Concept of Teacher Effectiveness

Contributed by:
Sharp Tutor
Trainees will have:
1. a developing understanding of the concept of teacher effectiveness and be developing an awareness of multiple perspectives.
2. an overview of the DfE Teachers’ Standards as one model of teacher effectiveness 3. An awareness of the WADs and best practices.
1. Moving Towards QTS-
The Teachers’ Standards and WADs
August 2019
2. Trainees will have:
1. a developing understanding of the concept of
teacher effectiveness
…..and be developing an awareness of multiple
2. an overview of the DfE Teachers’ Standards
as one model of teacher effectiveness
3. An awareness of the WADs and best practice
3. This lecture is based, in particular, on research by:
Hattie (2003)
Distinguishing Expert Teachers from Novice and Experienced
Teachers: Teachers Make a Difference
Day et al. (2008)
Effective Classroom Practice
Nelson et al. (2015)
What makes great pedagogy and great professional
4. …the teacher
“ It is the teacher in the classroom who is the
most powerful lever of change” (Hopkins et al.
Teachers “account for about 30% of the variance
[in pupil outcomes]. It is what teachers know,
do, and care about which is very powerful in
this learning equation.” (Hattie 2003)
“The quality of teaching is more important to
pupil outcomes than anything else a school can
control..” (DfE, 2016)
5. Teacher Effectiveness
How would you recognise an
effective teacher?
Personal reflection?
6. How would you recognise an
effective teacher?
Personal reflection? encourages you
is kind
listens to you
Child’s view?
makes you feel clever
helps you when you're stuck
likes teaching their subject has faith in you
treats people equally
(Hay McBer, 2000)
7. How would you recognise an
effective teacher?
Personal • Climate for learning
• Relationships
Child’s view? • Learning & teaching
• Pupil needs
Researcher’s • Assessment for learning
• Resources & environment
• Planning & organisation
Day et al. (2008)
8. How would you recognise an
effective teacher?
Personal reflection?
• Enshrined in the
Child’s view? DfE standards
Researcher’s view?
9. The Teachers’
10. The Teachers’ Standards (DfE, 2013)
• A set of statements which define
the expectations of teachers
• Meet Standards to gain QTS
• Ofsted expectation that will be
met at ‘Good’ & ‘Outstanding’
• Standards are same for all
• BUT…assessment must take
account of ROLE and
11. (DfE, 2013)
12. I promise that:
I will make the education of my pupils my first
concern, and will be accountable for
achieving the highest possible standards in
work and conduct.
I will act with honesty and integrity; have strong
subject knowledge, keep my knowledge and
skills as a teacher up-to-date and be self-
critical; forge positive professional
relationships; and work with parents in the
best interests of my pupils.
13. Part One: Teaching Can you recall the 8 areas of
teaching/professional practice?
1. Set high expectations which inspire, motivate and challenge pupils (3)
2. Promote good progress and outcomes by pupils (5)
3. Demonstrate good subject and curriculum knowledge (5)
4. Plan and teach well structured lessons (5)
5. Adapt teaching to respond to the strengths and needs of all pupils (4)
6. Make accurate and productive use of assessment (4)
7. Manage behaviour effectively to ensure a good and safe
learning environment (4)
8. Fulfil wider professional responsibilities (5)
14. Teacher standards: Part 2
A teacher is expected to demonstrate
consistently high standards of
personal and professional conduct.
15. Part 2: Teachers uphold public trust in the profession and
maintain high standards of ethics and behaviour,
within and outside school, by:
treating pupils with dignity, building relationships
rooted in mutual respect, and at all times observing
proper boundaries appropriate to a teacher’s
professional position
having regard for the need to safeguard pupils’ well-
being, in accordance with statutory provisions.
showing tolerance of and respect for the rights of
16. not undermining fundamental British values, including
democracy, the rule of law, individual liberty and mutual
respect, and tolerance of those with different faiths and beliefs.
ensuring that personal beliefs are not expressed in ways which
exploit pupils’ vulnerability or might lead them to break the law.
Teachers must have proper and professional regard for the
ethos, policies and practices of the school in which they teach,
and maintain high standards in their own attendance and
Teachers must have an understanding of, and always act within,
the statutory frameworks which set out their professional duties
and responsibilities.
17. How will I meet
the Standards?
University-based Course
• Seminars, tasks,
School Placements
•Observations of your
teaching (lesson Reflection
observation forms; •Reflect upon your progress
placement profiles; Training towards meeting the Standards
•Weekly meeting with your in your online Professional
mentor Development Profile (e-PDP)
•School-based observation
and tasks
18. Teachers’ Standards
19. Qualified Teacher Status
The statements in the DFE Teachers’ Standards set out the minimum
standard that can reasonably be expected of the trainee teacher at
the point of recommendation for the award of QTS.
All trainees recommended for the award of QTS must meet all of the
standards at least at this minimum level (grade 3).
This is a demanding standard in itself; nevertheless in order to achieve
continued improvement in the quality of teaching, the target should
be to achieve good (grade 2) or better outcomes by the end of ITT.
Remember …this is the beginning of your
20. Warwick Assessment
Descriptors – The WADs
• Tool to be used by trainees, mentors and link
tutors on placement
• Inform judgments about teaching (including self
• Can be used to develop targets – mentor and
• Help ensure consistency
• Use as a working document
• VERY IMPORTANT – our most successful trainees
fully engage with the WADs
22. The WADs are the trainees’ ‘Steps to Success’
23. Working with the Standards
Use the Warwick Assessment Descriptors (WADs) to reflect on
your progress
Use the language of the WADs to set targets for development
Make sure that you have made the expected Standard at the point of
qualification over a sustained period of time
24. Review
1. The concept of teacher effectiveness
2. DfE Teachers’ Standards
…(A set of minimum standards = Basic Model?)
3. WADs
25. Safeguarding Lecture
Rachel Cooper (Safeguarding Lead)
Lecture will be streamed live into WT001
and staff will be available to support if you
26. Day, Christopher et al. (2008) Effective Classroom Practice: A mixed method study of influences and outcomes: Full Research Report, ESRC End of
Award Report, RES-000-23-1564 Swindon: ESRC
DfE (2012) Teachers’ Standards, available online at:
accessed 2.9.12
DfE, (2016) Educational Excellence Everywhere Crown Copyright
Hattie, J. (2003) Teachers Make a Difference: What is the research evidence? A presentation to the Australian Council for Educational Research
Annual Conference on Building Teacher Quality available online at:
accessed 12.4.14
Hay McBer (2000) Research into Teacher Effectiveness: A Model of Teacher Effectiveness, Norwich: HMSO
Hextall, I. & Mahoney, P. (1998) Effective Teachers, Effective Schools London: Biddles
Hopkins, D. ed. (2005) The Practice and Theory of School Improvement, Dordrecht, Springer.
Kyriakides, L., Campbell, R. & Gagatsis, A . (2000) The significance of the classroom effect in primary schools: an application of Creemers'
comprehensive model of educational effectiveness, School Effectiveness and School Improvement, 11, 4, pp. 501-529.
Nelson, R., Spence-Thomas, K. and Taylor, C. (2015) What makes great pedagogy and great professional development: final report Teaching
schools R&D network national themes project 2012-14 Research Report Spring 2015 NCTL
Scheerens, J. & Bosker, R. (1997) The Foundations of Educational Effectiveness Oxford: Pergamon
Teddlie, C. & Reynolds, D. (2000) The International Handbook of School Effectiveness Research London: Falmer
Wright, S., Horn, S. & Sanders, W. (1997) Teacher and classroom context effects on pupil achievement: implications for teacher evaluation,
Journal of Personnel
Evaluation in Education, 11, pp. 57-67.
Yair, G. (1997) When classrooms matter: implications of between-classroom variability for educational policy in Israel, Assessment in Education,
4, 2, pp. 225-248.