It matters not a jot how
much high quality teaching and learning can be observed in the tiny sample of lessons inspected, because having been forced to make the judgement on the hopelessly invalid school performance data, all the inspectors do in the lessons they look at is to think up comments to make to justify the inadequate / requires improvement judgement already made before they set foot in the building.
Not exact matches
It does mean aiming for a
much higher level of
teaching expertise, and having a focus on
quality teaching rather than programs.
Many teachers are already doing
much of what goes into producing an SGO: working in collaborative groups to address questions surrounding student achievement, using
high -
quality assessments, differentiating instruction and setting goals based on student readiness, and
teaching a curriculum aligned to state standards.
It stated that «it is vital that serving teachers have access to on - going,
high -
quality opportunities to update and refresh their skills and knowledge» and that «evidence - driven, career - long learning is the hallmark of top professions»; also identifying that «teachers report that far too
much professional development is currently of poor
quality and has little or no impact on improving the
quality of their
teaching» (Department for Education, 2014: 10).
The new rule must maintain a
high standard of
quality for teachers and simplify the licensure system as
much as practicable, including the following: (a) simplify the grade levels licensees can
teach and adopt broadfield subject licenses; (b) enable school districts to increase the number of teachers by offering internships and residency opportunities; (c) simplify out - of - state licensure reciprocity; and (d) expand pathways for existing licensees to fill
high needs or shortage areas.
For example, in
higher - performing schools with better working conditions (e.g., more collaborative time with colleagues and opportunities for engagement in teacher - led professional development), teachers were
much more likely to assess students before and after
teaching lessons, embed assessments within informal instruction, and offer more individualized instruction (Southeast Center for Teaching Quality
teaching lessons, embed assessments within informal instruction, and offer more individualized instruction (Southeast Center for
Teaching Quality
Teaching Quality, n.d.).
Gordon MacInnes shows that it's possible for
high - poverty schools to do a
much better job of
teaching low - income youngsters to read, through the tale of how a package of reforms, including
high -
quality pre-K and intensive, data - driven literacy instruction in the early grades, dramatically improved reading performance for children in some of New Jersey's
highest - poverty, most troubled districts.
When induction programs meet a
high bar for
quality, they make for a
much smoother transition into
teaching.
While
high -
quality teaching matters most for student achievement,
high -
quality teaching is
much more complex than the general public and policymakers realize.