Developing High Performance Teachers in 21Century Schools: A Case Study of Beliefs and Behaviours of Master Teachers
Bibliographic record
Abstract
The purpose of this paper is to examine four case studies of teachers who have demonstrated excellence in their teaching practice.Orlick [10], has identified seven characteristics that are present in high performing individuals.These include commitment, belief, full focus, positive images, mental readiness, distraction control and constructive evaluation.The author posits that master teachers hold similar beliefs and exhibit behaviours that are common among high performers across professions, thus enabling them to excel in their professional practice.The challenge of creating educational cultures of excellence in schools is complex and interweaves many critical factors.In spheres beyond the teacher development literature, the notion of excellence includes consideration not only of the individual actions that represent excellence in teaching, but also the beliefs and behaviours that foster or provide opportunities for growth in this direction.Unless the conditions for excellence to occur are present, this quality may remain inert.This case study summarizes the beliefs and behaviours of four master teachers in an urban secondary school in the Greater Toronto area, and has implications for teacher development and pre-service teachers.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.011 | 0.006 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".