Excellence in Teaching and Learning

Excellence in Teaching and Learning

Building practice excellence

The use of evidence

A high threshold was set to determine the priorities and initiatives of the Framework. An evidence hierarchy was used to include a mix of meta-analyses, systematic reviews of randomised control trials, as well as pre-post studies, quasi-experiments and evaluations of current programs used in Victoria.

While the research includes average effect sizes, it does not rely entirely on them as indicators of effective school improvement. This is because effect sizes can be problematic for several reasons. Firstly, it is difficult to accurately compare effect sizes from meta-analyses where different methods are used in estimating average effect sizes. Secondly, some meta-analyses estimate average effect sizes using only a limited number of studies and findings may be less reliable or applicable more broadly. Further, the way in which some effect size categories are developed may be of limited use operationally in schools.

Evidence of strongest impact on student outcomes

·  Teachers can look to their colleagues or school leaders for feedback on their practice. Students can also give useful, reliable, and accurate feedback on teacher practice (Bill & Melinda Gates Foundation, 2013).

·  Strong evidence links impact to discussion with colleagues, observing other teachers and professional networks (Blank & de las Alas, 2009).

·  Collaboration can support new ideas and challenge existing ones which can be a powerful form of teacher learning (Desimone, 2009; Timperley et al, 2007).

·  More effective professional learning is longer in duration (more than 14 hours) (Klaas et al, 2012; Yoon et al; 2007) and has reinforcement over a long period of time (six months or more) (Blank & de las Alas, 2009; Timperley et al, 2007).

·  Powerful outcomes arise when teachers accept that they need to improve practice because student learning is not being maximised (Timperley et al, 2007).

·  Programs that focus mainly on teacher behaviour have less impact than those that focus on teachers’ knowledge of the subject, the curriculum, or how students are learning the subject (Yoon et al; 2007).

·  Reviewing student work is an important part of effective professional learning (Desimone, 2009; Klaas et al, 2012).

·  Strong evidence links impact to discussion with colleagues, observing other teachers and professional networks (Blank & de las Alas, 2009).

·  Collaboration can support new ideas and challenge existing ones which can be a powerful form of teacher learning (Desimone, 2009; Timperley et al, 2007).

·  Skills of inquiry help teachers judge the impact of their teaching on learning and to identify next steps for their own learning (Timperley et al, 2007).

·  There is strong evidence that professional learning using multiple types of active activities (e.g. observing expert teachers, being observed, and reviewing student work) is most effective (Klaas et al, 2012; Yoon et al; 2007).

Key references

Bill & Melinda Gates Foundation (2013) Ensuring Fair and Reliable Measures of Effective Teaching: Culminating Findings from the MET Project’s Three-Year Study. Seattle: Bill & Melinda Gates Foundation. Retrieved November 22, 2014, from http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&sqi=2&ved=0CCIQFjAA&url=http%3A%2F%2Fwww.metproject.org%2Fdownloads%2FMET_Ensuring_Fair_and_Reliable_Measures_Practitioner_Brief.pdf&ei=7wtwVNmsKZTi8AW60YKwBA&usg=AFQjCNEoH_4L8Y3qQ2-6CIKiV13BeZAFFw&bvm=bv.80185997,d.dGY

Blank, R. K., & de las Alas, N. (2009) Effects of teacher professional development on gains in student achievement: How meta-analysis provides scientific evidence useful to education leaders. The Council of Chief State School Officers.

Desimone, L. M. (2009) Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures Educational Researcher, 38(3), 181–199.

Klaas, van V., Zwart, R., & Meirink, J. (2012) What Makes Teacher Professional Development Effective? Teacher Learning That Matters: International Perspectives, 62.

Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007) Teacher professional learning and development: Best Evidence Synthesis Iteration. Auckland: Ministry of Education.

Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. L. (2007) Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement. Issues & Answers. Regional Educational Laboratory Southwest (NJ1). Retrieved September 25, 2014.