Conversations with Educators

A+ is pleased to present a conversation with Theresa Roebuck Corley, one of Alabama's Outstanding Educators, chemistry teacher, and science department chair at Mountain Brook High School. (view biographical sketch)

What role does professional development play in effective teaching?

Hundreds of statistics compiled by The National Commission on Teaching and America's Future indicate that having a well-trained teacher in the classroom makes the difference between whether or not students achieve at desired levels. Alabama statistics compiled by the commission show that 56 % of life science teachers and 68 % of physical science teachers do not even have a minor in their teaching field. Professional development for these teachers is critical. Professional development for all teachers is the only way to enhance learning for every student. In order to be successful educators, teachers must be constantly seeking knowledge concerning content and instructional skills. The emphasis on continuous improvement must be on going and must be supported by all members of the school community.

Professional development must be available in many forms in order to support both individual needs and the needs of a particular school. Workshops and college courses are the traditional type of staff development. Individually designed programs, small groups, networking, and coaching are new forms of professional learning that may be better structured for meeting professional goals. Involving teachers in the design and delivery of programs and providing follow-up for all learning activities will enable professional development to meets its goals.

What are your thoughts on classroom size (teacher/pupil ratio)?

Many studies have been conducted to determine the impact of teacher/pupil ratio on student achievement. Some studies have found a relationship between achievement and teacher pupil ratio; other studies have found no relationship. Although I have not done a formal research study in this area, my seventeen years in the field of education have allowed the opportunity to make several relevant observations. When my classes are smaller, I can offer more individual assistance. I can get to know my students on a more personal level. I can discover the factors that motivate or hinder learning. I can celebrate students' personal successes and encourage them when things are not going well. When students realize that I am putting forth "extra effort" to help them learn, they put forth "extra effort" to be successful learners. Smaller classes truly maximize the teaching and learning process.

What do you feel is the impact of community involvement on student learning, curriculum design, and effective teaching practices?

There is a direct relationship between community involvement and student learning. Student learning is enhanced by effective teaching practices and curriculum design.

Mountain Brook is an outstanding example of a community that is 100% involved in the local schools. Community members realize the importance of providing a quality education for every child. The financial investment of citizens, the support of volunteers, the interest shown in extracurricular events, and the general goodwill that the community extends toward the school system provide evidence of the community's support of its schools. This strong community support creates an atmosphere of "great expectations." The school system is expected to provide the optimum learning environment. Students are expected to maximize learning opportunities. Educators are expected to help every student achieve their maximum potential. These expectations lead teachers and administrators to seek the most effective teaching practices and to modify the curriculum to encourage maximum learning. The expectations of the community set the standards for achievement within the school system. The support of the community allows these expectations to be met.

How can teachers gain more of a leadership at both the state and national levels?

Outstanding classroom teachers must take stronger leadership roles in educational issues at both the state and national levels. As teachers, we are the individuals most familiar with the needs of American students. We are the ones who know the most about improving student performance and teacher effectiveness. However, we are frequently content to "shut the classroom door and just teach." When outstanding teachers "retreat" to the classroom education suffers. Why does this "retreat" occur? I believe that it is because of a lack of time and financial support. I know many outstanding educators who would like to become more involved in educational issues. Unfortunately, teaching responsibilities and family commitments place such a demand on their time that there is no time left for exercising professional leadership. Also many of the leadership roles that are offered to teachers are "volunteer" roles where they may not even be reimbursed for their expenses. Paid professional leave days, mandated and funded by the state, would allow many outstanding educators to assume professional leadership roles.

Closing Thoughts:

Education ranks as the top issue in 1998 elections. The candidates for state and national elections have expressed their ideas for improving education. Few of these candidates are professional educators. Few of these candidates have consulted professional educators about methods for improving education. Teachers must exert the effort to make known their thoughts on educational issues. We must discuss the impact of classroom size on student achievement; encourage and support community attempts to become involved in the schools; and the lead in designing and implementing professional development programs. As education takes the forefront in the issues before the public, we must become more involved in working for the continued improvement of our educational system. We must lead the way in stressing the importance of a quality education for the adults of tomorrow.

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