While it is true that some teachers are considered popular because of their youth or because they allow students certain liberties in the classroom, one can also find classrooms with high expectations for students to do their lessons, do their homework, and behave properly in class. There can be a plethora of factors that might influence the success of teaching and learning in the classroom. A case study examined 96 teacher of the year applications, which included a teaching video, oral interviews of Louisiana teachers vying for the Louisiana Teacher of the Year in the last four years to determine common personal characteristics, or factors that all the candidates shared. With the diversity as a key component, the teachers’ personal characteristics and demographics included gender, age, race, and socioeconomic status. Two questions were addressed in the study: (1) Which the best practices often found in literature do effective teachers exemplify? and (2) Are there other characteristics or factors not commonly found in teaching literature that effective teachers possess? This paper examined some of the best practices often found in the literature and laid those best practices against the results that were found when observing teachers identified them as effective in their craft. Results of the case study indicated that teacher of the year candidates exemplify common characteristics among themselves, and these characteristics are those being considered as the best practices for pedagogical efficacy.
　　Keywords: efficacy, teacher efficacy, teacher affect, culturally responsive teaching, teacher-student interaction
　　 Introduction
　　It has long been interested in exploring attributes, characteristics, and/or dispositions of successful teachers. With increasing interest of many states in tying teacher accountability with student achievement in what is commonly referred to as a value-added approach, teacher effectiveness has become increasingly critical. Aside from the typically reported on formal and informal teacher observations and/or evaluations, it has been found that students regard some teachers as their favorites for reasons not found on typical evaluation instruments. While it is true that some teachers are considered popular because of their youth or because they allow students certain liberties in the classroom, one can also find classrooms with high expectations for students to do their lessons, do their homework, and behave properly in class. All teachers want to control in their classrooms and want students to achieve. Some teachers seem to be able to achieve that worthy goal much more easily than others. Of course, there can be a variety of factors that might influence the success of teaching and learning in the classroom. It would be great if it could concoct a formula or craft a single model that could be given to every teacher to help students achieve regardless of a student’s ethnicity, cultural background, age, or social development, but that single model does not exist nor should it. However, it can agree, and the literature substantiates the notion that there are common strategies and lessons, at which those strategies should be employed, which makes a significant difference in the effectiveness of the instruction and how quickly learning occurs. It is believed in the notion of the two-sided coin in a successful approach to teaching. One side of the coin focuses on the instruction, and the other side of coin centers on effective classroom management and organization. However, Marzano, Pickering, and Pollock (2001), asserted a third area of teacher-designed curriculum. It agrees with these authors, but it feels that for teachers, the two-sided coin is most critical. It is believed that learning does not occur unless the classroom is well organized and students’ behavior is effectively managed.
　　For the purpose of expediency and focus, this paper will explore some common instructional strategies that work. It will highlight some best practices often found in the literature and lay those best practices against what it can be found when we observed several Louisiana’s effective teachers.
　　 Literature Review
　　 Culturally Responsive Teaching
　　At the end of 2000, the children of color comprised one-third of all students who enrolled in public schools, and it is projected that by 2020, this figure will increase to 40% (Van Hook, 2002). Although there is increasing diversity among the children population, it is not limited to one race alone. Changing family composition, socioeconomic status, ethnicity, religion, and varied abilities of children are included as well. While student enrollments are becoming more diverse racially and social economically, the teaching force is actually becoming increasingly female, white, middle-class (Wasonga, 2005). Van Hook (2002) stated that as the children population became more diverse, teachers entering the teaching profession continued to reflect the majority culture. Therefore, the culture of the teachers will be contrasted with the culture of the students they taught. This summation is important because what teachers say, perceive, believe, and think can support or thwart students. Gorski (2008) believed that this posed a problem and further substantiated the case for CDT(cultural diverse training). He further posited that it was of great importance that teachers became aware of individual cultural perspectives and that they had an opportunity to reflect on various forms of diversity.
　　Cruz-Janzen and Taylor (2004) suggested that White/Caucasian, middle-class teachers’ life experiences differed markedly from most of their students. Additionally, their research indicated that when asked, new teachers did not feel that they adequately prepared to work effectively with a diverse student population. Many of them acknowledged the importance of teachers in stepping outside of their own cultural framework, knowing about and respecting the diverse cultures, races, and languages their students represent. Preparation to work in multicultural and multiethnic environments requires an acknowledgment and acceptance of cultures different from their own culture. Van Hook (2002) further stated that learning to teach diverse students required that teachers examine their beliefs about teaching and explore the effectiveness of their practices in accommodating various cultures, lifestyles, and learning styles of their students.
　　Powell, McLaughlin, Savage, and Zelm (2001) as cited also spoke to the importance of creating a culturally responsive environment. Here is what they asserted as characteristics of a culturally appropriate environment:
　　(1) Accepting learners’ experiences, values, and tastes;
　　(2) Altering instruction and selecting texts, novels, and other reading materials that meet learners’ academic needs;
　　(3) Encouraging acceptance of students and native speech patterns;
　　(4) Acknowledging the cultural heritages of all ethnic groups;
　　(5) Developing ethnic and cultural pride.
　　 Teacher’s Expectations and Environment
　　In the effort to build the case for the two-sided coin concept, it can be viewed that the interview applications of the selected Region VIII Louisiana teachers of the year and their teaching videos. It can be looked for patterns that supported or aligned with strategies and techniques commonly used and reported as successful. Weimer (2009) referred to some key characteristics that were also found when it examined effective teachers’ characteristics. It can be found that the following to be true of effective teachers: (1) All of them were able to help their students find interest and connection to the learning; (2) They communicated goals for students and set high expectations for their learning; (3) They used variety in assessment methods; (4) They were open to learn from their students and what reflected upon the instruction on learning; and (5) They engaged in the conversation with students about the content and what they were learning.
　　Tomlinson (2002) in what she termed as “invitational learning”, asserted the notion that the climate of a classroom could impact students’ performance and that teachers could orchestrate that climate. To feel invited to learn, Tomlinson (2002) proposed that in the classroom: (1) students need to know that they are affirmed or that they are significant; (2) they contribute to or they matter; (3) they have power over their learning and can demonstrate and meet standards of performance; (4) there is purpose or relevance and connection to what they are learning, and finally; and (5) they will be challenged or their abilities are being utilized in a way that is significant.
　　Morrison (2006) asserted that teacher’s efficacy is the belief that an effective teacher subscribes to the notion that he/she can reach and help difficult students to learn, or in essence the belief that all students can learn. For teachers, in order to have this attitude, Morrison (2006, p. 9) suggested that the following factors must be evident:
　　(1) Moderate and reasonable role demand;
　　(2) Adequate salaries;
　　(3) High status;
　　(4) Recognition for efforts;
　　(5) Opportunities to interact with other professionals;
　　(6) Validation from others that what you are doing is right;
　　(7) Empowerment to make decisions;
　　(8) The perception that the work you are doing is meaningful;
　　(9) Good morale within the school and among fellow faculty.
　　Speaking to effective teacher strategies that are inviting to learners and aligned with the notion of culturally responsive appropriate environments, Weimer (2009) cited Ramden’s (2002) Learning to Teach in Higher Education. Although the focus of this work is university instructors, the concepts suggest what is common in the literature as the best practices for maximizing learning. Practices in which teachers allow students’ interests to dictate the explanations that are used to present relevant content are more likely those that will reach students. Although rigor is important for students to be challenged as asserted by Tomlinson (2002), teachers should not deliberately make the learning unnecessarily difficult in order to forge rigor. Effective teachers, assess appropriately and give meaningful feedback. To be meaningful, assessment is not the memorization of facts and dates then restating and reciting those facts on a test. In terms of goals, effective teachers communicate with students on what they are to learn and be able to do. Teachers who are effective purveyors of content are also those who foster an independence and student control that maximizes engagement and learning. Finally, effective teachers are not afraid to learn from students. This means that the effective teacher must subscribe to the notion of reflective practitioner, so there is an understanding and awareness of the teaching and learning dynamic.
　　 How do Teachers Become Culturally Responsive?
　　In addition to the importance of communication and feedback, teachers must be responsive to cultural identification. Richards, Brown, and Forde (2006) suggested that self-reflection and exploration are two requirements to become culturally responsive teachers. In self-reflection, teachers examine their attitudes and beliefs about themselves and others. By doing so, teachers begin to discover why they think as they do, who they are, and they can confront biases that have influenced their value system (Villegas & Lucas, 2002). Often teachers are resistant to the notion that their values might reflect prejudices or even racism towards certain groups. When teachers are able to rid themselves of such biases, they help to create an atmosphere of trust and acceptance for students and their families, resulting in greater opportunity for student success.
　　Exploration is crucial, because it enables the teachers to explore their personal histories and experiences, as well as the history and current experiences of their students and families. With knowledge comes understanding of self and others, and this knowledge yields greater appreciation of differences. When teachers are unbiased in their instruction and knowledgeable about themselves and their students, they can better respond to the needs of their students.
　　 Integrating Technology into Teaching
　　What is inherent to every effective teacher is the responsibility to prepare students for the future, a future with technology. As cited in Clark and Sivakumaran (2010), Barnhart (2003) stated that it must teach their students to use technology if it wants them to succeed in today’s world. Technology will continue to be an integral part of a student’s world, and the use of it can help support and enhance their skills of reading and writing, and the foundations of school success (Labbo & Reinking, 1999). Works of Kamil, Intrator, and Kim(2000) as cited in Clark and Sivakumaran (2010), found that integrating the use of technology with reading and writing practices seemed to motivate children, increase time on tasks, and develop their reading abilities. When teachers used technology in the classroom, diverse learning styles of their students were met (Clark & Sivakumaran, 2010). Hibbing and Rankin-Erickson (2003), as cited in Clark and Sivakumaran (2010), established that the use of visuals, illustrations and external image-based tools was supported by students’technology-aided reading comprehension through allowing them to “see” what was happening and unlock in the confusing text (Levin, 1981).
　　In 2011, Phi Delta Kappan published its 43rd Gallup poll of the public’s attitudes towards the public schools (Bushaw & Lopez, 2011). Inclusive of a variety of questions in a plethora of areas pertinent to public school education, participants responded to questions about the use and the importance of technology used in the classroom. Herein, there are some interesting findings from the poll. The sample size is approximately 1,000 participants aged 18 and older. Although Bushaw and Lopez (2011) offered their own analysis of the findings, they encouraged readers to weigh in their own individual interpretation. Its analysis concurred with their findings based upon what the poll participants reported. First, it has included individual questions, and responses participants most strongly felt in terms of technology used relative to teaching and learning. Second, it added his/her own brief discussion of these results. It does not include all questions from the Phi Delta Kappan poll, but it feels that these questions are critical to what they have found in our case study as follows:
　　Phi Delta Kappan Poll Question 1: The federal government and some states have attempted to provide all students with access to the Internet in their schools. How important do you think this would be for the public school students in your community? A total of 91% of participants felt that this move by the government was somewhat important (30%) or very important (61%). Clearly participants have a sense of the importance about students’ having access to the Internet and certainly would not object to all students have some amount access as a stance to equity and equality of resources and access;
　　Phi Delta Kappan Poll Question 2: In your opinion, how important is it that all students have access to computer technology? In your opinion, how important is access to computer technology for ensuring student academic success? 95% of poll participants felt that access to computer technology was somewhat important(24%) or very important (70%). In response to the importance for academic success, 91% either felt that computer technology access was somewhat important (39%) or very important (52%);
　　Phi Delta Kappan Poll Question 3: Would it be best for the school to hire a more effective teacher who was only available to teach by the Internet or would it be better to use a less effective teacher who could teach the class in person? A near even split of 50% of participants felt that it would be better to have a less effective teacher teaching face to face than having a more effective teacher teaching on line (46%). It feels that generally participants feel that the affective domain of teaching which involves the personal beliefs, values, and personal touch is the art of teaching that cannot be easily experienced in an online teaching and learning environment.
　　 Methodology
　　The case study examined 96 teacher of the year applications which included a teaching video, oral interview of Louisiana teachers vying for the Louisiana Teacher of the Year in the last four years to determine common personal characteristics or factors that all the candidates shared. They examined characteristics and factors that emerged from the video observations, teacher of the year applications and oral interviews that might align with best practices found in the review of current literature. In the applications, each teacher responded to questions about their educational and professional development activities, their professional biography, philosophy of teaching, how they strengthen the teaching profession, demographic questions about their classrooms, their students, their community involvement or service, and their view on trends in education. In addition, as part of the requirements of the Louisiana Teacher of the Year application, a 15-minute video of a lesson’s beginning and middle was submitted by each teacher accompanied by questions that focused on an explanation of the lesson and what the teachers of the year reviewers would observe. Finally, candidates included a brief response as to how the video demonstrated their effectiveness as a teacher. They examined each item to find common factors that each teacher seemed to possess that their review of literature reports as characteristics of effective teachers.
　　 Results
　　The results from an examination of the data collected in this case study showed that teachers who are successful in their classrooms all have common characteristics. Each teacher in the sample was a teacher of the year candidate from his/her district and region. All had a proven record of service and professional preparation, most of whom either were pursuing a graduate degree or had already completed an advance degree. Many also were Nationally Board Certified or, currently are pursuing National Board Certification. Common characteristics that emerged were: (1) belief that all children can learn; (2) genuine care for children; (3) desire to develop the whole child; (4) student-centered instructional approach; (5) belief in making the learner feel valued; (6) possessing high expectations for all learners regardless of their placement; (7) belief that the teacher must know the learner’s cultural background strengths and weaknesses; (8) demonstration of the importance of the reflective practitioner; (9) variety in assessment; (10) maintaining a sense that a difference can be made in the life of a child; (11) embracing diversity in the classroom and used culturally responsive teaching strategies; and (12) embracing the connection of relevance, rigor, and relationships with learner achievement.
　　 Limitations of the Study
　　Because of the nature of the application process for Teacher of the Year, it was not allowed to visit actual classrooms. The video segments were only 15 minutes in duration which limited the amount and frequency of observable interactions between teachers and students. The videos were not professionally done. Hence, the quality was varied and dependent upon the skills of the individual working with the video equipment. A difference was noticed in how the teacher presented themselves on their application and their oral presentation. However, they were able to glean emerging characteristics from the data they collected. The sample of teachers was limited to only 96 regional winners from districts in Louisiana during a four year span.
　　 Conclusions
　　Education cannot possibly control the external factors that influenced learning. However, strong attention must be given to how teachers are trained with clear focus on teacher dispositions, within the affective domain. This domain addresses feelings, beliefs, philosophy, integrity, likes, dislikes, manners, and kindness. These personable characteristics send a distinct message of caring. Students need to know that their teachers care about them. Based on classroom observations and interviews, students responded positively in the learning environment when teachers used encouraging, motivating words, appropriate touches, and positive facial expressions. Community involvement extends this impact even further. Teachers must return to professionals who are highly esteemed in the community and present themselves in a manner that reflects strong cognitive ability in content, robust skills in instructional strategies, and rich attention to the affective domain necessary for culturally responsive teaching. Also these cognitive and affective elements will aid the teachers in reclaiming their role of true leadership in the schools and the communities. Teacher education programs must give equal attention to holistic approaches that encompass all the elements it can be found in the makings of a highly effective teacher that it is called “Teacher of the Year”.
　　 Implications for Teacher Education Training Programs
　　Gay (2002), Villegas and Lucas (2002) identified several activities to aid teachers in their journey to become more effective teachers who are also culturally responsive. It can be found that across the board, these tenets convey a common thread among teacher of the year applicants and experienced teachers they observed.
　　(1) Engage in reflective thinking and writing. Understanding the factors that contribute to certain behaviors (racism, ethnocentrism) is the first step towards changing those behaviors. This process can be facilitated best through auto-biographical and reflective writing, usually in journal;
　　(2) Explore personal and family histories. Exploring early experiences and familial events that have contributed to their understanding of themselves as racial or nonracial beings will enable teachers to see how these views are shaped. Informal interviews with family members, specifically older family members, will enlighten the teacher about the roots of their own views;
　　(3) Acknowledge membership in different groups. Teachers must recognize and acknowledge their affiliation with various groups in society, and the advantages and disadvantages of belonging to each group. Also, teachers need to assess how belonging to one group influences how one relates to and views other groups.
　　(4) Learn about the history and experiences of diverse groups. It is important that teachers learn about the lives and experiences of other groups in order to understand how different historical experiences have shaped attitudes and perspectives of various groups;
　　(5) Visit students’ families and communities. Getting to know students’ families and communities allows teachers to relate to their students as more than just “bodies” in the classroom but also as social and cultural beings connected to a complex social and cultural network. Also, families and communities can be viable resources that can contribute to the educational growth of students;
　　(6) Visit or read about successful teachers in diverse settings. Visiting classrooms of successful teachers of children from diverse backgrounds and/or reading authentic accounts of such success, will enable teachers to gain exemplary models for developing their own skills;
　　(7) Develop an appreciation of diversity. Teachers must view difference as the “norm” in society and reject notions that any group is more competent than another. This involves developing respect for differences and the willingness to teach from this perspective.
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