Pockets of Excellence: Teacher Beliefs and Behaviors That Lead to High Student Achievement at Low Achieving Schools

This qualitative multiple case study examined the beliefs and behaviors of three teachers who worked at former Reading First Schools and whose student population consistently scored 10% above state average on the California Standards Test (CST) in English language arts. Test scores of all teachers who taught under the Reading First initiative at 29 schools in a county in Southern California were considered. Consent to participate was secured for three teachers who met the study’s selection criteria. To identify the behaviors and beliefs of these teachers, the researcher conducted classroom observations and interviews with the teachers and their principals. The information gathered was coded and triangulated, and then reported by themes. The findings revealed that participating teachers believed that all students could and would learn, and that student learning was a direct reflection of their teaching. They also believed that for learning to take place, teachers engaged in their own professional learning and provided appropriate instruction. Professional learning included collaborating with colleagues and analyzing student data. Appropriate instruction included behaviors that engaged students in learning activities and provided a positive class climate. The findings of this study will contribute to teachers’ and school principals’ understanding of behaviors and beliefs of effective teachers. The study findings might also inform professional development for teachers and identify areas in which more research would be beneficial to the field of education in general and the teaching profession in particular.