Compassion, Accountability, and Collaboration: Effective Teachers in High-Poverty Schools

• In Event: Understanding Teacher Agency

Abstract

This study generated theories about characteristics and practices that contribute to and support teacher effectiveness in two high performing, high poverty elementary schools in San Vicente (pseudonym) County, California while identifying outcomes teachers in these schools seek for their students. The study included faculty surveys, principal interviews, and multiple interviews and observations of two subject teachers at each school as representative case studies. Effective teachers in these high poverty schools drew on their own life experiences and sought both academic and social-emotional outcomes for their students while displaying characteristics of compassion: demonstrating authentic caring, building social capital, and employing aspects of critical pedagogy. These qualities were bound by high expectations. Effectiveness was supported by collaboration and comprehensive data/accountability systems.

Author

• Michael Arthur Gallagher, Sunnyvale School District