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The International Baccalaureate (IB) programme centers on developing students' international mindedness. Central to this effort is the programme's “Learner Profile,” which details ten attributes that teachers seek to cultivate through classroom instruction. This article reports on the ways that middle grades and high school social studies and English teachers in Chicago Public Schools' (CPS) IB programmes are attempting to implement the Learner Profile as part of their classroom practice to support students' international mindedness.

The project was carried out as a two phase, sequential mixed-methods design. Phase I entailed a survey of IB teachers and programme coordinators across CPS to assess the incorporation of the Learner Profile into instruction. Phase II consisted of mixed-methods case studies of CPS IB programmes selected partially on Phase I data analysis.

We find that while teachers express high levels of familiarity with the Learner Profile attributes and confidence in incorporating them into practice, we find wide variation in the actual implementation. Taken as a whole, we find CPS programmes take divergent approaches to incorporating the Learner Profile based on differences in understanding of the attributes and its purposes as well as key organizational facets related to implementation.

Ultimately, we argue that the wide variation and lack of explicit incorporation of the Learner Profile into classrooms is related in large part to the broad, indistinct nature of “international mindedness” as a concept. The programme would benefit from creating more space for teacher and students to critique the concept, especially those working from non-Western traditions.

The purpose of this paper is to investigate whether ethnicity makes a difference to the level of respect given to teachers by tertiary accounting students. In particular, it examines whether ethnicity has an impact on students’ perceptions regarding their teachers’ attributes and behaviors, which in turn influences their respect for their teachers.

First year accounting students, both domestic and international, were surveyed in New Zealand, Australia and the UK, using a purpose-designed online questionnaire. “Ethnicity” was categorized according to first language, resulting in three categories: Home, Chinese and Other International. Student responses to quantitative questions regarding attributes and behaviors were analyzed using MANOVA and ANOVA. Open-ended questions provided further insight into student perceptions.

Regarding teachers’ attributes, statistically significant differences are seen between the ethnic groups in qualifications, classroom control and professional qualifications or work experience, but not in teachers’ behaviors. The open-ended questions provided student contributions regarding respect. These included “clarity” and “good English skills.”

This research contributes to debates over the impact of ethnic diversity in the classroom. It also contributes to the debate over the definition of the concept of “ethnicity.” A comparison between three countries is unusual; all have significant numbers of international students. Value is added through the findings, which challenge often-held assumptions regarding stereotypical “Chinese learners.” The findings will also assist teachers who have large numbers of international students in their classrooms.

Aspects of intellectual competence would not be sufficient for quality teaching that requires a mix of intellectual and personal qualities. The purpose of this paper was to elicit personal attributes of teachers’ college applicants.

This qualitative case study consisted of 99 participants aged 20-24 years of average socio-economic and achievement backgrounds. The authors constructed five qualitative tools, in addition to the two existing standardized exams. Using techniques of the grounded theory, the authors sorted and synthesized the data through three-phase coding.

The authors elicited a general concept map of attributes, from which a personal attribute profile for each participant emerged. This model makes fine differentiations between individuals, providing a personal attribute profile pool of applicants useful for any admission committee and for empowering students’ strengths during studies.

A solid database of non-cognitive attributes opens the door to further research, which will take into consideration multiple variables, such as student knowledge, beliefs and aptitudes.

Training teachers to apply research methodology into practice and limiting the length of tools make the mission possible, interesting and useful. Figuring out how to collect valid measures of such data about large numbers of college students would be a major challenge.

As teachers occupy a central position in the educational enterprise, they become guardians of the country’s collective socio-cultural legacy. In the current context of teacher shortages, the authors offer a model that has the potential of improving recruitment of applicants for teaching and raising teacher quality.

No previous attempt that uses qualitative methodology for this purpose was found.

Determining the attributes of effective business teachers is critical to schools as they strive to attract and retain students, assure learning, obtain and maintain reputation and accreditations, and place their alumni in the competitive job market. The purpose of this paper is to examine students and faculty perceptions of teaching effectiveness in five culturally disparate countries: Colombia, France, Lebanon, Sweden, and the USA.

A survey was designed based on previous research complemented by an extensive literature review as well as personal communications with faculty in different international business schools. The survey considered 39 teaching attributes related to three specific dimensions: class delivery, class preparation and design, and instructional traits and personal characteristics. The survey targeted students and faculty from seven business schools located in five countries.

This study offers new conceptual and analytical analyses from a cross-country comparative perspective. Rankings of the importance of perceived teaching attributes for both major groups involved in the teaching of business, faculty and students, are reported. The attributes are also ranked by teaching taxonomy and examined across countries.

This study provides practical results that can be useful to instructors wishing to increase their teaching effectiveness and to universities considering revising their student evaluation forms.

This study includes data collected from faculty and students from several schools located in culturally disparate countries and, thus, increases the applicability of the results in a cross-cultural manner and provides implications for practice internationally.

This study primarily aims at assessing Faculty Competences Development Components (FCDCs) that help in the development of educational leaders. The study further formulates a model using seven latent constructs that explain the development of the mechanism of development of educational leaders and extend the benefits of their development to different stakeholders including faculty, educational institutions and society at large.

A systematic review of the literature was conducted to identify various FCDCs to construct a conceptual framework. Later, this conceptual framework was tested through empirical research using the structural equation modeling (SEM) technique carried out with respect to technical institutions of Punjab (India).

The study identified that organizational roles are of the highest importance for the competences development of educational leaders followed by teachers’ attributes and teachers’ roles. The study’s findings also revealed that FCDCs significantly impact beneficiaries by developing competent educational leaders as mediators between the FCDCs and beneficiaries link. The biggest beneficiaries of development are faculty members of these institutes in terms of their performance enhancements.

The study is unique in terms of developing a model for the competences development of educational leaders and helpful in understanding various benefits of the educational leaders to various educational stakeholders.

This chapter aims to present a methodology to address the construct validity of the NBPTS standards, exercises, and decisions to identify accomplished teachers, by asking whether National Board Certified Teachers (NBCTs) teach differently in their classrooms such that they have a greater positive and worthwhile impact on their students. The critical attributes of expert teachers are identified via a synthesis of meta-analyses and a more traditional review of the literature on expert teachers. These attributes of expert teachers then form the basis of the study to identify the characteristics that discriminate between NBCTs and non-NBCTs.

The researchers developed a model of mentoring student teachers, known as Shared Mentoring in Learning Environments (SMILE), to provide opportunities for classroom teachers to build shared understanding with university field supervisors. The purpose of this paper is to compare teaching efficacy of those student teachers who matriculated through the SMILE approach with mentoring student teachers who matriculated through a traditional approach to mentoring and identifying aspects of SMILE that may have contributed to the development of teacher efficacy.

A total of 29 student teachers participated in the SMILE model of supporting student teaching, and 29 student teachers (comparison group) were provided with a traditional support structure. At the start and end of their one-year post-baccalaureate credential program, all student teachers completed a teaching efficacy questionnaire. During the last month of the teacher-credential program, all student teachers were interviewed in focus groups regarding the quality of their student-teaching mentoring. In addition, the researchers asked classroom teachers in the SMILE cohort to complete a questionnaire, identifying specific strengths and weaknesses of the SMILE model of mentoring student teachers.

Student teachers in the SMILE cohort improved their teaching efficacy in comparison with student teachers in a traditional model of support. SMILE student teachers appreciated critical feedback, while the comparison group participants focused on whether feedback was positive or negative. In addition, SMILE student teachers attributed their development of instructional skills to the mentoring process from classroom teachers and university supervisors, while comparison group participants attributed their development as teachers mainly to their classroom teachers who modeled effective instructional strategies. SMILE classroom teachers made reference to how particular aspects of the model (e.g. sequencing and lesson study) contributed to both student- and mentor-teacher development.

The SMILE approach to mentoring student teachers facilitated collaboration between university field supervisors and classroom teachers in joint mentoring of future teachers into their profession, a rare occurrence in teacher education programs. Joint mentoring led to improved teaching efficacy among student teachers.

Teachers constitute one of the largest groups of knowledge workers. The purpose of this paper is to examine the antecedents and outcomes of teachers’ task and extra-role performance (ERP) under two different autonomy regimes in charter and regular public schools. A special emphasis was given to the ERP of teachers. Both the predictors and outcomes of teacher work performance were comparatively investigated in these two different school environments.

By applying a social-cognitive perspective and a causal comparative design, the study comparatively tested the reciprocal relationships among the study variables in public and charter schools. The clustered sample included 812 public school teachers and 112 charter school teachers.

The findings revealed that the predictors and outcomes of teachers’ task and ERP have differing dynamics in these two distinct types of public schools. The School Type, which represented the differences in school autonomy between public and charter schools, appeared to be the strongest differentiating factor across two groups of schooling. Both types of teacher performance (task and extra role) in charter schools outweighed their counterparts in public schools. Similarities and differences were observed on the predictors and outcomes of teacher work performance.

The current study contributed to the scant literature on the effects of school autonomy on teacher task and ERP. A clear understanding on the predictors and outcomes of teacher work performance under two different school autonomy regimes may guide practitioners and policymakers in their efforts to bring public schools to a more competitive edge.

This chapter reviews the empirical research on the supply of teachers in Latin America. The first part stresses the importance of teacher labor market perspectives for understanding the supply of high-quality teachers, one challenge that most countries in the region face. The second part introduces the teacher labor market framework that guides the search, while the third section describes the goal of the review and the methodology. It follows a mapping, description, and classification of the empirical research on the teacher supply and a discussion of the main findings. The chapter ends with a summary and a brief discussion of the implications for teacher policies.

This chapter critically engages with ways that teaching excellence has been operationalised in practice. Specific focus is on developing individual teaching excellence, rewarding of success and recognition of teaching excellence and the building of evidence around what works in teaching for the benefits of students. We consider the daily interactions with students that form the basis of frameworks of teaching excellence before arguing that operationalisations of teaching excellence are highly context specific and operate at the level of institutions and the whole higher education sector. We discuss the criteria that underpin teaching excellence awards. This includes governance as well as development frameworks. After considering the complex links between research and teaching and the importance of the disciplinary dimension of teaching excellence, the chapter finally looks at the skills and attributes commonly associated with individual teacher excellence and argues that these are exceptionally difficult to pin down let alone measure. It concludes with some reflections on some of the challenges faced by institutions as they seek to develop the quality of teaching whilst meeting the requirements of the TEF.