School Administrators' Perceptions of Critical Teacher Skills

Autor/inn/en	Austin, Vance L.; Caldas, Stephen; Malow, Micheline; Ecker, Andrew J.
Titel	School Administrators' Perceptions of Critical Teacher Skills
Quelle	In: Excelsior: Leadership in Teaching and Learning, 13 (2021) 3, S.246-273 (28 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Austin, Vance L.) ORCID (Caldas, Stephen) ORCID (Malow, Micheline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1944-0413
Schlagwörter	Preservice Teachers; Beginning Teachers; Teacher Characteristics; Administrator Attitudes; Principals; Assistant Principals; Interpersonal Relationship; Teacher Competencies; Cooperation; Experiential Learning; Labor Needs; STEM Education; Art Education; Bilingual Education; Second Language Instruction; Teacher Certification; Teacher Selection; Teacher Effectiveness; School Districts; Teaching Skills; Teacher Supply and Demand; New York + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrkunst; Co-operation; Kooperation; Experiental learning; Erfahrungsorientiertes Lernen; Labour needs; Arbeitskräftebedarf; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Bilingual teaching; Bilingualer Unterricht; Fremdsprachenunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School district; Schulbezirk; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrerbedarf
Abstract	Forty school administrators in the Lower Hudson Valley of New York State were surveyed about the characteristics of preservice and novice teachers believed most critical. These administrators represented a broad and socio-demographically diverse cross-section of rural, suburban and urban school districts. The administrators collectively rated establishing rapport with students and behavior management as the most critical skills for preservice and new teachers to possess. Examining roles separately, assistant principals valued rapport with students and creating effective lessons as most important, whereas principals rated effectively communicating with parents and guardians, and reflecting on teaching performance as being most important. The most frequently cited reason for not hiring or reappointing a candidate was lack of engagement with students. An ability to collaborate with colleagues as well as competence in working with students with disabilities and ELLS represent skills administrators also valued in teacher candidates. Furthermore, administrators identified authentic classroom experiences prior to student teaching as invaluable preparation for the classroom and a "difference-maker" in the quality and effectiveness of preservice teacher candidates. Finally, administrators noted areas of current and future job demand; need and growth areas for teachers were reported to be STEM and STEAM, Special Education, Bilingual/Language Education, and Dual Certification. [Note: The page range (247-274) shown via the DOI is incorrect. The correct page range is 246-273.] (As Provided).
Anmerkungen	New York Association of Colleges for Teacher Education. SUNY Cortland, Cornish Hall Room 1239, Cortland, NY 13045. Web site: https://surface.syr.edu/excelsior/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01