Professor Pam Sammons University of Oxford Department of Education

1. EFFECTIVE TEACHING:What can we learn from research?Presentation for E-ACT Conference 20 May 2014 Professor Pam Sammons University of Oxford Department of Education

2. CONTENT OF PRESENTATION • Equity Challenge & School Effectiveness • Definitions of an Effective teacher and Effective teaching • The need for Triangulation of evidence • Value added measures – student progress • Inspection perspectives & external evaluation • Students’ views and experiences • Research reviews of effectiveness • Observations of teaching – different measures

3. Defining Equity and Equality in Education ► Formal equality of access/provision ► Equality of participation (treatment) ► Equality of outcome • Although school (& pre-schools)s are important in the development of social inclusion wider social and economic policies are also highly relevant. • School effectiveness & improvement research seeks to study and work with practitioners to enhance understanding about the processes of effective and improving schools and teaching in different and equity considerations remain a key focus.

4. Equity Challenges for Educators Students from disadvantaged backgrounds are more likely than others to experience educational failure – e.g. role of gender, SES, ethnicity/caste/religion, region (urban/rural) Reasons for addressing such failure philosophical/ethical- to promote fairness improvement in quality of life and opportunities for all groups, to encourage positive attitudes to future learning and self-esteem political- to promote social cohesion and inclusion and empower young people as citizens to participate in a successful democracy economic- to promote future prosperity, meet needs of economy & employers, prevent waste of talent & avoid social/economic burden on public purse

5. Focus of SER The central focus a belief in the potency of social institutions ‘the idea that schools matter, that schools do have major effects upon children’s development and that, to put it simply, schools do make a difference’ (Reynolds & Creemers, 1990) Foci of SER studies include identifying the: • Size and extent of school effects • Characteristics that promote better student outcomes • Effective teaching • Influences of context on outcomes • Processes of institutional change • Long term impact of schools & schooling on life chances

6. Aims & Goals of Early SER To promote Equity and Excellence • Clientele - poor/ethnic minority students • Subject matter - basic skills reading & maths • Equity - children of urban poor should achieve at same level as those of middle classes

7. Importance of Student Outcomes ‘For us the ‘touchstone’ criteria to be applied to all educational matters concern whether children learn more or less because of the policy or practice’ Reynolds 1997 ‘An effective school is one in which students progress further than might be expected from consideration of its intake’Mortimore 1991 SER seeks to identify the ‘Value Added’ by schools to student outcomes In England the availability of national assessment & examination data allowed the development of contextualised value added (CVA) indicators of school performance

8. The Impact of Intake ‘Natural justice demands that schools are held accountable only for those things they can influence (for good or ill) and not for all the existing differences between their intakes’ (Nuttall 1990) SER seeks to disentangle the impact of prior attainment and background characteristics from the impact of school and classes/teachers on students’ progress/social or affective outcomes

9. EFFECTIVE TEACHING: DEFINITION CHALLENGE • How should teaching effectiveness be defined? • Should it be restricted to teachers’ 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

10. 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

11. 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

12. 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

13. 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.

14. 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)

15. EXAMPLE OF INSPECTION 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-negotiableexpectations about appropriate behaviour which are calmly and firmly insisted upon. (Ofsted, 2009)

16. 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?

17. 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)

18. PERFORMANCE INDICATORS & REFLECTIVE QUESTIONS INTENDED TO PROMOTE BETTER QUALITY OF TEACHING IN HONG KONG Quality Assurance Division, Education Bureau (2008)

19. WHAT AN EFFECTIVE TEACHER SHOULD DO: INSPECTORS’ VIEWS IN HONG KONG • Adopt a student-centred approach and lucid teaching objectives, appropriate teaching strategies and resources to promote class interaction to enable students to 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.

20. 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.

21. 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? • 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 we’ve 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 Example Items from a Questionnaire for Primary Students

22. DISPOSITION FACTORS IN LOWER SECONDARY Academic self concept in English and Maths Two factors based on items taken from existing Academic self concept scales (Marsh 1990, Marsh & Hau 2003, Marsh & Craven 2006) α= Cronbach’s Alpha

23. Disposition factors (Cont.) α= Cronbach’s Alpha

24. STUDENTS’ REPORTS:CLASSROOM FACTORS r >0.50 shown in red α= Cronbach’s Alpha

25. 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

26. 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

27. 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

28. 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 countriesCreemers et al. (2002) • Structuring • Delivery • Management • Interaction • Focus • Questioning • Student involvement • Emotive and cognitive feedback

29. 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)

30. 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)

31. 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 IntelligentSchoolMacGilchrist, Myers & Reed, 1997

32. 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

33. 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.

34. Chaos Evaluative feedback Negative climate 50% 40% Variation in Observed Classroom Practice and Processes in 125 Year 5 Classes - EPPE3-11 % Classrooms 30% 20% 10% Over control Positive climate Positive use of Instructional time 50% 40% % Classrooms 30% 20% 10% Richness of instruction Teacher detachment Teacher sensitivity 50% 40% % Classrooms 30% 20% 10% 2.00 3.00 4.00 5.00 6.00 2.00 3.00 4.00 5.00 6.00 2.00 3.00 4.00 5.00 6.00 Quality Ratings 1-7 scale Quality Ratings 1-7 scale Quality Ratings 1-7 scale

35. Variations in Observed Child Academic Behaviour in 125 Year 5 Classes: EPPE 3-11 Engaged Highly engaged 50% 40% % Classrooms 30% 20% 10% Off task Unproductive 50% 40% % Classrooms 30% 20% 10% 2.00 4.00 6.00 8.00 2.00 4.00 6.00 8.00 10-min Interval 10-min Interval

36. Comparison of Use of Literacy Plenary and Numeracy Plenary sessions in Year 5 Classes EPPE 3-11 Study •Ofsted judgments on overall school ‘effectiveness’, ‘improvement’ and on-going assessment were more positive in schools where the literacy plenary session was observed • Classes where a plenary session was seen had significantly higher mean scores on the observed quality of pedagogy factors, classes with no plenary had the lowest scores for all factors

37. What matters in the classroom:Teaching quality Overall, observed Y5 Teaching quality is a significant predictor of better cognitive progress from Year 1 to Year 5 in both Reading and Maths.

38. 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

39. UNDERLYING DIMENSIONS IDENTIFIED

40. 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 especially 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

41. CHARACTERISTICS OF EFFECTIVE CLASSROOM PRACTICE – DAY ET AL 2008

42. INSPRING TEACHERS: PUPILS’VIEWS • Students’ overall ratings indicate that they strongly believe their teachers: • Have high expectations for pupils, and positive relationships with them • Create a positive, supportive, and reassuring classroom climate • Have clear instructional goals and well-structured lessons • Are approachable, fair, and helpful • Transmit their enjoyment of learning to pupils • Promote positive learning experiences, attitudes, engagement and motivation.

43. WHAT PUPILS SAID THEY LIKED • Group work and collaboration • Varied lesson activities, group arrangements, and topics • A range of resources, from handouts to ICT • A prompt start and appropriate lesson pace • A strong focus on learning and progress • Lessons attuned to student interest and enjoyment • Clarity about what to do and how to improve their work • Interactive teaching approaches and individual support • Positive relationships with their teachers • Teachers’ who show consistent and effective classroom management, ensuring other students’ positive behaviour • Lessons that are fun • Teachers who are kind, fair and have a sense of humour • Being known and valued as individuals.

44. INSPIRING TEACHING: THEMES & PERSPECTIVES Sammons et al (forthcoming)

45. 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)