The New Yorker's Malcolm Gladwell, whose new book on successful people, "Outliers: The Story of Success, is atop the New York Times' bestseller list, writes in this week's edition about how hard it is to tell in advance who is going to make a good teacher (or NFL quarterback.) All the usual proxies and requirements--certification, advanced degrees, cognitive aptitude--do not seem to predict classroom success, he argues. Yet, given that improving teacher effectiveness is critical to improving educational outcomes for children, Gladwell says teachers should go through a demanding weeding-out process, similar to what's used to choose financial advisors. Only those who hit certain benchmarks will be kept on.

It's a fascinating article, even if it does seem, as much of Gladwell's writing does, overly simplified and wide-eyed at ideas that are commonplace, especially to experts in the field. The best part was a passage featuring Robert Pianta, dean of the Curry School of Education at the University of Virginia. Gladwell reports the commentary of Pianta and a colleague as they watch videos of good teachers and weak teachers. How instructive that would be!

Go to the jump for an excerpt:

from the New Yorker

Picture a young preschool teacher, sitting on a classroom floor surrounded by seven children. She is holding an alphabet book, and working through the letters with the children, one by one: “ ‘A’ is for apple. . . . ‘C’ is for cow.” The session was taped, and the videotape is being watched by a group of experts, who are charting and grading each of the teacher’s moves.

After thirty seconds, the leader of the group—Bob Pianta, the dean of the University of Virginia’s Curry School of Education—stops the tape. He points to two little girls on the right side of the circle. They are unusually active, leaning into the circle and reaching out to touch the book.

“What I’m struck by is how lively the affect is in this room,” Pianta said. “One of the things the teacher is doing is creating a holding space for that. And what distinguishes her from other teachers is that she flexibly allows the kids to move and point to the book. She’s not rigidly forcing the kids to sit back.”

Pianta’s team has developed a system for evaluating various competencies relating to student-teacher interaction. Among them is “regard for student perspective”; that is, a teacher’s knack for allowing students some flexibility in how they become engaged in the classroom. Pianta stopped and rewound the tape twice, until what the teacher had managed to achieve became plain: the children were active, but somehow the class hadn’t become a free-for-all.

“A lesser teacher would have responded to the kids’ leaning over as misbehavior,” Pianta went on. “ ‘We can’t do this right now. You need to be sitting still.’ She would have turned this off.”