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: These
 
reviews
 
highlight
 
international
 
examples
 
of
 
best
 
practice
 
in
 
order
 
to
 
effect
 
change
 
and
 
identify
 
how
 
effective
 
school
 
improvement
 
manifests
 
itself. It
 
forms
 
a
 
useful
 
tool
 
for
 
schools
 
and
 
school
 
leaders,
 
but
 
also
 
acts
 
as
 
a
 
lesson
 
for
 
policymakers
 
in
 
terms
 
of
 
what
 
works
 
around
 
the
 
world. This
 
review
 
focuses
 
on: Effective
 
teaching
 
Teachers
 
are
 
one
 
of
 
the
 
key
 
elements
 
in
 
any
 
school
 
and
 
effective
 
teaching
 
is
 
one
 
of
 
the
 
key
 
propellers
 
for
 
school
 
improvement. This
 
review
 
is
 
concerned
 
with
 
how
 
to
 
define
 
a
 
teacher’s
 
effectiveness
 
and
 
what
 
makes
 
an
 
effective
 
teacher. It
 
draws
 
out
 
implications
 
for
 
policymakers
 
in
 
education
 
and
 
for
 
improving
 
classroom
 
practice. The
 
other
 
four
 
reviews
 
in
 
this
 
series
 
focus
 
on: Assessment
 
for
 
learning
 
Assessment
 
for
 
learning
 
–
 
where
 
the
 
first
 
priority
 
is
 
to
 
promote
 
learning
 
–
 
is
 
a
 
key
 
means
 
of
 
initiating
 
improvement. The
 
features,
 
strategies
 
and
 
principles
 
underpinning
 
assessment
 
for
 
learning
 
form
 
the
 
basis
 
of
 
this
 
review. From
 
exclusion
 
to
 
inclusion
 
With
 
a
 
specific
 
focus
 
on
 
children
 
with
 
special
 
educational
 
needs
 
(SEN),
 
this
 
review
 
addresses
 
the
 
forms
 
of
 
classroom
 
practice
 
that
 
can
 
help
 
all
 
children
 
to
 
participate.