Check out this article in the Atlantic Monthly. Here is an excerpt:
… Starting in 2002, Teach for America began using student test-score progress data to put teachers into one of three categories: those who move their students one and a half or more years ahead in one year; those who achieve one to one and a half years of growth; and those who yield less than one year of gains. In the beginning, reliable data was hard to come by, and many teachers could not be put into any category. Moreover, the data could never capture the entire story of a teacher’s impact, Farr acknowledges. But in desperately failing schools, where most kids lack basic skills, the only way to bushwhack a path out of the darkness is with a good, solid measuring stick.
As Teach for America began to identify exceptional teachers using this data, Farr began to watch them. He observed their classes, read their lesson plans, and talked to them about their teaching methods and beliefs. He and his colleagues surveyed Teach for America teachers at least four times a year to find out what they were doing and what kinds of training had helped them the most.
Right away, certain patterns emerged. First, great teachers tended to set big goals for their students. They were also perpetually looking for ways to improve their effectiveness. For example, when Farr called up teachers who were making remarkable gains and asked to visit their classrooms, he noticed he’d get a similar response from all of them:”They’d say, â€˜You’re welcome to come, but I have to warn you:I am in the middle of just blowing up my classroom structure and changing my reading workshop because I think it’s not working as well as it could.’ When you hear that over and over, and you don’t hear that from other teachers, you start to form a hypothesis.”Great teachers, he concluded, constantly reevaluate what they are doing.
Superstar teachers had four other tendencies in common: they avidly recruited students and their families into the process; they maintained focus, ensuring that everything they did contributed to student learning; they planned exhaustively and purposefully:for the next day or the year ahead:by working backward from the desired outcome; and they worked relentlessly, refusing to surrender to the combined menaces of poverty, bureaucracy, and budgetary shortfalls. …