Teacher+Quality

One of my areas of interest, especially as a teacher-leader, is that of the how to improve student outcomes and how to create a science curriculum and a science faculty that is committed to improving student outcomes. I had the great honour of listening to  Dr. Douglas Reeves, The Leadership and Learning Centre, give the William Walker Oration at the national conference of [|ACEL] in Melbourne on the 1st of October 2008. His speech was entitled; ‘Leadership and Learning’. He has a very interesting thesis about the effects of leadership on student outcomes through developing the capability and advocacy of teachers and leaders through targeted professional learning that is followed up in the workplace. He proposed three arguments: On the subject of efficacy of teaching and learning programs, Reeves thoughts can be compared with Ken Rowe’s 2003 research for ACER and the 2007 McKinsey report. Both of these reports have spoken to me about the need for improving teacher abilities. I found it refreshing to find in Singapore that every teacher is required to complete 100 hours per year of professional learning - this is supplied by the Ministry of Education. In Victoria, our [|Institute of Teaching] (a compulsory professional body) requires 100 hours over 5 years. Teachers and their schools have to find a way of ensuring that all teachers are supplied with opportunities to achieve this. [|Row]e (2003) studied the research reports of hundreds of studies into student outcomes from around the world and found that what matters most is quality teachers and quality teaching, supported by strategic teacher professional development. [|McKinsey & Company] (2007) was commissioned by the OECD to find out what features where common in the top performing school systems around the globe. The executive summary suggests that three things matter most: Reeves also states that student achievement in schools requires the actions of teachers and leaders. It is the excellence of teaching, curriculum, feedback, high expectations, assessment, and leadership that leads to improved student achievement. His thesis is based on working with 2000 schools in the United States and Canada. Reeves took up the theme of monitoring, which so often means testing in the minds of some. Marzano (2007) states that for monitoring to be effective it must be frequent. This is not an indictment for more testing of students. Rather Reeves would argue that we test less, but assess more. He suggests the metaphor of the sporting coach or the theatrical director. They are constantly assessing the performance of their players and they stop them and give them immediate feedback. So assessment and monitoring that is ongoing and focused on student improvement. A theme I took up in my workshops for the ASCD in Singapore in May 2008
 * leadership matters
 * leadership is inclusive
 * leadership practices can be taught and learned
 * Getting the right people to become teachers
 * Developing them into effective instructors
 * Ensure the system is able to deliver he best possible instruction to each child

Marzano, R (2007) The art and science of teaching: A comprehensive framework for effective instruction, Alexandria, VA, ASCD McKinsey & Company (2007) How the world’s best-performing school systems come out on top. Report prepared for the OECD Reeves, D. (2008) Leadership and Learning, ACEL Monograph Series No. 43 Rowe, K. (2003) The Importance of Teacher Quality as a Key Determinant of Students’ Experience and Outcomes of Schooling, presented to the ACER Research Conference, Carlton Crest Hotel, Melbourne 19 – 21 October