«What needs to be addressed in particular is
the variable quality of teaching.
Not exact matches
The release in January
of the
Teaching Commission's report, «
Teaching at Risk: A Call to Action,» presents us with an opportunity to reconsider the importance
of teacher
quality as a critical
variable in the current effort to implement standards - based reform and high - stakes accountability.
In response to a Neil Carmichael, who called on the Education Secretary to make the subjects compulsory, Nicky Morgan said: «The vast majority
of schools already make provision for PSHE and while the government agrees that making PSHE statutory would give it equal status with other subjects, the government is concerned that this would do little to tackle the most pressing problems with the subject, which are to do with the
variable quality of its provision, as evidenced by Ofsted's finding that 40 per cent
of PSHE
teaching is less than good.
Estyn's annual report raises concerns about the «
variable»
quality of teaching and standards generally, especially in secondary schools.
«The single most powerful
variable in student achievement is the
quality of teaching.
For far too long, definitions
of high -
quality teaching have been local,
variable, and superficial — and often focused heavily on matters other than instruction itself.
Ms Morgan said: «The vast majority
of schools already make provision for PSHE and while the Government agrees that making PSHE statutory would give it equal status with other subjects, the Government is concerned that this would do little to tackle the most pressing problems with the subject, which are to do with the
variable quality of its provision, as evidenced by Ofsted's finding that 40 %
of PSHE
teaching is less than good.
When
quality is discussed, it is typically measured by two dimensions: (1) process
variables (e.g., the nature
of children's interactions with adult caregivers) and (2) structural
variables (e.g., the characteristics that can be regulated by policy and that create beneficial conditions for children's development, including adult: child ratios, group size, and teacher training).1, 2 In discussions
of quality, curriculum — or the content
of what is
taught to children — has not been the focal point until recently.