What makes a good teacher and why is it important?

August 14: As millions of Ohio students lost learning due to the chaos of the early part of the pandemic and now struggle with mental health issues, having quality, experienced teachers who can inspire students has become even more important.

Years of experience and continuous learning offered by your employer are two factors that determine a teacher’s effectiveness.

According to a Springfield News-Sun analysis of Ohio Department of Education and Workforce data, Ohio teachers had an average of 13.8 years of experience in 2022-2023 (2022-2023 was the most recent data available).

That year, about 88% of the state’s teachers were considered “experienced,” meaning they had at least two years of prior relevant teaching experience, while about 12% were considered “inexperienced,” meaning they had less than two years of experience.

But while a more experienced teacher is more likely to deliver good student outcomes, education experts worry about who will replace those teachers when they retire.

According to ODEW data, average teaching experience in most local school districts and across the state has increased since the pandemic. But a likely factor in that is that less experienced teachers aren’t coming on board or are burning out quickly, driving up the overall average.

Fewer people are attending college, and there has been a sharp decline in the number of students graduating from Ohio colleges and universities in the education field. In 2009, 9.63 percent of all bachelor’s degrees were in education, according to data from the Ohio Department of Higher Education. By 2018, that number had dropped to 6.36 percent.

Meanwhile, as more teachers retire, it’s important to have qualified young teachers ready to replace them. And making sure those more experienced teachers change their teaching methods to adapt to the changing times is also key to ensuring children succeed.

Brian Boyd, an education professor at Wright State University, said that rather than focusing on ousting teachers deemed less effective, schools and educational programs should work to improve them. There simply aren’t enough teachers in the profession, he said.

“We’re losing enough people in the profession,” Boyd said. “How can we help improve teaching and not focus so much on the individual?”

What teachers say

Local teachers said that building strong relationships with their students is one of the most important attributes of a quality teacher.

Beth Frederick, a fifth-grade math teacher at Indian Riffle Elementary School in Kettering, will celebrate 33 years of teaching this year. Frederick said the teachers who have inspired her throughout her career are those who advocate for their students and build strong relationships. They also took the time to work with her to improve her teaching skills.

One of the teachers she admired was Jeanie Wolfe, a classmate at Kettering High School. Every student wanted to be in her class, Frederick said. Wolfe died in July, but Frederick said Wolfe inspired her and other teachers.

“I was an expert at building relationships with students and their families,” Frederick said. “I really worked at building relationships and have made it my primary focus for the past 30 years. It’s the best part of my job.”

What the research says

Years of research have concluded that a quality teacher is prepared, has created an effective lesson, can connect and build relationships with students, and analyze how students are performing.

Effective teachers are also culturally competent, meaning they won’t automatically rule out someone just because they’re different from them, they are able to assess student needs, and they are able to communicate effectively with parents and students.

Teachers willing to advocate for students will also be good teachers for them, said Novea McIntosh, a professor of education at the University of Dayton.

“I think advocating for equity, whether it’s through educational resources or connecting the student to places within the school that can help support areas that impact their basic needs, is part of what will make a high-quality teacher,” McIntosh said.

McIntosh works with some of the local schools that have high teacher turnover rates, like many of Dayton’s public schools. There, she said it’s particularly important for teachers to learn how to empower students.

“A high-quality teacher will do everything possible to bring out the best in a disadvantaged student,” McIntosh said. “Even if he or she is not at grade level, that teacher will make him or her feel successful for the progress he or she makes.”

Experience matters, too, Boyd said. Research has shown that more years of experience can make teachers more effective.

“You are a much better teacher in your fifth year than you were in your first year,” he said.

How schools support teachers

Local school districts have implemented strategies to provide less experienced teachers with the support they need.

Clark-Shawnee teachers averaged 16.8 years of experience in 2022-2023, far more than the state average. Superintendent Brian Kuhn said the district pairs new teachers with more experienced ones who can guide them through the first few years of employment.

“We are fortunate to have a high teacher retention rate and we link that to our supportive community, excellent students and positive work environment,” Kuhn said.

On average, Dayton Public Schools teachers had 14.2 years of experience in 2022-2023, which is higher than the state average. However, the district frequently uses substitute teachers in its classrooms. According to an ODEW report, 11.3% of teachers in southwest Ohio’s urban schools in the 2021-2022 school year were not properly certified, the highest percentage in the state.

That means DPS must provide those teachers with additional support to ensure their students are learning.

DPS Superintendent David Lawrence said the district increased the number of teacher learning days this year from three to 10.

The district also has a Teacher Learning Institute run in collaboration with UD, where teachers can work in small groups to improve teaching.

Treavor Bogard, chair of UD’s education department, said such professional learning communities empower educators to work together.

“A veteran teacher may have a lot of great skills, but someone who is brand new can be really very effective in one dimension of teaching where they can play a leadership role,” she said. “There can be a lot of peer mentoring.”

Lawrence acknowledged that teaching in Dayton Public Schools is difficult, but said it’s also important for the district to support DPS teachers.

“If you can teach in Dayton, you can teach anywhere,” he said.

Journalist Michael Pitman contributed to this report.