What makes “great teaching”? It’s a complicated question, made more difficult by trying to measure how teachers make decisions in the classroom and what impact those decisions have on what pupils learn.
The Conservative government is moving fast to fulfil its manifesto pledge to recognise those universities that offer the highest quality teaching. In July, the higher education minister Jo Johnson proposed that a new Teaching Excellence Framework (TEF) would be created to sit alongside the existing system that recognises research excellence at universities.
Over the last five years, schools in England have been granted an unprecedented level of freedom. An increasing number of state schools now decide for themselves which children are admitted, the curriculum they follow, who to appoint to teach it, and how much they will be paid.
An article we wrote last week for The Conversation on Seven “great” teaching methods not backed up by evidence prompted a large amount of comment and discussion. One of the main questions has been, ok so what does make for great teaching? It was this question that our recent evidence review for the Sutton Trust set out to address, alongside how teachers can improve their teaching and so bring about better learning for their students.