A case study of an effective teacher in relation to responsibility-based practices

Abstract

This dissertation examines the practices of a middle school teacher who was known to be effective in relation to a responsibility-based teacher evaluation system. Specifically, it presents an analysis of teaching behaviors present during 12 lessons videotaped throughout the course of a school year. The Tool for Assessing Responsibility-Based Education (TARE) was used to analyze frequencies of responsibility-based behaviors associated with specific categories. These categories were Modeling Respect, Setting Expectations, Opportunities for Success, Fostering Social Interaction, Assigning Tasks, Leadership, Giving Choices and Voices, Role in Assessment, and Transfer. Additionally, teacher participants were shown segments of the exemplar's teaching and provided feedback. Their feedback was used to discern whether they believed the exemplar to be effective because transmission of teachers' beliefs into actions is an area that needs to be explored in order to align evaluation standards with measures of reference.;Findings from this study included the effectiveness of teaching personal responsibility through respect, trust, and making personal connections with students. This study promotes the importance of teachers who build relationships with students and incur a sense of trust. Once educators have formed trusting relationships with students via confidence-building strategies, they are more likely to promote student growth. Findings from the study also suggest a need for analysis of current teacher evaluation systems, as well as discussion among educators about unclear terminology related to effective teaching practices.