Between October 2001 and October 2002, the PEF studied the experiences, beliefs, credentials, and practices of 92 elementary and middle school teachers in Hamilton County’s public schools. The purpose of this research was to determine the qualities possessed by highly effective teachers and to use this information to help our community recruit, train, and retain quality teachers for all Hamilton County students.

Teachers qualified for participation in the highly effective teacher research in two different ways:

1. They had TVAAS (Tennessee Value Added Assessment System) three-year average scores in the top 25% of all teachers in the county. (Students receive value-added TVAAS score representing the gains they make in the course of one academic year. Teachers in turn receive TVAAS scores indicating the gains their students make in one year and their average over a three-year period). High gaining teachers were identified in every elementary and middle school within the district.
2. They were nominated by their principals as being highly effective. Teachers who move from grade to grade, as well as Kindergarten through third grade teachers, do not have a three-year TVAAS average. The PEF asked every elementary and middle school principal to identify two teachers whom the principal knew to be highly effective but who did not have the requisite TVAAS score.

Ninety-two teachers completed this year-long research project: 

• 70 elementary teachers representing 32 of the county’s 46 elementary schools 
• 22 teachers representing 10 of 17 middle schools

Each teacher engaged in the process participated in multiple strands of research, including interviews, surveys, and personality inventories. They also allowed researchers to visit their classrooms and review their personnel files.

Representing a variety of ages, backgrounds and experiences, the participants reflected the diversity that exists among all elementary and middle school teachers in the district. But these highly effective teachers offered a remarkably similar picture when asked to define the characteristics of an excellent teacher – over and over again, the teachers noted the need for a high degree of flexibility, excellent management skills, caring, respect and love for students, and high expectations and standards for themselves and their students.

The researchers who conducted observations found the teachers’ classrooms to be quite similar in a number of interesting ways.

• Student work could be found everywhere, inside the classroom, out the door and, in some cases, down the hall
• The teachers did not stand still and lecture; they covered every part of the room and monitored every activity that took place
• Multiple small group activities were often found in their classrooms, with the traditional arrangement of desks in rows practically non-existent
• Students in their classes were at ease asking questions and commenting on statements made by teachers and other students
• Expectations for the students were clearly stated and exemplars of previous years’ assignments were shown to students as models of what to produce
• The organization of the rooms and the lessons was clearly evident. Materials were easily accessible when needed and no class time was wasted from lack of preparation 

In this study, participants were asked how to improve effectiveness within their schools. They were asked to create the type of college course that would best prepare them for a real-life classroom. They were asked their opinions on everything from professional development to how highly effective teachers help their students succeed.

For more information on Highly Effective Teaching, contact:
Debra Vaughan
423.668.2421