Teacher Perceptions of Hindrances to Classroom Effectiveness

1. Teacher Perceptions of Hindrances to Classroom Effectiveness What do Pennsylvania’s Secondary CTE Teachers Consider the Greatest Obstacles to Becoming Great Teachers

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

3. Mr. Composite’s External Qualifications Training • In-service days of training. • Act 48 training requirements • Optional classes • Workshops • Conferences • Administrative support.

4. Mr. Composite’s Internal Quailifications Personal Attributes • Mr. Compositpossesses 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.)

5. The Problem Great Teacher The Performance Gap

6. Two Attempts at a Solution Oh no. Not again. Training – to affect his mind. Exhortation/Cheerleading – to motivate his spirit.

7. 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 the same near-miss strategy providing more of what the teacher already has.

8. 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.

9. New Insight We need new insight into what stands between the teacher, and real pedagogical excellence. To whom to we go for that new insight? Great Teacher

10. 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.

11. Are we Missing Someone Whose Opinion We Should Consider? Is this good stuff? Would you buy it? Would you eat it?

12. Are we asking the right people? Educational Theorists Educational Policy-Makers Educational Administrators What about Educators?

13. What I am Not Asking Dewey Blooms Taxonomy Contextual Teaching and Learning Differentiated Education The Lecture Method Cooperative Learning Problem-Based Learning Tyler Multiple Intelligences Montessouri Work-Based Learning Technology-Based Education Socratic Piaget

14. 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.”

15. Why Ask This Question • Measureable Student Achievement • Measureable Student Achievement • Measureable Student Achievement It’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.

16. Why Ask This Question? It’s personal. TAP/TCTW Mentor

17. The Method I want to know why! So I intend to ask and graph; survey and measure.

18. The Sample I believe in Career and Technical Education. (Workforce education at the high school level.)

19. The Sample • CTE Teachers • CTE Teachers in Pennsylvania

20. The Goal • Facilitate Teachers • Affect Policy (Public or only School Wide) • Improve the Student Experience. Increase measureable student achievement.