Study on Competency Model of an effective teacher

Study on cleverness toughie of an utile instructorThe newsprint builds on comprehensive review of 13 seek written document and a book on instructors competencies on basis of which a Competency Model of an effective instructor has been suggested that can be employ during recruitment, training, and exploit appraisal and also can be employ as a nasty for compensation of a instructor. Competencies of an Effective instructor Model has been reason into ternary categories as shown in the above diagram which atomic build 18 as follows bear on for College, line for ego and Concern for scholars. Therefore, this paper produces entropy on what attributes in todays academic market place and in touch officular in civilizeroom produces effective teachers.INTRODUCTIONEducation has become essential these days. besides along with it at that place atomic number 18 several challenges of verbalisement as intimately which require change in the quality and structure of p edagogy. For this integration of education with corporate sector is required for which course contents of necessity to be up stratified. But this is non sufficient as teachers argon the education providers they turn a vital constituent in bridging the gap amidst what is outright available in the form of curriculum and the demands of the corporate world. Hence teachers should whence react to the changing scenario and equip themselves to meet the need of the hour. Hence this paper identifies competencies (behavioural indicators) required for an effective program line according to the changing scenario.Therefore, this paper produces info on what attributes in todays academic market place and in particular in classroom produces effective teachers. The theory being, the much effective the teacher the recrudesce prepared the school-age child is for tomorrows challenges, not yesterdays and the to a greater extent competitive the groom can make itself. The paper will first revie w the writings high gearlighting competencies behavioral indicators of effective teacher given up by opposite researchers. front about it is important to belowstand the word competency. A competency is an underlying peculiarity of an individual that is causally link to banner-referenced effective and/or superior surgical operation in a capriole or situation 1Underlying singularity means the competency is a fairly deep and enduring part of persons personality and can predict behavior.Causally related means that a competency causes or predicts behavior and cognitive process.Criterion-referenced means that the competency actually predicts who does something comfortably or poor, as measured on a specific criterion or standard.The history of competency can be traced to the early seventies when industrial psychologists and human resource managers were seeking ways to predict job performance. There was significant evidence to show that personality testing was precise poor at predicting job performance (about 10 percent advantage rate was achievable). In 1973, David McClelland, Professor of Psychology at Harvard University wrote a seminal paper Testing for Competence Rather than for Intelligence, which appeared in American Psychologist in 1973 2, that created a stir in the field of psychology (McClelland, 1973). According to his research, handed-down academic aptitude and knowledge content tests seldom predict on-job performance. He went on to argue that the real predictors of job performance are a ready of underlying personal characteristics or competencies. McClellands concept of competency has been the come across driver of the competency movement and competency-based education.LITERATURE REVIEWAttempts to define teacher behaviors contrive blossomed into a movement known as Competency-based teacher education (or Performance based Teacher Education). The State of Florida has been a leader in identification of generic instruct competencies and in the movement of competency-based teacher education. In 1975 the Council on Teacher Education (COTE), spearheaded a project to chance upon those competencies which are most essential to all teachers. 48 generic competencies consistently appeared in the search was selected for a final survey mover. A haphazard exemplification of 5 percent of all bear witness personnel in the maintain were asked to rate the competencies. 23 competencies met the stipulate acceptance criteria. The 23 generic competencies were class into 5 major categories namely communication skills, basic knowledge, technical skills, administrative skills and interpersonal skills. The state of Florida has included the 23 generic competencies in state policies requiring all personnel to demonstrate them in order to be certified as a teacher in the state 3.A hardly a(prenominal) of the sub-skills under each of the quintet major categories are as follows communicating Skills, basal Knowledge, Technical Skills, Administrative Skills and social Skills.Peter F Oliva 3 has draw an effective teacher as one whomIs mounty prepared in his or her subjectHas a long general educationUnderstands the role of a school in the societyHolds an adequate concept of himself or herselfUnderstands basic principles of learning processDemonstrate effective techniques of instruction efficiently handles the management of the classroomPossesses personal characteristics conducive to the success in the classroomA similar list has been developed by Kenneth P Henson 3 of an effective teacher as one whomIs interested in savants as individualsHas labor and is willing to repeatDisplays fairnessExplains things thoroughlyIs humorousIs open apt(p)Is informalDoes not feel superiorKnows the subjectIs interested in the subjectIs neat in appearanceSimilarly Dwight Allen and Kevin Ryan 3 leave given skills which are generic or common to teachers at all take as follows Stimulus variation, Set induction, Closure, Silence and Non-Verbal Clues, Reinforcement of Student participation, suavity in asking question, Probing question, High order question, Divergent question, Recognizing tending behavior, Illust military rank and using examples, Lecturing, Planned Repetition, Completeness of communicationTeachers Competency has been defined as any particular knowledge, skill, or attitude or any set or combination of them that we whitethorn choose to specify (Donald M Medley Patricia R Crock). The knowledge specified may involve subject-matter knowledge, general knowledge, knowledge of psychology, sociology or one of the other disciplines, knowledge of pedagogy-any knowledge that may enhance teacher performance. Skills specified may also relate to content, to writing and speaking skills, to skills in arithmetical, they may be perpetual or diagnostic in nature, they may be performance skills such(prenominal) as those involved in lecturing, direct a discussion or planning instruction, they may be related t o deployment of knowledge and skills of other types, or to the integration and implementation of complex strategies. Attitudes specified may pertain to the self, to pupils, to colleagues and to the profession, to values, or whatever 4.A recent research in 2008 by Faculty of Education, Adnan Menderes University, Turkey aimed to determine the teachers competencies Turkey needs in the European Union harmonization process 5. The research used Delphi technique to determine the teachers competencies. Delphi application was completed by participation of 37 experts. As a result of analysis of the third round data removal of items with a standard deviation above 1 and arithmetic average below 6, 142 competency items were harbored. Removal and combination of overlapping opinions was make and hence 137 competency items were obtained. The competencies were divide into four competency categories which are as followsCompetencies Regarding superior KnowledgeCompetencies Regarding Field Knowl edge,Competencies Regarding Improving Oneself,Competencies Regarding National and International Values.Competencies Regarding lord Knowledge were addressed in five categories as follows passe-partout Competencies Regarding acquiring to Know the Students and Enabling Their ImprovementProfessional Competencies regarding the process of learning- statement processProfessional competencies regarding monitoring and evaluating learning and improvementProfessional Competencies regarding teach, Family, Colleagues and Society RelationsProfessional Competencies Regarding the Programme and Content(Abdul Rahim Hamdan et al, Faculty of Education, University of Malaysia) studied the training competency and dominant allele characteristics of 309 teachers from different secondary / primary schools in Johor Bahru 6. Their competencies were determined through pedagogy skills, concern for school, concern for pupils and concern for self, forming a comprehensive and practical ensample of teachers c ompetency characteristics. Factor analyses of the instrument with various samples revealed 19 stable subscales. Skills Scales were divided into seven sub-scales. There were scales on Subject Knowledge, Teaching Prowess, Classroom wariness, modify Knowledge, Instructional Planning, Teaching Effectiveness and Teaching and Learnings Progress Evaluation. Concern for School Scales was divided into five sub-skills. There were testing on teachers concern on School peck and Mission, Objectives and Goals, School Policy and System, Collegiality and Commitment. Scales on Concern for Student were divided into four sub-scales. There were testing on teachers concern on Student Needs, Academic Performance, Motivation and Behavior. Concern for Self Scales was divided into three sub-scales. There were testing on teachers concern on Self- suppuration, Self Management and Performance Standard. The most dominant competency of the teachers was in concern for school scales followed by skills, concern for self and concern for students. The result showed that there is significant human relationship between gender and inform competency. The result for the ethnic and article of faith competency showed that there is no relationship between ethnic and teaching competency in this study. The data analysis showed that there is no relationship between teaching experience and teaching competency. The result also showed that there is no significant relationship between academic qualification and teaching competency. Thus, it can be summarized that, teachers with high academic qualification does not mean more competent in teaching.(Naree Aware Achwarin, R.N., Ed.D., Graduate School of Education, hypothesis University of Thailand) aimed to determine the teacher competence level and investigate the relationship between teacher qualification, teaching experience, and school size and teacher competence of teachers at schools in the three southern border provinces of Thailand 7. The method o f survey research was used through questionnaire. The unit of analysis was teachers, 750 were selected by simple random sampling methods from golf-club educational regions, 18 secondary schools, under the Basic Education Commission of Thailand (OBEC) at Narathiwas, Pattani, and Yala province. The instrument used for collecting data was a questionnaire, constructed by the researcher, employing the professional standards of knowledge and experience from the Teacher Council of Thailand (2005) containing nine competence areas. The Cronbachs Alpha coefficient for the reliability was 0.96. The content logicality was evaluated by five experts in the field of Educational Administration. The findings revealed Teachership was the highest teacher competence. In order from the highest to the concluding of nine competence areas, the ranking was teachership psychology for teachers educational measurement and valuation classroom management learning management educational innovation and informa tion technology, language and technology for teachers curriculum development and educational research.(Earl Simendinger Bella Galperin, The University of Tampa Daniel R. LeClair, AACSB International A.G. (Tassos) Malliaris, Loyola University) draw the design, development and delivery of this curriculum 8. The objective and what the reader can seem to learn from this work is what are the most important attributes of effective melody teachers. Incorporating these attributes into course design and delivery should lead to improvements in teaching potential and students paygrade s nerve centres, which results in students better prepared for the business field.In humanitarian to it, reviewing the past literature in particular, student evaluations have received the most attention- this statement shows the gap that competencies derived about the teachers were basically based on student perception not on the basis of management, professor and industry professions.(Kirk Tennant Char les Lawrence, 1975) pore upon teaching strategies and schedule class hours and their effects upon instructor and course evaluations, student performance, and student absenteeism 9. The study indicated that discipline teaching strategy produced much better student academic performance. This study indicates that in those situations in which student performance was considered a primary goal, a discipline teaching strategy should be adopted. In all cases the finding suggest that a discipline teaching strategy will improve both attendance and performance. In this multisection course, classes scheduled at good hours had higher student attendance, better student performance, and more favorable teacher evaluation by students.(William J. Read, Dasaratha V. Rama K. Raghunandan, 2001) surveyed administrators of accounting programs from a cross-section(prenominal) of schools and programs to determine whether there is an association between the incubus given to teaching and the weight assig ned to SEs 10. The respondents were asked to allocate 100 points among research, service and teaching representing the weights that were accustomed to each in conclusion on tenure and promotion to full professor in their institution. The Result showed a statistically significant rearward relationship between the weight given to SEs and the weight assigned to teaching in faculty evaluations for tenure and promotion to full professor. This suggests that as institutions enlarge the relative emphasis on teaching in their tenure decision and promotion to full professor decision, they place importantly less weight on Student Evaluation.(Stephen A. Stumpf et al, New York University) investigated the relationships among several variables outside of the instructors classroom retain and student ratings of teaching effectiveness are investigated in a causal network 11. The student ratings are relatively main(a) of international variables. Variables external to the construct of student p erceived learning include (a) variables that students do not agree relate to their learning, (b) variables that the instructor cannot control with his or her instructional efforts in spite of appearance a class (e.g., instructor sex, class size), and (c) variables that students cannot observe and thus cannot accurately evaluate. A hierarchical multiple regression analysis was performed the six independent variables account for a statistically insignificant 9% of rating variance. The set of six external variables were then entered into a regression equation already containing the three intrinsic variables (instructor in class, instructor in general and graded assignments). The additional variance accounted for is .6%, indicating that no unique contribution is made by any or all of the external variables. The variables were instructor sex, the year the instructor received her/his last degree, instructor rank, proportion of required courses that an instructor taught over the two semes ter period and class size.(Dr Paul Isely Dr Harinder Singh) analyzed different factors that bring student evaluations, based on large set of data, reveals that class size, the hassle of the class, the percentage of students responding, and the length of class are important determinants of students perception 12. Moreover, although higher expected grades results in more favorable student evaluations, this relationship is significantly different depending upon faculty rank. Based on these findings, the author makes two policy recommendations. First, student evaluations of teaching should be adjusted for specific major determinants to obtain less biased estimates. Second, evaluating teaching effectiveness by a broad teaching portfolio that includes actual grades given to students and other teaching supplements may disapprove faculty from exploiting the relationship between higher expected grades and favorable student evaluations.(James E. Whitworth, et al, Georgia Southern Univers ity, Statesboro, Georgia) analyzed 12,153 student faculty evaluations to investigate the effects of (a) Faculty member gender (b) blood line type (required business core courses, classes within designated majors, or graduate classes) (c) Course level (graduate versus undergraduate classes) on student faculty evaluations 13. The authors explored the effect of these three factors on students perceptions of how much they intimate in particular classes. They found that female instructors rated better than male ones and that rating differed significantly by course type and by students perceived heart of learning. Graduate students tended to give higher scores than undergraduates. These findings could indicate that comparing evaluation data across different courses might not produce valid overall effectiveness rankings.(Richard L. Peterson et al, Montclair State University, Montclair, NJ)conducted a study within a large department of a business school and recommends that the process us ed be adapted by other business school departments and other academic units across the university and at other universities to ensure a more universally appropriate usage of students ratings 14. The central objective of the research was to identify variables that provide a valid rationale for assigning faculty into norming groups for the purport of comparing one member of that group to all other members of that group. given(p) the objective and the data set they had available, they selected the following six variables to explore Semester Effect, Course Session Effect, Faculty Type Effect, Course Level Effect, Course focus Effect Course Type. Overall, this study makes two primary contributions to the literature. First, it provides an empirical interrogative of the factors that might be influencing students ratings. Second, it offers suggestions on how these ratings might be used by administrators. These two contributions offer more evidence that supports Brightmans (2005) recomm endations that any evaluation instrument focused on faculty teaching must be authoritative and valid and have a meaningful norming report.COMPETENCY get OF AN strong TEACHERA Competency Model of an Effective Teacher has been obtained afterwards reviewing the literature and also by using Competency Dictionary obtained by colleagues of Richard Boyatzis in 1981 which was obtained by analyzing the data i.e transcripts of behavioral event interviews from a number of competency studies which produced set of competencies that consistently distinguished superior performance across organizations and functions 1COMPETENCY MODEL OF EFFECTIVE TEACHERConcern for SelfConcern for CollegeCompetencies of an Effective TeacherConcern for StudentsFigure 1 Competency Model of an Effective TeacherCompetencies of an Effective teacher can be categorised into three categories as shown in the above diagram which are as follows Concern for College, Concern for Self and Concern for Students. As teacher ha s indebtedness towards for College it is defined as the first category where teachers competencies are adoption of College Vision and Mission, teacher should be committed towards his/her work, a teacher should be high on competencies like credibility, virtue and sincerity. Next comes the category Concern for Self which is very important as teacher always carry these competencies such as teacher should be high on analytical thinking, abstract thinking, also have good meta qualities such as creativity, teacher should have excellent communication skills, should always be information seeking, should have self-control, self-confidence, be flexible, achievement oriented, open and receptive and most important is that teacher should be able to balance work and his/her life perfectly. Coming to Concern for Students teacher should have competencies like interpersonal understanding, should be able to influence others, should be good in developing others and should be assertive when required .The three categories have been diagrammatically represented belowThe broad areas of Competencies under this category areOrganizational Awareness, Adaption CommitmentConcern For Order, Quality And AccuracyThe competencies can be as follows Mission Orientation, Commitment to work contract, Ethical conduct and Credibility, integrity and sincerityConcern for CollegeFigure2 Concern for College CompetenciesThe broad areas of Competencies under this category areAnalytical ThinkingConceptual ThinkingMeta QualitiesCommunicationKnowledge and study OrientationSelf-Control PersistenceFlexibilityAchievement and Action cosmos open and receptiveBeing organizedWork Life balance wheelThe competencies can be as follows Reasoning, Ability to Generate Theories, Creativity, Presentation skills, underground to Stress, Persistence, Strong Self-Concept, Adaptability, Result Orientation, Composure, Humor, Time Management, Work/Life BalanceConcern for SelfFigure 3 Concern for Self CompetenciesThe broad areas of Competencies under this category areInterpersonal UnderstandingImpact and Influence maturation OthersBeing DirectiveThe competencies can be as follows Empathy, Approachability, Sensitivity to Others, Interpersonal Savvy, Showmanship, Teaching and Training, Realistic Positive Regard, Motivating others, Classroom Control and Discipline, assertiveConcern for StudentsFigure 4 Concern for Students CompetenciesUSE OF COMPETENCY MODELThis Competency Model can be used for identifying policies for teacher training, Pre-service teacher training programs of institutions of higher education for teacher training, In-service training of teachers, Professional Development of Teachers, Selection of teachers, Evaluation of teacher performances, Self-knowledge and self-development of teachers.