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Directory of Human Resource Management e.Publications Vol 1 Issue 1

Continuously increase effectiveness

Fareeha NazeerResearch Scholar

Department of Management Sciences

The Islamia University of Bahawalpur

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Strong teachers

• Increase their effectiveness by reflecting on student performance data.

• Seek in their own actions cause of students’ success and failure.

• Devise and search for solutions and learning opportunities.

• They are often their own toughest critics.

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There is no such thing as perfection in teaching; there are only results……..

How much did students learn and what you could do to help them learn more and learn

faster and learn with more retention.

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Foundations of Continuous Improvement

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Effective teaching is a learnable skill

• Neither mysterious nor magical

• Neither function of dynamic personality nor dramatic performance

• Replicable and learnable

• Improve going forward

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Effective teaching is a learnable skill

• Embrace error.

• Trying on new things.

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Data may not tell us the whole truth, but it certainly doesn’t lie• No subjective guesses

• Information rather than intuition

• Clear and unfiltered view of student learning

• Data a road map

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Data may not tell us the whole truth, but it certainly doesn’t lie• Be real

• Intangible and unobservable results

• Employment of data

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We drive our own improvement

• In charge of owns improvement

• Work affirmatively and use experience

• Not to do when you can

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No teacher is an island

• Need and want help

• Sharing ideas and resources

• Area of strength

• Dependence on colleagues and mentors

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No teacher is an island

• Observation

• Critical feed back

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A cycle of reflection that leads to increased

effectiveness

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Phase one

Analyzing the outcomes

• Identifying gaps and progress in students learning

• Discern trends

• Prioritize the most critical outcome to address

• Identify the deeper story behind quantitative data

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Phase two

Discerning the causes

• Identify which action is the root cause

• Skills for identifying root causes of problems

1. Discern causal links

2. Align causes to outcomes

3. Prioritize the most significant cause

4. Know thyself

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Phase two

Discerning the causes

• Identify the underlying factors leading you to take those actions

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Phase three

Identifying and implementing the solutions

• Determine the learning objectives

• Change course to alter student outcomes

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