Compassion, accountability, and collaboration : effective teachers in high poverty schools

This study generated theories about characteristics and practices that contribute to and\ud support teacher effectiveness in two high performing, high poverty elementary schools in\ud San Vicente (pseudonym) County, California while identifying outcomes teachers in\ud these schools seek for their students. The study included surveys of teachers in the two\ud schools, interviews with principals, and interviews and observations of two subject\ud teachers at each school as representative case studies. Effective teachers in these high\ud poverty schools sought both academic and social-emotional outcomes for their students\ud and displayed characteristics of compassion: demonstrating authentic caring, building\ud social capital, and employing aspects of critical pedagogy. These qualities were bound by\ud high expectations. Effectiveness was supported by collaboration between teachers and\ud comprehensive data/accountability systems