High school or secondary school teachers help students delve more deeply into subjects introduced in middle school. They specialize in a specific subject, such as English, Spanish, mathematics, history, or biology, and also can teach subjects that are career oriented. Vocational education teachers (also referred to as career and technical or career-technology teachers) instruct and train students to work in a wide variety of fields, such as healthcare, business, auto repair, communications, and technology. They often teach courses targeting the industries of area employers, who may provide input into the curriculum and offer internships to students.
Median Annual Salary (2006-2007)
All 50 states and the District of Columbia require public school teachers to be licensed through the state board of education, though specific requirements vary. Licensing is not required for private school teachers in most states. Different licenses cover the early childhood grades (usually preschool through grade 3); the elementary grades (grades 1 through 6 or 8); the middle grades (grades 5 through 8); a secondary-education subject area (usually grades 7 through 12); or a special subject, such as reading or music (usually grades kindergarten through 12).
Employment of high school teachers is projected to grow 6 percent before 2016, with particularly good prospects for teachers in high-demand fields like math, science, and bilingual education, or in less desirable urban or rural school districts.
Need Money to Pay for College?
Every semester, Fastweb helps thousands of students pay for school by matching them to scholarships, grants, and internships, for which they actually qualify. You'll find high value scholarships like VIP Voice's $5,000 Scholarship, and easy to enter scholarships like Niche $2,000 No Essay Scholarship, and internships with companies like Apple, Google, Dreamworks, and even NASA!
Join today to get matched to scholarships or internships for you!
The quest to identify the ingredients, components, and qualities of effective instruction has been a long one. Starting in the 1930s, researchers sought to identify the common characteristics of good teachers. Since then, virtually everybody who might have an opinion has been asked, surveyed, or interviewed. Students have been asked at the beginning, middle, and end of their college careers. Alumni have been asked years after graduating. Colleagues within departments and across them have been asked, as have administrators, from local department heads to college presidents.
Despite this large database, researchers continue to explore this issue and, surprisingly, find new groups to ask and new ways to analyze the results. Even more amazing is how much overlap and consistency there is across these many studies, and the study we’re about to highlight here is no exception. The researchers studied a group of 35 faculty members who had received a Presidential Teaching Award at a public university in the Midwest. To be considered for the award, teachers had to write a 1,500-word essay describing their teaching philosophies and teaching goals. Using a qualitative methodology (hermeneutics), researchers analyzed these statements with the goal of identifying the factors that made these teachers successful. The researchers found four categories of comments characteristic of all these award-winning teachers.
1. Presence – “The term presence for this study is defined as a deeper level of awareness that allows thoughts, feelings, and actions to be known, developed, and harmonized within. Presence is also the essence of a relationship and of interpersonal communication.” (p. 13) Illustrating this particular category were comments in the essays indicating how important it is for teachers to get to know their students. “The classroom should not be a sea of faceless forms,” writes one teacher. (p. 13) Another frequent theme in this category related to the importance of caring for students. “By caring for my students, I mean that I am genuinely interested in my students’ learning and understanding the course material, and in making a significant contribution to the success of their careers.” (p. 14)
2. Promotion of learning – These teachers also wrote of the importance of student learning and their roles in promoting it. They held their students and themselves to high standards, seeing students’ work in their courses and programs as preparation for lifelong learning. They also wrote of the need for students to do more than just memorize material. “Mere possession of scientific knowledge without the ability to apply it is of limited value in nursing practice,” wrote one nurse educator. (p. 14) Equally important was their shared view that promoting learning goes beyond content acquisition. Education is also about personal development, and teachers have a role in promoting that kind of learning as well.
3. Teachers as learners – These exemplary teachers described themselves as learners, each making it a priority to keep their teaching current. “As teachers, we must continue to re-engineer our curriculum, experiment with new and different methods of delivering course content, and bring emerging technologies into our classrooms.” (p. 15) These teachers valued opportunities to revise course content, to teach new courses, and to work on degree-program curricula.
4. Enthusiasm – “Effective teaching presupposes a command of the material and facility in communicating it with clarity, grace, fairness, and humor. But most of all it supposes enthusiasm.” (p. 15) This enthusiasm starts with a love of the content, but it goes beyond that and includes a genuine love of teaching and a passion for students and their learning. “I am also concerned that my students develop a passion for learning that goes on well after the course has ended.” (p. 15)
In their conclusion, these researchers note that “there is no formula for successful teaching. Each professor is unique and has an individual educational philosophy and teaching goals.” (p. 16) Even so, good teachers share common commitments and characteristics—they do in this study and have done so in many others as well.
Reference: Rossett, J. and Fox, P. G. (2009). Factors related to successful teaching by outstanding professors: An interpretive study. Journal of Nursing Education, 48 (1), 11-16.
Excerpted from “Qualities of Successful Teaching.” The Teaching Professor, 24.1 (2010): 6.
Tagged with become a better professor, Effective Teaching Strategies, effective university teaching, philosophy of teaching and learning, teacher effectiveness