Improving Teacher Effectiveness through Focused Graduate Education

Abstract

This article focuses on a unique and cutting-edge master's degree program in an urban setting that is designed to increase teacher effectiveness and that has positively affected student academic achievement. The major premise of the article is that traditional master's degree programs, as represented by a series of independent courses taught by instructors working in isolation, are not effective in improving schools. Simply gaining knowledge will not guarantee transferability of the knowledge into the classroom. What is required is a process in which the knowledge is put into practice, with coaching to provide the teacher with feedback and ongoing collegial support. The process of knowledge gaining, practicing, coaching, and sharing with colleagues greatly influences teaching performance.