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Reclaiming professionalism: Improving teaching Robert Coe Festival of Education, Friday, 20 th June 2014, Wellington College
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Reclaiming professionalism:Improving teaching
Robert Coe
Festival of Education, Friday, 20th June 2014, Wellington College
∂
Getting teachers better
What does ‘better’ look like? How do we get better? How will we know if we have?
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What does ‘better’ look like?
∂
If you want to be a better teacher,
Do you know what aspect of your practice you should work to improve?
Do you know what you should do to improve it?
Can you actually do this? How will you know if it has improved?
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(‘should’ = ‘most likely to lead to benefit’)
∂
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Danielson Frameworkhttp://danielsongroup.org/framework/
1. Planning and preparationa. Demonstrating Knowledge of Content
and Pedagogyb. Demonstrating Knowledge of Studentsc. Setting Instructional Outcomesd. Demonstrating Knowledge of
Resourcese. Designing Coherent Instructionf. Designing Student Assessments
2. Classroom environmenta. Creating an Environment of Respect
and Rapportb. Establishing a Culture for Learningc. Managing Classroom Proceduresd. Managing Student Behaviore. Organizing Physical Space
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3. Instructiona. Communicating with Students
b. Using Questioning and Discussion Techniques
c. Engaging Students in Learning
d. Using Assessment in Instruction
e. Demonstrating Flexibility and Responsiveness
4. Professional responsibilitiesa. Reflecting on Teaching
b. Maintaining Accurate Records
c. Communicating with Families
d. Participating in the Professional Community
e. Growing and Developing Professionally
f. Showing Professionalism
∂
Teacher Professional Standardsshould
Be based on best evidence about pedagogy, teacher effectiveness, learning theory
Reflect diversity of teacher needs (one size doesn’t fit all)
Include protocols for demonstrating when they are met that are– Clear and operationalisable– Consistent across different raters, schools, etc– Demonstrably predictive of valued pupil outcomes
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∂
Evidence-based standards for effective teaching? Evidence about relationships between teacher
skills, knowledge & behaviours and ‘effectiveness’ Evidence about what can be changed (and how) Based on ‘best’ theories of
– Pupil learning– Pedagogy & teaching effectiveness– Behaviour change (individual, institutional, systemic)
Most important: does focusing on these things lead to improvement?
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∂
Impact vs cost
Cost per pupil
Eff
ect
Siz
e (
mon
ths
gain
)
£00
8
£1000
Meta-cognitive
Peer tutoringEarly Years
1-1 tuitionHomework (Secondary)
Mentoring
Summer schools After
school
AspirationsPerformance pay
Teaching assistants
Smaller classes
Ability grouping
Most promising for raising attainment
May be worth it
Small effects /
high cost
Feedback
Phonics
Homework (Primary)
CollaborativeSmall gp
tuition Parental involvement
Individualised learning
ICT
Behaviour
Social
www.educationendowmentfoundation.org.uk/toolkit
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Knowledge of research
A. A one-to-one numeracy intervention (two 15-minute sessions per week, delivered by teaching assistants) for Year 2-6 pupils who are struggling with numeracy (outcome: maths)
B. Nine weekly one-hour sessions where Y7 pupils below L4 read and discuss an age-appropriate book, with tools and resources to encourage reading for pleasure (outcome: reading)
C. A four-week summer school programme (between Y6 & 7) for pupils who had been predicted to achieve KS2 below Level 4b in English, focussed on poetry and writing (outcome: writing).
D. Y6 & 7 teachers trained to deliver a programme to help low attaining pupils plan, monitor and evaluate their writing using memorable experiences, eg trips and visitors (outcome: writing).
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Put these in order of effectiveness:
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Learning theory
In what ways does understanding depend on knowledge? In what ways does knowledge depend on understanding?
Give an example of a common misunderstanding of a key concept you have taught. How might you address it?
How can teachers make it most likely that students will remember what they have learnt?
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∂
Do teachers need to understand research?
Maybe, if– The research is good– We can connect theory and practice
RISE: Research leads Improving School – With Alex Quigley, John Tomsett, Stuart Kime
– Based around York– RCT: 20 school leaders trained in research, 20
controls– Contact: [email protected]
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How do we get better?
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Broader argument
Teacher quality is what matters We need to focus on teacher learning Teachers learn just like other people
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– Get good information about where they are at– Give good feedback
Cultural changes are required to – Help teachers learn from each other– Give teachers ownership of their learning
– Be clear what you want them to learn
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Clarifying, sharing and understanding learning intentions and success criteria
Attempts to describe these are either– Too broad to be well-defined – Too narrow to capture real learning
Must be operationalised with – Examples of behaviours that do / do not exemplify– Specific “tasks that elicit evidence of learning”
Therefore need to assess teacher learning– Does not imply evaluation/ranking/consequences
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(Wiliam, 2011)
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How do we get students to learn hard things?
Eg Place value Persuasive
writing Music
composition Balancing
chemical equations
• Explain what they should do• Demonstrate it• Get them to do it (with
gradually reducing support)• Provide feedback • Get them to practise until it is
secure• Assess their skill/
understanding
∂
How do we get teachers to learn hard things?
Eg Using formative
assessment Assertive
discipline How to teach
algebra
• Explain what they should do
∂
Intense: at least 30 contact hours, preferably 50+ Sustained: over at least two terms Content focused: on teachers’ knowledge of
subject content & how students learn it Active: opportunities to try it out & discuss Supported: external feedback and networks to
improve and sustain Evidence based: promotes strategies supported
by robust evaluation evidence
What CPD helps learners?
Do you do
this?
How will we know if we have?
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Why monitor teaching quality? Strong evidence of (potential) benefit from
– Performance feedback (Coe, 2002)– Target setting (Locke & Latham, 2006)– Accountability (Lee, 2008)
Individual teachers matter most Teachers typically stop improving after 3-5 years Everyone can improve Judging real quality/effectiveness is very hard
– Multidimensional– Not easily visible– Confounded
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Monitoring the quality of teaching Progress in assessments
– Quality of assessment matters (cem.org/blog)– Regular, high quality assessment across curriculum (InCAS, INSIGHT
)
Classroom observation– Much harder than you think! (cem.org/blog)– Multiple observations/ers, trained and QA’d
Student ratings– Extremely valuable, if done properly (http://
www.cem.org/latest/student-evaluation-of-teaching-can-it-raise-attainment-in-secondary-schools)
Other– Parent ratings feedback– Student work scrutiny– Colleague perceptions (360)– Self assessment– Pedagogical content knowledge
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School ‘improvement’ often isn’t School would have improved anyway
– Volunteers/enthusiasts improve: misattributed to intervention– Chance variation (esp. if start low)
Poor outcome measures– Perceptions of those who worked hard at it– No robust assessment of pupil learning
Poor evaluation designs– Weak evaluations more likely to show positive results – Improved intake mistaken for impact of intervention
Selective reporting– Dredging for anything positive (within a study)– Only success is publicised
(Coe, 2009, 2013)
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Clear, well defined, replicable intervention
Good assessment of appropriate outcomes
Well-matched comparison group
EEF DIY
Evaluatio
n Guide
Key elements of good evaluation
What could
you evaluate?
Summary …
1. Teacher ‘quality’ needs to be evidence-based
2. Focus on characteristics that help us improve
3. Teachers learn the same way as other people
4. Monitoring and evaluation are important, but hard
www.cem.org
@ProfCoe
