Effective Schools & Effective Teaching
Become familiar with the following points before going to a job interview. This year and next, think about what you can do to be an effective teacher in an effective school.

Classroom/Learning Environment
Classroom Mangement

Contributions To the Total School Environment
Curriculum and Program Planning
Instructional Techniques
Interpersonal Relationships
Positions of Responsibility
Student Evaluation


Classroom/Learning Environment

The teacher capitalizes upon time, space, people, and materials to enrich the environment and stimulate active learning. People are the most valuable resource in an environment which promotes active learning. Whether students are in large, small group, or individual learning situations, clear expectations for behaviour are evident. Similarly, when guest speakers and other visitors are in the classroom, common courtesies are observed and interaction of the students is appropriate to the nature of the visit.

Organization of space is appropriate to the situation, subject and grade level. The arrangement of the furniture and equipment is both functional and comfortable, and provides opportunities for individual and group learning. A functional classroom is arranged in such a way as to maximize the time spent on productive activities and minimize time lost during transitions or disruptions. The classroom environment is maintained and updated regularly. Materials and resources are readily accessible as required.

Display areas, arranged attractively and updated frequently, enhance the appearance of the classroom. The materials posted represent a wide range of interests, are related to the curriculum, and reflect student work and participation.

Classroom Management

Classroom management involves the procedures, routines, and rules cooperatively established between the teacher and the students to effect an atmosphere conducive to learning.

Students experience a sense of security when classroom management practices are clearly relevant, understood and applied consistently. Students are encouraged, through good modelling and direct teaching to recognize the value of good conduct and the logical consequences of inappropriate behaviour. It is ideal when teachers can instill in their students pride in their achievements and their classroom environment.

The interaction of teacher with student, and student with student, during classroom activities promotes personal self-worth, recognition of the worth of others, and thus, recognition of values inherent in an environment in which students are empowered to deal with issues related to gender, religious and race/ethnic bias.

Contributions To The Total School Environment

As positive and active members of staff, teachers contribute to the total school environment by supporting system, school and department colleagues and goals. They take a cooperative, constructive approach in working with administration, professional organizations, and colleagues. When changes are proposed, teachers continue to work with their colleagues through the same democratic, professional approaches.

Teachers regularly communicate with parents and work cooperatively with other members of the community. They look upon themselves as members of a team that includes all students, staff members, system and community partners, and other personnel connected with the school. Teachers may choose to participate outside the classroom in a variety of ways: by being involved in co-instructional activities, by serving on school family, system or federation committees, or by active involvement in the community.

Teachers keep current by participating in professional growth endeavours. This is done on a regular basis by attending in-service professional development activities, taking courses, reading professional books and journals, and participating in other such professional activities that enhance their expertise as teachers.

Curriculum and Program Planning

The curriculum goals, aims, and objectives articulated by the teacher and reflected in courses of study of their equivalent, illustrate a knowledge of school, Board of Education and Ministry of Education, curriculum documentation. To be effective, curriculum and program planning, including instructional techniques and lesson presentation, should be subject to continual review and analysis.

The nature and degree of integration among curricular objective (both within and across various programs and grades), indicate long and short term planned learning objectives related to course content, teaching strategies, learning outcomes, and evaluation techniques. Effective methods of presentation in lesson planning are appropriate to the identified needs and abilities of the students. In the context of setting objectives and planning lessons, it is desirable for several staff members to work together in order to pool knowledge and resources and to capitalize on a wider variety of activities, outside resources, field excursions, and potential community involvement.

Effective program planning reflects a thorough understanding of the subject matter, logical and balanced organization of curriculum, and appropriate time allocation. The purpose and content of lessons are clearly established, but flexible enough to allow for modified teaching techniques during instruction and accommodate students in the development of efficient learning skills and work habits.

Instructional Techniques

Instructional techniques refer to the variety of teaching techniques that will vary with the subject, ability level of the students, learning objectives, and individual/group learning styles.

Teachers have access to a multitude of instructional information which will allow students to become active learners. Some of the techniques include strategies related to planning, questioning, flexible groupings, and clarity of instruction. These techniques reflect a knowledge of the student, the material, and logical development of the presentation. While planning strategies, teachers should build in opportunities for students to experience, interact, reflect, communicate, hypothesize, and thus, learn to become independent and autonomous learners .

Interpersonal Relationships

Interpersonal relationships, as a term, refers to the qualify of the inter-actions that take place within the classroom and school environment.

Positive interpersonal relationships are crucial to all learning and allow both students and teachers to share their talents and strengths in an atmosphere that encourages courtesy, cooperation, and support of others. A positive attitude towards religious and cultural diversity is evident; gender equity and racial equity are valued.

Students learn best when they experience success, feel secure, and have a positive self-image. Teachers are both fair and consistent in their approach. Classroom practice encourages feedback, risk-taking, questioning, and experimentation. The language of instruction is appropriate to the age and needs of the students. Classroom activities allow for focus on students' responsibility for their own behaviour and encourage respect, kindness, and trust for peers and teachers.

Positive interpersonal relationships are enhanced when teachers adopt a collegial approach to teaching. Joint planning, sharing of skills and information, and support of staff consensus would be good examples of a positive team approach to developing exemplary interpersonal relationships.

Positions of Responsibility

Teachers holding positions of responsibility provide both school and curriculum leadership by ensuring that their organizational units are effectively managed, by assisting the improvement of instruction, and by maintaining standards for instruction in accordance with Board and Ministry policy and job descriptions.

These teachers are viewed as persons who possess and exhibit abilities in planning, organizing, communicating, and monitoring. They are involved in the review, development, and implementation of curricula. They model exemplary classroom practices, liaise with Board and resource personnel, and assist the principal in program coordination and implementation.

Holders of positions of responsibility act as leaders among staff and provide professional development. They are good team members, demonstrating a sense of responsibility toward the operation of the school in order to meet student, school and community needs.

Student Evaluations

Student evaluation is the manner in which the teacher observes, assesses, records, and reports student performance and experience.

A successful plan consists of a continuous process, both formative and summative in nature, which diagnoses and assesses students' learning. The teacher employs various evaluation techniques, for example, observations, daily achievements, monitoring of successful and unsuccessful learning endeavours, formal and informal testing. Working towards predetermined goals and objectives is essential, and as the teacher systematically monitors student progress, appropriate program modification and teaching adjustments may be necessary.

Students are encouraged to learn by the feedback they give and receive; accordingly, feedback given by the teacher reflects an awareness of the students' strengths, weaknesses, abilities, and affective/cognitive/psychomotor stages of development. Accurate record-keeping is essential.

Evaluation and modification become most effective when students are aware of the process, can be involved through peer and self-appraisal, and realize that their endeavours are appreciated and respected.

Parents need to know the expectations of the school in regard to student evaluation. When reporting to parents on students' progress, the statements, either oral or written, are clear, objective, non-biased, and timely.