Work in progress - development of teaching effectiveness "balanced scorecard"

Abstract

According to Chester Barnard, "The fine art of executive decision making consists in not deciding those things that are not now pertinent, not deciding prematurely, not deciding those things that cannot be made effective and not deciding those thing that others should make." This fine art of executive decision making can be applied to the fine art of teaching and teaching effectiveness as, "The fine art of effective teaching consists in not teaching those things that are not now pertinent, not teaching prematurely, not teaching those things that cannot be made effective, and not teaching those things that others should teach." In examining these qualitative criteria Myers Briggs Type Indicators (MBTI) along with Kolb's and Felder's Learning Style Indices (LSI) for teachers and students will be overlapped. In analyzing such teaching effectiveness criteria, the nature of teaching responsibility and accountability will be examined to determine the sources of sustained teaching effectiveness and successes. On evaluating such tasks an ethnographic study (in line of Spradley's method) of some successful teachers will be undertaken to define a "balanced scorecard in effective teaching," developed in the pattern of the Harvard Business Review's Balanced Scorecard