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Quality Teaching – The Need for a Common Framework. Prof. John Stannard CBE FRSA Principal Consultant CfBT Education Trust. National Strategic Plan. Ministry of Education committed to providing:

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quality teaching the need for a common framework
Quality Teaching – The Need for a Common Framework

Prof. John Stannard CBE FRSA

Principal Consultant CfBT Education Trust

national strategic plan
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)

factors affecting standards
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
factors affecting standards1
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
sustained school improvement mainly due to
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.
sustaining improvement
Sustaining improvement
  • Last year’s improvement mainly due to:
    • effects of sharper focus
    • external support for students.
  • May be a further year’s 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
a common framework for learning and teaching
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.
slide9

SUCCESSFUL

LEARNING??

successful teaching grounded in successful learning

SUCCESSFUL TEACHING??

what successful learners do
What successful learners do

They:

  • achieve
  • learn actively
  • progress towards increasing independence
  • work collaboratively
  • have positive learning attitudes.
slide12

SUCCESSFUL

LEARNING

ACTIVE

STRATEGIC REFLECTIVE

COLLABORATIVE LEARNING

INCREASING

AUTONOMY

POSITIVE ATTITUDES

A COMMON FRAMEWORK

SUCCESS AND ACHIEVEMENT

SUCCESSFUL TEACHING??

implications for teaching
IMPLICATIONS FOR TEACHING

Two prerequisites:

  • Expert subject and curricular knowledge
  • Detailed knowledge of individual students – achievement, progress and learning needs
five characteristics of effective teaching
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.
1 assessment for learning
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.
2 interactive teaching
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.
3 teaching active learning strategies
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
4 classroom management
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.
5 planning and lesson structure
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.
slide20

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

evidence from teacher observation
Evidence from teacher observation

main strengths to build on:

  • lesson planning
  • classroom management
  • use of resources
  • subject knowledge
  • teachers’ general rapport with class.
evidence from teacher observation1
Evidence from teacher observation

areas for improvement

  • differentiation and inclusion
  • student involvement
  • students’ progress in lessons
  • promoting students’ use of English
  • fostering independence.
cfbt commitments
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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