Quality Teaching

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Quality Teaching The Need for a Common Framework
Prof. John Stannard CBE FRSA Principal Consultant
CfBT Education Trust
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National Strategic Plan

• Ministry of Education committed to providing
• Quality education... of international standard,
  which fosters valuable and marketable skills and
  encourages a life-long learning orientation that
  will contribute to a harmonious and politically
  stable society...in which our students learning
  attainments are comparable with international
  standards.
• Strategic Plan 2007-11 (p5)

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Factors affecting standards

• Non-school factors
• parents
• opportunity, experience, attitudes
• peer group
• belonging, conforming, roles and relationships
• system factors
• national curricula
• testing and assessment policies
• too much pressure with too little support
• professional culture resistant to change

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Factors affecting standards

• School Factors
• Some schools have major impact despite
  socio-economic factors
• Individual school performance can vary widely
• Weaker schools can improve rapidly and
  significantly
• Challenge of moving up from adequate to good
• Homogeneous school performance is more often a
  sign of system-wide weakness than strength

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Sustained school improvement mainly due to

• School culture and climate behaviour,
  expectations, relationships, ground rules
• Quality of leadership
• promoting the vision for staff, pupils and
  parents
• monitoring and tracking at every level to
  identify and respond to weaknesses
• clear and supportive performance management to
  assure quality
• Persistent focus on improving teaching quality
  with common policy for all.

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Sustaining improvement

• Last years improvement mainly due to
• effects of sharper focus
• external support for students.
• May be a further years improvement from these
  effects
• Improvements in teaching quality are the key
• Some system improvements may also be needed
• Value of agreed principles and practices a
  Common Framework for teaching and learning

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A Common Framework for learning and teaching

• A practical policy with clear, observable
  criteria to underpin quality and improvement
• Can be applied to all subjects, not just English
• Commitment from teaching community e.g. at
  national. subject, school, department levels
• Foundation for professional development
• Criteria for assessing quality of learning and
  teaching
• Aligned with aims and principles in MoE Strategic
  Plan.

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SUCCESSFUL LEARNING??
 
successful teaching grounded in successful
learning
SUCCESSFUL TEACHING??

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What do successful learners do?
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What successful learners do

• They
• achieve
• learn actively
• progress towards increasing independence
• work collaboratively
• have positive learning attitudes.

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SUCCESSFUL LEARNING
 
ACTIVE STRATEGIC REFLECTIVE
COLLABORATIVE LEARNING
INCREASING AUTONOMY
POSITIVE ATTITUDES
A COMMON FRAMEWORK
SUCCESS AND ACHIEVEMENT
SUCCESSFUL TEACHING??

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IMPLICATIONS FOR TEACHING

• Two prerequisites
• Expert subject and curricular knowledge
• Detailed knowledge of individual students
  achievement, progress and learning needs

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Five characteristics of effective teaching

• Assessment for learning
• Interactive teaching strategies
• Teaching active learning strategies
• Class management practical ground rules for
  behaviour and learning
• Effective planning and lesson structure.

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1. Assessment for learning

• objectives/targets for every student
• diagnostic teaching - assessment integrated in
  the teaching process
• systematic and frequent individual pupil tracking
• rapid response to needs and problems, at the
  point of learning
• involving students in assessment of their own
  progress
• promoting confidence and success for every pupil.

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2. Interactive teaching

• differentiation to include all students
• building on students contributions
• promoting language production speaking and
  writing
• moving students from informal (context-bound) to
  more formal (context-free) uses of language
• scaffolding new learning
• responding constructively to misconceptions
• making time to think and to work in depth.

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3. Teaching active learning strategies

• planning, monitoring, checking and self
  correcting
• information retrieval,
• investigation and problem-solving,
• uses of imagination, play and exploration
• hypothesising and testing
• inference

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4. Classroom management

• Common ground rules and established routines
  for
• behaviour
• class and group discussion
• what to do if stuck or when finished
• routines getting attention, noise levels,
  transitions
• resources organisation and access
• management of time in lessons.

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5. Planning and lesson structure

• Lessons with
• realistic, observable learning objectives
• managed progression from directed to independent
  work
• focussed group work for collaboration and
  teaching
• plenaries for reflection and self-evaluation
• well planned organisation and resources.

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SUCCESSFUL LEARNING
 
ACTIVE LEARNING
COLLABORATIVE LEARNING
INCREASING AUTONOMY
POSITIVE ATTITUDES
A COMMON FRAMEWORK
SUCCESS AND ACHIEVEMENT
ASSESSMENT FOR LEARNING
PLANNING LESSON STRUCTURE
INTERACTIVE TEACHING
CLASSROOM MANAGEMENT
TEACHING ACTIVE LEARNING STRATEGIES
SUCCESSFUL TEACHING

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Evidence from teacher observation

• main strengths to build on
• lesson planning
• classroom management
• use of resources
• subject knowledge
• teachers general rapport with class.

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Evidence from teacher observation

• areas for improvement
• differentiation and inclusion
• student involvement
• students progress in lessons
• promoting students use of English
• fostering independence.

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CfBT Commitments

• Work with teachers to develop a common framework
  for learning and teaching
• Focus on effectiveness i.e. quality of learning
• Increase emphasis on school-based, on-the-job,
  support
• sharing and demonstration
• mentoring
• problem-solving
• resource development
• action research in the classroom
• Strengthen partnership with local teachers to
  sustain improvement.

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A Framework for Learning and Teaching