EFFECTIVE TEACHING:

What can we learn from

research?
Keynote presentation

University of Cyprus
13 April 2013

Professor Pam Sammons

University of Oxford Department of Education
CONTENT OF PRESENTATION
Definitions of an effective teacher and effective
teaching

The need for Triangulation of evidence

Value added measures student progress and

outcomes

Inspection perspective & external evaluation

Students views and experiences

Research reviews of effectiveness

Observation of teaching different measures

THE DEFINITION CHALLENGE
How should effectiveness be defined?

Should it be restricted to classroom work only?

Is it best measured in relation to teachers effects on

students academic outcomes?

What other educational outcomes should we look at?

A teacher is effective if she/he can accomplish the

planned goals and assigned tasks in accordance with
school goals and those of the broader education
system
. Campbell Kyriakides, Muijs, & Robinson (2004), p.61
EFFECTIVE TEACHING REQUIRES A
CRITERION FOR EFFECTIVENESS
KEY IDEA
Refers to the objectives of education in
general and of teaching in particular
Visions about the criteria are the result of a
political and societal debate, but educational
professionals, teachers and schools can also take
part in it. Although objectives of education show
changes over time, language, reading and
mathematics remain the core studies
Creemers (1999) p. 51
UNPACKING EFFECTIVENESS:

Effective in promoting which outcomes?

Effective over what time period?

Effective for whom which student groups?

A more effective teacher adds value to

student outcomes by promoting greater
progress than predicted, given the
influence of student prior attainment and
background
BUT on their own Value Added measures
should not be used to make high stakes
judgments e.g. about pay or performance due to
statistical uncertainty
THE PERSPECTIVE CHALLENGE
KEY IDEA
Different sources of information and evidence
about teacher effectiveness and effective
teaching practices the need for triangulation
of perspectives

Students educational outcomes. e.g. progress in

Language, Maths, Science & other academic
measures PLUS social -behaviour & affective
outcomes
Teachers subject and pedagogical knowledge
Professional judgments e.g. by inspectors
Observation of teachers classroom practices
Students and teachers views
INSPECTION EVIDENCE
The publication of inspection evidence can provide a
major source of evidence on effective teaching

Informing the practitioners what practices are

considered as most effective, high quality or good
and the features of unsatisfactory.

Practices are defined according to professional

judgments of inspectors.

Often provides examples and vignettes to illustrate

effective practice observed by inspectors.
FEATURES OF GOOD TEACHING IN
OUTSTANDING SCHOOLS IN CHALLENGING
CONTEXTS ENGLAND
Good subject knowledge

Well- structured lessons share a number of key

characteristics (planning & delivery)

The skilful use of well-chosen questions to engage

and challenge learns and to consolidate
understanding (interactions)

Effective assessment for learning and feedback

(Ofsted, 2009)
EXAMPLE OF INSPECTORS COMMENTARY
ON TEACHING AND LEARNING
Lessons at Bartley Green School demonstrate
consistent good practice, evidence of continuing
professional development and rigorous performance
management.
The rapport between teachers and students is very
positive, the pace is brisk and activities varied; and
students respond promptly to and confidently to
opportunities to collaborate, solve problems and
present ideas to their peers.
There are clear and non-negotiable expectations
about appropriate behaviour which are calmly and
firmly insisted upon. (Ofsted, 2009)
AS A SUBJECT TEACHER DO I:
Have detailed up-to date knowledge of the subjects I
teach?

Maintain my enthusiasm for the subject by being a

learner as well as a teacher?

Clarify my expectations and raise students

aspirations?

Plan lessons and units of work to ensure continuity

in learning?

Engage pupils interest, intellect, creativity?

 Encourage pupils to be exploratory and critical?

Use questioning skilfully to probe and extend pupils

thinking?

Give pupils sufficient time for reflection?

Recognise practical work as integral to learning for

pupils of all abilities?

Mark and assess pupils work as helpfully as is

practicable, offering informative feedback?

Self Evaluation questions suggested by Ofsted ( 2009)

PERFORMANCE INDICATORS &
REFLECTIVE QUESTIONS INTENDED TO
PROMOTE BETTER QUALITY OF
TEACHING IN HONG KONG
Performance indicators Reflective Questions for
Teachers

Teaching Organisation How do teachers design their

teaching content and adopt
teaching strategies according to
their teaching objectives and
student abilities?
Teaching Process Are teachers communication
skills effective in promoting
student learning?

Feedback and Follow Up Are teachers able to provide

appropriate feedback to students
to help them improve?

Quality Assurance Division, Education Bureau (2008)

WHAT AN EFFECTIVE TEACHER SHOULD DO
IN HONG KONG
Adopt a student-centred approach and lucid
teaching objectives, appropriate teaching
strategies and resources to promote class
interaction to enable students construct
knowledge.

Teaching should stimulate thinking, develop

students potential and foster their learning
ability. Appropriate values and attitudes are
fostered in the process.

Teachers should extend student learning through

providing life-wide learning opportunities.
 Teachers should cater for the needs of different
learners, offer suitable feedback and enhance their
confidence and interest in learning.

Schools should strive for student autonomy in the

learning process by encouraging them to actively
engage in sharing, collaboration, and exploration,
thus enabling them to enjoy learning, enhance their
effectiveness in communication and develop their
creativity and sense of commitment.
 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?

Example Items from a Questionnaire for Primary Students

My teacher makes lessons interesting
My teacher is pleased when we work hard
We do a lot of different things in our lessons
My teacher tells us when weve done good work
My teacher helps me with my work when I ask for help
I often work too easy in class
My teacher gets the class to behave well
My teacher is always there at the start of lessons
My teacher is not pleased if pupils are late for lessons or school
My teacher tells us when we make mistakes in our work
DISPOSITION FACTORS IN LOWER SECONDARY
Academic self concept in English and Maths

English academic self concept (=0.90)

I learn things quickly in my English classes
I have always done well in my English classes
Compared to others my age I am good at English
Work in my English classes is easy for me
I get good marks in English

Maths academic self concept (=0.91)

I learn things quickly in my Maths classes
I have always done well in my Maths classes
Compared to others my age I am good at Maths
Work in my Maths classes is easy for me
I get good marks in Maths

Two factors based on items taken from existing Academic self concept scales
(Marsh 1990, Marsh & Hau 2003, Marsh & Craven 2006)
= Cronbachs Alpha
 Disposition factors (Cont.)
Anxiety (=0.78)
In class I worry about what the others think of me
I get a lot of headaches, stomach aches or sickness
I worry a lot Popularity (=0.83)
I am often unhappy, downhearted or tearful I make friends easily
I am nervous in new situations Other teenagers want me to be their friend
I have many fears, I am easily scared I have more friends than most other
teenagers my age
Most other teenagers like me
I am popular with other students in my
Citizenship values (=0.75) students in my age group
Making sure strong people dont pick on weak people
Respecting rules and laws Enjoyment of school (=0.74)
Controlling your temper even when you feel angry My school is a friendly place
Respecting other peoples points of view On the whole I like being at school
Sorting out disagreements without fighting I like to answer questions in class
School is a waste of time for me
I like most of the lessons
I am bored in lessons
= Cronbachs Alpha
STUDENTS REPORTS:CLASSROOM FACTORS
Teacher support (=0.86)
Most teachers mark & return my homework promptly
Most teachers make helpful comments on my work
Teachers praise me when I work hard
Teachers tell me how to make my work better
Teachers make me feel confident about my work
Teachers are available to talk to me privately
Teachers will help me if I ask for help
I get rewarded for good behaviour
Teacher discipline (=0.62)

.53 Teachers make sure that it is quiet during

lessons
Teachers make clear how I should behave
Teachers take action when rules are broken .44
Teachers are not bothered if students turn up
.58 late

Emphasis on learning (=0.68)

Most students want to do well in exams
Teachers expect me to do my best
The lessons are usually challenging but do-able
Most teachers want me to understand something, not just
memorise it
Most teachers believe that mistakes are OKinso
r >0.50 shown long=asCronbachs
red we learn Alpha
GENERAL PROFILE OF EFFECTIVE
TEACHERS RESEARCH REVIEWS
Clear about instructional goals

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
 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 subjects areas

Accept responsibility for student outcomes

Porter & Brophy , 1988

INEFFECTIVE CLASSROOM PRACTICES
Inconsistent approaches to the curriculum and teaching

Inconsistent expectations for different learners lower for low SES

An emphasis on supervising and communicating about routines;

Low levels of teacher-student interactions

Low levels of student involvement in their work

Student perceptions of their teachers as not caring, unhelpful, under-

appreciating the importance of learning and their work

More frequent use of negative criticisms and feedback

Stoll & Fink, 1994
THE TEACHING CHARACTERISTICS OF
EFFECTIVE TEACHERS
The fine-grained behaviours of effective teachers in
most reviews of teacher profiles are likely to be
universal, as they appear to be evident in many
different countries Creemers et al. (2002)
Structuring

Delivery

Management

Interaction

Focus

Questioning

Student involvement

Emotive and cognitive feedback

DIRECT APPROACHES & CONSTRUCTIVIST
NEED FOR BALANCE

The relative utility of direct instruction and

constructivist approaches to teaching and learning
are neither mutually exclusive nor independent. Both
approaches have merit in their own right, provided
that students have the basic knowledge and skills
(best provided initially by direct instruction) before
engagement in rich constructivist learning activities.
The problem arises when constructivist learning
activities precede explicit teaching, or replace it, with
the assumption that students have adequate
knowledge and skills to efficiently and effectively
engage with constructivist learning activities
designed to generate new learning. Rowe (2006)
RELATIVE SIGNIFICANCE OF TEACHER EFFECTS

Of all the contextual variables that have been studied

to date (indicators of school socioeconomic status,
class size, student variability within classrooms, etc.),
the single largest factor affecting academic
growth of populations of students is differences
in the effectiveness of individual classroom
teachers. When considered simultaneously, the
magnitude of these differences dwarf the other
factors... Also, the effects of teachers appear to be
cumulative. At the extreme, a high-high-high
sequence [of 3-year teacher effects of 5th grade pupils]
resulted in more than a 50 percentile point higher
score in 5th-grade math achievement than the low-
low-low sequence.
(Rowe 2006)
FEATURES OF AN EFFECTIVE SCHOOL
CULTURE
Three essential core conditions which
together create a positive school culture:

professional high quality leadership &

management
a concentration on teaching and student
learning
a learning organisation - a school with
staff willing to be learners & participate
in staff development

The Intelligent School MacGilchrist, Myers & Reed, 1997

 EXAMPLE OBSERVATION INSTRUMENTS
Classroom Assessment Scoring System (CLASS)
3 major domains
Emotional support
Classroom organisation
Instructional supports

International Schedule for Teacher Observation &

Feedback (ISTOF)
7 theoretical components, 21 indicators 45 items e.g
Component 1 - Assessment & Evaluation

Lesson Observation form for Evaluating the Quality of

Teaching (QoT)
26 indicators covering 9 Criterion e.g. Criterion - Safe &
orderly climate
KEY FINDINGS EPPE RESEARCH
YEAR 5 USING THE COS 5 (CLASS)

Observed significant variation in both teachers

classroom practice and pupils behaviour in class and
distinguished between better and poorer quality in
the educational experiences for Year 5 pupils.

Levels of student engagement were found to be

relatively high and classroom climates were generally
positive. Teacher detachment was generally low and
there was little pupil off task behaviour observed.
 Teachers varied in many aspects of their pedagogical
practice and classroom organisation (for example the
teaching of analysis skills and the extent of emphasis on
basic skills) and several important features of observed
practices (e.g. related to classroom climate, smooth
organisational routines etc).

The quality of teaching and pupil response was found to

be consistently higher in classes where a plenary was
used in both literacy and numeracy lessons and lowest
in classes where no plenary was used in either subject.

Overall teaching quality (defined by factors in the

analysis) could be identified and teachers identified as
showing mainly high rather than low quality practices
predicted better student progress in both mathematics
and reading
 UNDERLYING DIMENSIONS IDENTIFIED

Evaluative Instrument Behavioural

QoT (van der Grift) Instrument
ISTOF (Teddlie et al)

Supportive lesson climate Clear and coherent lesson

in a supportive learning
climate

Proactive lesson Engaging students with

management well chosen assignments
and activities

Well organized lesson Positive classroom

with clear objectives management

Environmental and Purposive learning

teacher support

Quality of questioning &

feedback for students
GOOD PRACTICE IN CLASSROM
OBSERVATION -KEY IDEA
To promote improved classroom practice, a relationship of trust
between the observed teacher and the observer is important. The
observer should start by focussing on strong points in a lesson,
then point out any areas for further development .

Criteria for observation should be clear and feedback

constructive and positive. The observed teacher should contribute
to the discussion and comment on the observations

Peer observation can be helpful where teachers take turns to

observe each other teaching and give feedback in turn.

Feedback should be on observed behaviour that the teacher can

change.
After Muijs & Reynolds, 2005
CHARACTERISTICS OF EFFECTIVE
CLASSROOM PRACTICE DAY ET AL 2008
 SOME GUIDELINES for Evaluation Systems...
Draw on the knowledge base from effectiveness research on schools,
departments and classroom practice as a guide for key features to
study

Use a range of sources e.g. including value added measures of

student progress, observations of classroom practices, evidence
from student surveys and professional judgments of inspectors
informed by research

Include different education stakeholders in decisions about what is

important to measure

Capture information about teachers contributions to student

outcomes that include but also go beyond academic outcomes e.g.
dispositions, engagement, behaviour, citizenship values etc to cover
broader concepts of student well being and achievements

Foster a collaborative culture of teachers professional &

organisational learning in schools

Encourage self-evaluation & review at all levels (teacher,

department, school)