The Students’ Voice on Characteristics of Quality Teachers

1. The Students’ Voice on Characteristics of Quality Teachers Presented By Esthela R. Allison Ph. D. ACET Conference- Austin TX May 9 , 2013

2. Dissertation Study • Characteristics of Quality Teachers: Students’ perspectives in high performing schools. • Defended at The University of Texas at Austin

3. Purpose of the study The purpose of the study: To examine the perceptions of K–12 students on the characteristics of quality teachers in high performing schools in ten public school districts. Districts in the study were part of the District Alliance Group from the Stupski Foundation.

4. Participants • During the spring of 2006, ten public school districts in ten different states, were visited and a total of 448 students from grades K–12 participated in this study. • For each district , students were randomly selected by their school principals, ( diverse groups) and were divided into three groups: EL, MS, and HS.

5. Participants continued • Elementary students (K–5) 146 participants • Middle school students (6–8) 147 participants • High school students (9–12) 155 participants • Total = 448 (K-12) from 10 states in the USA

6. Research Questions • 1. What are the perceived characteristics of quality teachers according to elementary students? • 2. What are the perceived characteristics of quality teachers according to middle school students? • 3. What are the perceived characteristics of quality teachers according to high school students?

7. Theoretical Framework • This study employed Grounded Theory as the theoretical framework. • Grounded Theory, a form of qualitative inquiry research, is an inductive, theory discovery methodology that allows the researcher to develop a theoretical account of the general features of a topic while simultaneously grounding the account in empirical observations or data (Glaser & Strauss, 1967).

8. Data analysis • Step 1: Open coding: naming and categorizing phenomena through close examination of the data; • Step 2: Axial coding: putting the parts of the data identified and separated in open coding back together to make connections between categories; and • Step 3: Selective coding: selecting one main core category (the story line) and relating the other categories to it.

9. Findings • Elementary Students’ Perceptions: 1. Quality Teachers are Fun 2. Quality Teachers are Caring 3. Quality Teachers are Flexible

10. Findings • Middle School Students’ Perceptions: 1. Quality Teachers are Fun 2. Quality Teachers are Caring 3. Quality Teachers are Flexible 4. Quality Teachers are those whose Teaching is Relevant

11. Findings Continued • High School Students Perceived: 1. Quality Teachers are Fun 2. Quality Teachers are Knowledgeable 3. Quality Teachers are Flexible 4. Quality Teachers are Respectful 5. Quality Teachers are Caring

12. Across Grade Levels Comparisons • According to the students, Quality Teachers are: • FUN • CARING • FLEXIBLE

13. Intersecting and Salient Characteristics as Ranked by Students

14. Middle School Students Middle School Students Identified one Salient Theme: • Quality Teachers are those whose Teaching is Relevant

15. High School Students High School Students Identified two salient themes: 1. Quality Teachers are Knowledgeable 2. Quality Teachers are Respectful

16. Emergent Characteristics and Research on Effective Teachers • Each of the six major characteristics of quality teachers: fun, caring, flexible, relevant, knowledgeable, and respectfulwere compared to existing research and literature pertaining to traits of effective teachers. All six emergent characteristics are congruent with prior research.

17. Emergent Characteristics and Research on Effective Teachers Continued The only characteristic the students’ identified which was not found in existing literature pertained to flexible; the students in every subgroup responded that quality teachers are able to adapt when class time interruptions occur.

18. Propositions Regardless of location, size of school district, socio-economic status, or degree of diversity in the school districts, students of each grade level equally value three characteristics that constitute quality teachers: 1) quality teachers are fun, 2) quality teachers are caring, and 3) quality teachers are flexible in the use of various teaching strategies as well as flexible in routine and scheduling.

19. Propositions Middle school students highly value teachers whose teaching is relevant,and perceive this as an additional characteristic of quality teachers.

20. Propositions • High school students highly value the characteristics; knowledgeable and respectful, and perceive these as traits of quality teachers. • High school students, in the discussion of quality teachers, place a higher emphasis on teachers who are knowledgeablethan students at all other levels.

21. Implications for Practice • School Leaders • Colleges and Universities • School Districts and PD Specialists • Teachers • Parents

22. Implications for Further Research • Additional research is needed to further explore the characteristics of quality teachers. • Researchers could investigate teachers’ perceptions and compare them with their own students’ perception. • Similarly, studies could focus on the school leaders’ perceptions.

23. Students’ Voice • 448 K-12 students in ten public school districts have voiced their perceptions on characteristics of quality teachers • Students are the primary recipients in the teaching-learning process • Their voice needs to be included in the discourse • Why? Every child deserves a quality education- Social Justice

24. The students said: • “Kids like to have fun, especially when they are in school because it makes the day go by faster.” • “Quality teachers can balance learning and fun : they know how to organize all their stuff so they can work, plan fun things for us and make us forget we are in the classroom.” • My teacher really cares about me, she knows me a person not a number, she takes the time to help me.”

25. The students said: • “ A caring teacher is fair and consistent, you can also tell she cares because she knows her stuff.” • “when we have a lot of stuff going on like intramurals, AR award day, picture day, and tournaments, good teachers don’t act crazy or mad, they stay calm, go with the flow and still get all the work done.” • Quality teachers are flexible with the schedule and, the strategies they use and with the kids. They don’t waste time disciplining kids/enforcing the dress code .They know how to keep us excited all the time- its’ like, you cant wait to get in their classrooms.”

26. The students said: • “ Quality teachers know how to teach in a creative manner, they have a command on the subject they teach and they make learning fun by planning many activities.” • “Quality teachers are fun to be around, they have a good sense of humor, they are basically at ease with us, they don’t have to be in control all they time.” • “Quality teachers use creative ways to engage students, they are fair and they respect students.”

27. The student said: • “Quality teachers are knowledgeable about the subject they teach, they care caring, strict and also very supportive. They treat you like a human being. They are not like dictators, they actually show that they care about you as an individual.” • “Quality teachers know how to vary their teaching by not just lecturing and telling students answer the questions on pages …” • They know how to pace the material just right and teach in ways that every kid can understand ; they make you want to work for them…” • “They just appreciate who you are.

28. The students said: • “Quality teachers teach us relevant material and skills that will actually help you in real life, their teaching is meaningful” • “They share how the real world is.” • “The master teachers can relate the teaching to each individual student’s own personal experience…that is magic.” • “Fun teachers are quality teachers. High School is about having fun- you know, being cool. We spend so much time in school, it should be fun, but we have to learn at the same time.” • They teach by using technology, using smart boards, let us do power point presentations instead of taking tests.”

29. The students said: • “They prepare you for college.” • “Quality teachers know what they teach, they know their stuff. They don’t have to look at their book to explain the lessons so all kids can understand. They are prepared to teach.” • “ Quality teachers are respectful, they have earned your respect because they treat you like you are a good human being.” • “They respect where kids come from and they don’t embarrass you. They want you to succeed, so they work with you.”

30. The students said: • “ Good teachers are fair all the time and with all students.” • “Quality teachers tell you in subtle ways that you are welcome in her class- they just care about everything you do.” • “Quality teachers care about preparing us for real life situations, they take time to listen and give us advice, not just about school, but also for life and relationships.”

31. Practical ideas for PD • The study process can be replicated in your district • Focus group interviews at your schools • Extract themes that are present across your schools • Share the findings with board, faculty, staff and community • Use the findings to hold meaningful discussions with your staff • Use findings to provide Professional development • Include students in the decisions

32. For additional information and or comments on this study please contact: • Esthela R. Allison, Ph.D. • eallison@pearsall.k12.tx.us • (830) 344-8001