teacher perceptions of hindrances to classroom effectiveness what do pennsylvania’s secondary cte...

Teacher Perceptions of Hindrances to Classroom

Effectiveness

What do Pennsylvania’s Secondary CTE Teachers Consider the Greatest

Obstacles to Becoming Great Teachers

Allow me to introduce the composite teacher of my experience. He represents a sort of norm in my

experience.

Mr. Composite’s External Qualifications

Training• In-service days of training.• Act 48 training requirements• Optional classes• Workshops• Conferences• Administrative support.

Mr. Composite’s Internal Quailifications

Personal Attributes• Mr. Composit possesses and is

possessed by a “…philanthropic desire to pass the superior aspects of culture on to succeeding generations.”1

1(Marsh, C. J., & Willis, G. (1995). Curriculum: Alternative approaches, ongoing issues. Merrill Upper Saddle River, NJ.)

The Problem

The Performance Gap

Great Teacher

Two Attempts at a Solution

Training – to affect his mind.

Exhortation/Cheerleading – to motivate his spirit.

Oh no. Not

again.

Is this a solution?It would be a solution if the whole problem consisted in either a lack of training or a lack of conviction.

Really, it is more of thesame near-miss strategyproviding more of whatthe teacher already has.

The Problem Remains

Why?

Because those who have the power to edit Mr. Composite’s teaching practice are giving him more of what he already has – more training and more motivation.

New InsightWe need new insight into what stands between the teacher, and real pedagogical excellence.

To whom to we go for that new insight?

Great Teacher

To Whom do We Traditionally Go for Answers? (In my experience)

• Educational Theorists– Providing research based information

• Educational Policy-Makers– Providing guidelines based on research

• Educational Administrators– Providing training and guidelines based on

research and public policy.

Are we Missing Someone Whose Opinion We Should Consider?

Is this good stuff? Would you buy it? Would you eat it?

Are we asking the right people?

Educational Theorists

Educational Policy-Makers

Educational Administrators

What about Educators?

What I am Not Asking

Blooms Taxonomy

Differentiated EducationMultiple Intelligences

Contextual Teaching and Learning

Work-Based Learning

Technology-Based Education

The Lecture Method

Dewey

Montessouri

PiagetSocratic

Cooperative LearningTyler

Problem-Based

Learning

Let’s assume that there is benefit in many and varied instructional theories and styles.

Let’s assume that teachers could become excellent instructors if they consistently applied any of several, valid, research-based methodologies.

My question is not, “Which teaching method is best and produces the best results.”

My question is, “What is keeping teachers from doing their best at any teaching method.”

Why Ask This Question• Measureable Student Achievement• Measureable Student Achievement• Measureable Student AchievementIt’s good for the student, and good for society.

How do we get there?Teacher effectiveness has a measureable, accumulative and residual impact on student achievement. In fact, it probably has the greatest impact. If not, it certainly has the greatest impact of anything that we teachers can control. So…

It’s personal.

Why Ask This Question?It’s personal.

MentorTAP/TCTW

The Method

I want to know why!

So I intend to ask and graph; survey and measure.

1 2 3 4 5 60

500

1000

1500

2000

2500

Series1

The SampleI believe in Career and Technical Education.

(Workforce education at the high school level.)

The Sample• CTE Teachers

• CTE Teachers in Pennsylvania

The Goal

• Facilitate Teachers

• Affect Policy(Public or only School Wide)

• Improve the Student Experience.Increase measureable student

achievement.