources departments. The records show that more than nine in 10 tenured teachers met local standards in recent evaluation cycles. Although the study results don’t reflect a representative national sampling of districts, they do suggest that norms of egalitarianism remain powerful in the teaching profession—sometimes to the detriment of students. “This is a cultural problem, a problem of not having a commitment to recognizing key differences in performance,” said Timothy Daly, the president of the New Teacher Project. The problem goes beyond teacher-evaluation and -disciplinary procedures into other policy areas, Mr. Daly added. Because distinctions in effectiveness aren’t formally documented, districts are missing out on opportunities to link the evaluation systems to professional-development tools, to decisions for granting tenure, and to bonuses or career-ladder initiatives.

School districts have not figured out how to assess teachers based upon effectiveness in the learning ability of their students. The Equity project is an important real world experiment because it is attracting teachers with a deep knowledge of their subject areas. If the key to student achievement is an effective teacher as opposed to one with qualifications, there are implications for current compensation systems. Should all teachers be paid based on years of experience and clock hours or degrees or should we be looking at how much their students achieve? The Equity Project should be followed.

Dr. Wilda says this about that ©