What constitutes an effective educator?

Educators can have a lasting influence on our achievements in later years. We inquired Heather Hill, the Hazen-Nicoli Professor in Teacher Learning and Practice at Harvard’s Graduate School of Education, regarding the attributes of a capable teacher.

The majority of academics would argue that an effective educator accomplishes three fundamental tasks: They foster strong, nurturing relationships with students; encourage learners to think critically, reason, and articulate their thoughts; and present content matter accurately and vividly.

Competent teachers possess profound understanding of their students as individuals — how they reason and perceive themselves as learners — along with knowledge of their students’ culture and community.

They not only comprehend the subject matter they teach; they grasp it in ways that are specific to their role in a classroom. For example, they are adept at coordinating various definitions of fractions (as a part of a unified whole, as part of a collection of items, and as a point on a number line) in ways that facilitate their learners in developing a solid understanding of the concept. In the fraction lesson, effective instructors utilize Piaget’s theory of cognitive development — acknowledging that the world gradually becomes more intricate as students advance — and recognize the errors students might make while solving one-half plus one-quarter.

Competent educators can effectively articulate content to learners, facilitate whole-class discussions, and organize and oversee small group activities. Yet possibly one of the most crucial, albeit challenging to articulate, skills is the educators’ ability to make decisions.

Determining what to do or say next during instructional flow is never straightforward, in part because there’s no “one optimal approach” to engage students, introduce content, or rectify a student’s error. In reality, what subsequent instructional action is effective depends on the educator’s objectives for a lesson, who the students are, and how those students are conceptualizing the content at hand. It’s unfeasible (trust me, I’ve attempted) to objectively identify “sound decisions” in classrooms unless you possess detailed knowledge about the content, the students, and the instructor. 

The most effective educators meet all the above criteria. They can effortlessly adapt in real-time when students struggle with the material or become sidetracked. In these classrooms, learners not only excel academically but also enjoy school and feel enthusiastic about learning — in essence, they prosper.

In certain regions, teaching is highly regulated, which restricts educators from exercising sound judgment. While this is appropriate for newcomers who require ample support, it may not be conducive for seasoned educators, as it can be disheartening.

I frequently receive inquiries about whether proficient teachers are born or developed. While there’s a small fraction of educators who are simply ill-suited for the role, it’s also accurate that teachers acquire a significant amount of knowledge during their initial years. All of this learning is evident in student test score data — students with experienced teachers improve substantially over the span of a year compared to students with novice teachers.

Competent (and incompetent) educators also glean much from their colleagues. Some of this learning can be less than ideal. I once observed one teacher suggest to another the use of a “Tarzan” division worksheet sourced from Pinterest and consequently spent the remainder of the day mentally noting all the potential pitfalls of implementing that worksheet. Nonetheless, much of the collaborative learning among educators is highly beneficial — with experienced teachers assisting others in solving various challenges, leading to well-documented benefits for student achievement.

Moreover, certain types of formal training can assist average teachers in becoming effective ones. For example, in STEM education, when teachers learn how to utilize curriculum materials, it aids student learning. Coaching is relatively effective in enabling educators to enhance their instructional methodologies, and there are some impactful yet brief strategies to improve student-teacher rapport, such as fostering empathy among teachers for their most challenging students.

— As recounted to Anna Lamb/Harvard Staff Writer