We have all seen the likes of these documents before, a system-level framework for effective teaching, a document that states the fundamental principles of what is expected of teachers in a particular region. The Canadian Teacher Association paper titled “What did you do in school today? Teaching Effectiveness: A Framework and Rubric” is no different in that regard. It is a multi-year research piece about the effectiveness of teaching.
However, what is particularly arresting about this piece is the plain-speaking language used. Often the weight of unhelpful language and Edu-jargon causes us the poor reader to get lost in sometimes and the true meaning is lost most of the time. So it was refreshing to read such simply stated principles in the document about teacher effectiveness:
- Effective teaching practice begins with the thoughtful and intentional design of learning that engages students intellectually and academically.
- The work that students are asked to undertake is worthy of their time and attention, is personally relevant, and deeply connected to the world in which they live.
- Assessment practices are clearly focused on improving student learning and guiding teaching decisions and actions.
- Teachers foster a variety of interdependent relationships in classrooms that promote learning and create a strong culture around learning.
- Teachers improve their practice in the company of peers.
For each element they expand on the principle with some clear justification for example in the first principle – Teachers As Designers, the authors refer to crafting opportunities for learning that:
…awakens the human spirit’s desire to know. The result is a deep, personal commitment on the part of learners to explore and investigate ideas, issues, problems or questions for a sustained period of time.
This speaks to my passion for the craft of what we do and emphasises the design skills and dispositions needed to do our work so creatively.
The other principles are just straight forward and make great sense to me – however, there is one stand out phrase for me. Principle number two:
The work that students are asked to undertake is worthy of their time and attention, is personally relevant, and deeply connected to the world in which they live.
That one sentence delivers such a challenge and provocation to what we do that it almost leapt off of the page at me when I read it. If you read further into the rationale for this principle you will quickly find a reference to the design of learning that is authentic to those individuals we are with, even providing a useful rubric as a guide, reference and starting point.
How is the learning we are designing worthy of the time we all put into it? How might we ensure we make every learning moment count with our students and still leave room to take opportunities when they arise?
The worthiness of learning is a measure that may reveal real challenges for some and most certainly will lead to rich conversations for those that care.