Amanda ripley what makes a good teacher

Great nonprofits know that their march toward mission effectiveness is a constant working of a muscle, often adding a weight to the bar or altering a routine to reach their potential.

Great nonprofits know their dashboard is on a moving trajectory that they are constantly working toward. Great nonprofits create an environment in which multiple players all have parts in their symphony, each one important. Many nonprofits have conditioned themselves to believe that real participation into their success is to involve clients and partners in an obligatory bit role, ranging in activities like providing a feedback box for staff or having client representation on an executive or board committee.

Great nonprofits know that client and partner interaction needs to be intertwined into the operational fabric of the organization. An easy test I often use when looking at an organization is to see if the threads of planning at the top reach the day-to-day work in the middle or at the bottom.

Successful nonprofit organizations are able to plan and create mechanisms to monitor planning throughout the organization. Can you see some symmetry? Poor organizations have little, average organizations have some and great nonprofits have a lot.

You could go into both an effective and ineffective school and witness such use of collaborative time—but the key is how that teacher collaboration ties into a coherent, school-wide system. Admittedly, though, this all goes back to the great complexity not only of teaching, but of working in a school.

We would do well to consider the following in education reform:. The charter network was more effective in supporting their teachers effectiveness and growth over time. Charter schools often have much tighter and coherent school-wide structures and systems tied to assessment, curriculum, teacher practice, and observation.

Skip to content. Share this: Click to email this to a friend Opens in new window Click to share on Twitter Opens in new window Click to share on Facebook Opens in new window. Like this: Like Loading Let me give some specific examples of what I mean to make this tangible: A bi-weekly 8th grade-level team meeting working to horizontally within the grade align curriculum and assessments and strategically build and reinforce content knowledge and skills A weekly ELA department team meeting working to vertically align curriculum and assessments and strategically build and reinforce content knowledge and skills A PBIS system of agreed upon developed both school-wide and via grade-level teams infractions, consequences, and rewards An established vision for utilizing advisory time to provide social-psychological interventions , accompanied by planning time to design these interventions, and time to analyze and assess their impact You could go into both an effective and ineffective school and witness such use of collaborative time—but the key is how that teacher collaboration ties into a coherent, school-wide system.

Follow Following. Sign me up. Already have a WordPress. That means hiring the very best principals, who lead with vision, passion and humanity. It means providing teachers with training that actually makes a difference in their classrooms.

It means giving teachers a rich curriculum that liberates them to express their creativity. And it means making sure teachers never have to worry about having enough paper, pencils or computers. Third, truly respecting teachers means going the extra mile to recognize their greatness.

It is why we celebrate them every single year at a gala at the Kennedy Center. It is why I depend on them to guide me by serving on advisory committees and policy task forces of every kind. Real respect — the kind you have for the people you most admire — is the only path to great teaching. Join Opinion on Facebook and follow updates on twitter. Topics: Education , schools , schools and schooling , teachers.

As American students lag behind their peers in other countries, how can the U.