World Leader Great schools, great teaching and how to get them

World Leader Great schools, great teaching and how to get them Professor Chris Husbands, Director, Institute of Education Professor Chris Husbands, Professor Director, Chris Husbands Institute Director, Institute of of Education www.ioe.ac.uk director_ioe @director_ioe

Great schools, great teaching and how to get them 1: Why teaching matters 2:What great teaching looks like 3: How great teaching works 4: So getting great teaching

Keys to success? The best school systems...have the best teachers. Countries and regions such as Finland, Singapore, South Korea, Ontario..recruit teachers from the top echelon of graduates each year, pay them well and create and maintain a culture of inclusion and quality throughout teachers careers..the quality of an education system cannot exceed the quality of its teachers McKinsey & Co, 2007

Keys to success? What is the most important schoolrelated factor in student learning? The answer is teaching Bob Schwartz, Harvard GSE, 2010

Keys to success? Life isn t fair, but good teaching and good schools are the best means we have of overcoming disadvantage and opening the doors of opportunity for young people Stephen Dinham, Melbourne University 2012

The impact of good teaching Sanders and Rivers, 2002

Measuring effectiveness Teachers assessed pupil test scores, classroom observation and pupil feedback. In Y2, teachers randomly assigned to classes. Pupil test scores at the end of Y2 significantly higher amongst those taught by teachers who had highest test results in Y1 Test results stronger predictive measure for pupil outcomes than other measures Gates Foundation (2012) Measures of Effective Teaching

100 80 60 40 20 0 20 40 60 80 100 Within schools The impact of good teaching Between schools Argentina Trinidad and Tobago Italy Qatar Turkey Bulgaria Israel Panama Germany Peru Hungary Dubai (UAE) Austria Belgium Luxembourg Netherlands Japan Chile Uruguay Greece Brazil Czech Republic Slovenia Romania Croatia Serbia United States Mexico Singapore Jordan Kyrgyzstan Colombia Montenegro Hong Kong-China Albania Tunisia Slovak Republic Liechtenstein Kazakhstan Macao-China Ireland United Kingdom Chinese Taipei Korea Switzerland Australia New Zealand Portugal Shanghai-China Azerbaijan Russian Federation Canada Sweden Lithuania Indonesia Spain Poland Estonia Latvia Iceland Thailand Denmark Norway Finland

The variants of learning?

Poor proxies for learning Students are busy and lots of work is done (especially written work) Students are engaged, interested, motivated Students are getting attention Classroom is ordered, calm, under control Curriculum has been covered (presented to students in some form) (At least some) students have supplied correct answers (whether or not they really understood them or could reproduce them independently)

A simple view of learning Learning happens when people have to think hard

The variants of teaching? Enriched learning environments

Great schools, great teaching and how to get them WHAT HOW

A simple formula for teaching Q t = C + E {ƒ (K (s+t) + I)P}

A simple formula for teaching Committed Teachers Quality Teaching = plus Effective Pedagogy which involves Knowledge of subject and of effective teaching interventions together with Imagination multiplied by deliberative Practice Q t = C + E {ƒ (K (s+t) + I )P}

The teaching formula: C - committed teachers Teach to Change the World

K s Knowledge and knowledge building Knowledge of in contrast and knowledge about Constructive use of authoritative information Understanding as an emergent feature Marlene Scardamalia

The teaching formula: K t - knowledge about teaching Growth mindset Embedded formative assessment Instructional strategies Dialogic teaching Teaching as clinical practice Visible learning

The teaching formula: the knowledge base for teaching? Pedagogy is complex, multifaceted and demanding Great pedagogy develops when teachers use the research and knowledge base for teaching. Successful pedagogy depends connecting the research base to specific learning settings

Effective pedagogies give serious consideration to pupil voice Nine strong claims about pedagogy (Husbands and Pearce 2012) Effective pedagogies focus on longer term learning outcomes as well as short term goals Effective pedagogies depend on behaviour, knowledge and belief

Nine strong claims about pedagogy (Husbands and Pearce 2012) Effective pedagogies use a range of approaches including whole class, structured group work, guided learning and individual activity Effective pedagogies embed assessment for learning and assessment for teaching Effective pedagogies develop higher order thinking and metacognition, and make good use of dialogue and questioning

Nine strong claims about pedagogy (Husbands and Pearce 2012) Effective pedagogies are inclusive and take account of the diverse needs of learners & student equity Effective pedagogies build on pupils prior learning and experience Effective pedagogies scaffold pupil learning

The next steps in developing practice. Spend some time reflecting in threes on what specific priorities you have in order to take the next steps in improving pedagogic practices across the alliance. Each of you should formulate one priority

The teaching formula: imagination and practice

Imagination and innovation

Extra months per year o f learning 1 0-1 -2-3 -4-5 Getting great teaching: what doesn t work (1) Mathematics 0-1 -2-3 -4-5 0 1 2 3 to 5 Years of teaching experience 1 Reading 0 1 2 3 to 5 Years of teaching experience Rivkin, Hanushek and Kain (2005)

Hours of practie per week 35 30 25 20 15 10 5 0 Getting great teaching: what doesn t work (2) How much do violinists practice? Music Ed Good Best Professionals 4 9 Age 14 19

What doesn t work (2):how much do violinists practice? Hours of practice by age 18 Music Education students 3420 Good violin students 5301 Best violin students 7410 Professional musicians 7336 By 18, the best have 40% more practice than good violinists. Since their total is close to the maximum possible, it is, essentially, impossible for the good students to catch up to the best.

Deliberative practice Designed to improve performance By design? Supported by coaching Demanding: at the edge of current performance Feedback available continuously 3

Deliberate practice is Schools and deliberative practice Repetitious: an effortful activity that can be sustained only for a limited time each day Not fun: neither motivating nor enjoyable it is instrumental in achieving further improvement in performance Precise Analytic Extended

Reshaping teaching Teaching is Mathematics a clinical practice which involves Reading access to the research base, complex decision-making and deliberative practice Q t = C + E {ƒ (K (s+t) + I )P}

Great schools, great teaching and how to get them Imagine a school in which you taught better simply by virtue of teaching in that school. What would such a school be like? Judith Warren Little

Great schools, great teaching and how to get them Three key questions What do teachers need to do next to get better at teaching? How will teachers do it what support, resources and help is needed? How will we know whether they have improved? Professional learning at the core of school improvement

Great schools, great teaching and how to get them Go back to the priority you formulated. What do I need to do next to get better at teaching? How am I going to do it what support, resources and help is needed? How will I know whether I have improved? Professional learning at the core of school improvement

Schools as rich learning environments The setting Practice Provision High expectations with a clear understanding of what excellence looks like Evidence, data and insight to inform practices Cultures A culture of coaching, mentoring and support An inquiry orientation: teaching as clinical practice Links Technologies as ambient External research and development partners

How do ideas about teaching move around school and beyond? By chance? By design? By design? Through structures? Through a planned sequence? 4

A coda: who is this?

sustaining excellence Better is possible. It does not take genius. It takes diligence. It takes moral clarity. It takes ingenuity. And above all, it takes a willingness to try. Gawande, A., 2011: A surgeon s notes on performance Q t = C + E {ƒ (K (s+p) + I) P}

World Leader Great schools, great teaching and how to get them Professor Chris Husbands, Director, Institute of Education Professor Chris Husbands, Professor Director, Chris Husbands Institute Director, Institute of of Education www.ioe.ac.uk director_ioe @director_ioe