Title: 
Headings: Effective teaching:
Effective
 
teaching:
  

School
 
improvement:
 
international
 
reviews
 
of
 
best
 
practice

Assessment
 
for
 
learning
 

From
 
exclusion
 
to
 
inclusion
 

School
 
self-evaluation
 
for
 
school
 
improvement
 

Successful
 
leadership
 

Contents
Executive
 
summary

Introduction

The
 
Definition
 
challenge

Key
 
questions:
 

How
 
have
 
they
 
changed
 
during
 
the
 
last
 
decade
 
and
 
what
 
are
 
the
 
implications
 
for
 
schools
 
and
 
for
 
teachers’
 
work?

The
 
Perspective
 
challenge

Inspection
 
evidence

What
 
good
 
teaching
 
shows:

What
 
good
 
schools
 
look
 
like
 
–
 
they:

What
 
effective
 
teaching
 
looks
 
like
 
in
 
primary
 
schools:

Box
 
3:
 
Starting
 
points
 
for
 
self-evaluation33
 

Box
 
4:
 
The
 
rationales
 
used
 
in
 
Hong
 
Kong
 
that
 
specify
 
what
 
a
 
teacher
 
should
 
do36

Teachers’
 
perceptions

Students’
 
perceptions

Key
 
question:

How
 
can
 
the
 
students’
 
perspectives
 
on
 
effective
 
teaching
 
be
 
incorporated
 
into
 
the
 
work
 
of
 
schools
 
and
 
teachers
 
in
 
your
 
educational
 
context?

Principals’
 
perceptions

The
 
Characterisation
 
challenge

General
 
profiles
 
of
 
effective
 
teachers
 
and
 
effective
 
teaching

Box
 
5:
 
A
 
general
 
profile
 
of
 
effective
 
teachers57

Box
 
6:
 
Characteristics
 
of
 
ineffective
 
classroom
 
practice58

Key
 
question:

Characterisation
 
and
 
categorisation
 
of
 
effective
 
teaching
 
practices

Key
 
questions:

The
 
primacy
 
of
 
teacher
 
effects
 
and
 
the
 
relative
 
effectiveness
 
of
 
teacher
 
variables

School
 
characteristics
 
which
 
promote
 
effectiveness

Conditions
 
for
 
effective
 
instruction
Pupil
 
outcomes

Box
 
7:
 
Relative
 
significance
 
of
 
teacher
 
and
 
school
 
effects
 
and
 
the
 
cumulative
 
effects84

Differential
 
departmental
 
and
 
school
 
impacts
 
on
 
teacher
 
effects

Box
 
8:
 
School
 
processes
 
identified
 
to
 
explain
 
the
 
(in)effectiveness
 
of
 
schools
 
and
 
departments91

The
 
Measurement
 
challenge

Multidimensionality
 
of
 
teaching
 
practices

Measuring
 
with
 
two
 
instruments
 
and
 
other
 
measures

Box
 
9:
 
Key
 
findings
 
from
 
systematic
 
observations
 
in
 
Year
 
5
 
classes
 
in
 
the
 
EPPE
 
research109

The
 
Theorisation
 
challenge

Developing
 
valid
 
instrument(s)
 
to
 
characterise
 
generic
 
teacher
 
effectiveness
 
in
 
different
 
countries

Contrasting
 
instruments
 
and
 
characterising
 
generic
 
teacher
 
effectiveness

Pupil
 
needs

Combining
 
qualitative
 
and
 
quantitative
 
approaches
 
to
 
evaluating
 
teacher
 
effectiveness

Summary
 
and
 
conclusions

References

CVCP_SUBMISSION_(FINAL)PB3.pdf
 
[Accessed
 
August
 
2013]


Content: The
 
views
 
and
 
opinions
 
expressed
 
in
 
this
 
publication
 
are
 
those
 
of
 
the
 
authors
 
and
 
do
 
not
 
necessarily
 
represent
 
the
 
views
 
of
 
CfBT
 
Education
 
Trust. Contents
Executive
 
summary
Teacher
 
effectiveness
 
is
 
generally
 
referred
 
to
 
in
 
terms
 
of
 
a
 
focus
 
on
 
student
 
outcomes
 
and
 
the
 
teacher
 
behaviours
 
and
 
classroom
 
processes
 
that
 
promote
 
better
 
student
 
outcomes. This
 
review,
 
based
 
upon
 
research
 
evidence,
 
suggests
 
that
 
effective
 
teachers: are
 
clear
 
about
 
instructional
 
goals


 
are
 
knowledgeable
 
about
 
curriculum
 
content
 
and
 
the
 
strategies
 
for
 
teaching
 
it


 
communicate
 
to
 
their
 
students
 
what
 
is
 
expected
 
of
 
them,
 
and
 
why


   
make
 
expert
 
use
 
of
 
existing
 
instructional
 
materials
 
in
 
order
 
to
 
devote
 
more
 
time
 
to
 
practices
 
that
 
enrich
 
and
 
clarify
 
the
 
content


   
are
 
knowledgeable
 
about
 
their
 
students,
 
adapting
 
instruction
 
to
 
their
 
needs
 
and
 
anticipating
 
misconceptions
 
in
 
their
 
existing
 
knowledge


 
teach
 
students
 
meta-cognitive
 
strategies
 
and
 
give
 
them
 
opportunities
 
to
 
master
 
them


 
address
 
higher-
 
as
 
well
 
as
 
lower-level
 
cognitive
 
objectives


 
monitor
 
students’
 
understanding
 
by
 
offering
 
regular
 
appropriate
 
feedback


 
integrate
 
their
 
instruction
 
with
 
that
 
in
 
other
 
subject
 
areas


 
accept
 
responsibility
 
for
 
student
 
outcomes. The
 
review
 
shows
 
that
 
in
 
order
 
to
 
achieve
 
good
 
teaching,
 
good
 
subject
 
knowledge
 
is
 
a
 
prerequisite. Also,
 
the
 
skilful
 
use
 
of
 
well-chosen
 
questions
 
to
 
engage
 
and
 
challenge
 
learners,
 
and
 
to
 
consolidate
 
understanding,
 
is
 
an
 
important
 
feature,
 
as
 
is
 
the
 
effective
 
use
 
of
 
assessment
 
for
 
learning. It
 
goes
 
on
 
to
 
identify
 
a
 
number
 
of
 
characteristics
 
of
 
good
 
schools,
 
suggesting
 
they: establish
 
consistency
 
in
 
teaching
 
and
 
learning
 
across
 
the
 
organisation


   
engender
 
a
 
culture
 
of
 
professional
 
debate
 
and
 
developmental
 
lesson
 
observation
 


 
rigorously
 
monitor
 
and
 
evaluate
 
what
 
they
 
are
 
doing
 


 
prioritise
 
the
 
teaching
 
of
 
literacy,
 
especially
 
in
 
a
 
child’s
 
early
 
years


 
focus
 
on
 
the
 
needs,
 
interests
 
and
 
concerns
 
of
 
each
 
individual
 
learner. Introduction
This
 
report
 
highlights
 
key
 
issues
 
and
 
findings
 
about
 
two
 
related
 
but
 
distinctive
 
topics
 
–
 
how
 
to
 
define
 
a
 
teacher’s
 
effectiveness
 
and
 
what
 
is
 
known
 
about
 
effective
 
teaching
 
practices. It
 
also
 
seeks
 
to
 
identify
 
the
 
implications
 
for
 
policymakers
 
in
 
education
 
and
 
for
 
improving
 
classroom
 
practice.