Qualities of Top Notch Instructors
Recently I ran across a list of bullet points (from a faculty development workshop years ago) on the qualities of top notch instructors. Knowing that as Faculty Coaches we are involved in the development of our faculty, and that they are completing online courses in teaching methodology and instructional expertise, I wanted to share the list with each of you. It's not an exhaustive list by any means, so please feel free to add bullet points of your own:
Top notch faculty are (in no particular order)
- Experienced in their field
- Encouragers of student participation
- Well organized
- Team players
- Enthusiastic – passionate and compassionate
- Professional role models
- Creative and innovative
- Flexible
- Good listeners
- Concerned about student progress
- Patient and helpful
- Constant and life-long learners
- Masters at making class or lab interesting
- Possessor's of a good sense of humor
- Literate in the use of technology as a tool
- Intuitive
- Good at challenging students
- Honest and ethical
- Respectful
- Cognizant of different learning styles
- Committed to student success
- Demanding
- Prepared
For the most part, my faculty also exhibits many of these points. However, I've run into some negativity and other issues related to past instructors. We are seeing the effects of previous instructors who lacked many of those points, who worked here prior to my arrival, in the performance of students who did not acquire the skills necessary to be successful in a subsequent course. For example, as a result of poor instruction and grade inflation related to a former teacher, a student is unable to write a simple memo using proper English skills. This student received an A in English Composition several terms ago. Now the current instructor is in an ethical delimma because the student is about to graduate and the instructor refuses to pass the student without the proper skill set. Other students that I have encountered in my class are unable to read and/or write. And these are issues that we simply cannot resolve in the matter of five or six weeks. We are making strides toward developing current faculty so that grade inflation and other issues are no longer a problem. However, how do we best deal with setting expectations and delivering a quality product to students who were simply passed through and are now on the verge of graduation? Don't get me wrong, this is not a prevalent situation at our campus. We have many students who do very well and possess the skills necessary to be successful. But how do I help instructors/students who may be in this situation so late in the game?
I love my faculty because I see many of the elements in their practice. We all have areas to grow in but they have been so open and receptive to me, and I really appreciate their hard work (I tell them that all the time). It is hard to dance the fine line of appreciation and correction for me. I am new to being a director, but I do feel that it is very important to build them up a lot before you make any recommendations for change so they do not feel threatened.
A bullet I would add is positive role model. Their consistent behavior is eventually becomes the culture of the class.
