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Evidence-Based Competencies In The Classroom

1184 Words5 Pages

Competencies are the skills and knowledge that enable a teacher to be successful. To maximize student learning, teachers must have expertise in a wide-ranging array of competencies in an especially complex environment where hundreds of critical decisions are required each day (Jackson, 1990). Few jobs demand the integration of professional judgment and the proficient use of evidence-based competencies as does teaching. The transformational power of an effective teacher is something many of us have experienced. Intuitively, the link between teaching and student academic achievement may seem obvious, but what is the evidence for it? Research confirms this common perception of a link and reveals that of all factors under the control of a school, …show more content…

Better learning happens in a dynamic setting in which teachers offer explicit active instruction than in situations in which teachers do not actively guide instruction and instead turn control over content and pace of instruction to students (Hattie, 2009). The structured and systematic approach of explicit instruction emphasizes mastery of the lesson to ensure that students understand what has been taught, become fluent in new material, and can generalize what they learn to novel situations they encounter in the …show more content…

Formative assessment: Effective ongoing assessment, referred to in education literature as formative assessment and progress monitoring. It is indispensable in promoting teacher and student success. It is frequently listed at the top of interventions for school improvement (Walberg, 1999). Feedback, a core component of formative assessment, is recognized as an essential tool for improving performance in sports, business, and education. Hattie (2009) identified feedback as the single most powerful educational tool available for improving student performance.
Formative assessment consists of a range of formal and informal diagnostic testing procedures, conducted by teachers throughout the learning process, for modifying teaching and adapting activities to improve student attainment. Systemic interventions such as Response to Intervention (RtI) and Data-Based Decision Making depend heavily on the use of formative assessment (Hattie, 2009; Marzano, Pickering, & Pollock,

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Description of teaching experience My teaching experience can be linked to the categories: academic, practice-based and professional development context. Apart from my teaching and supervising experience within the Universidade do Extremo Sul Catarinense in Brazil, where I taught at both undergraduate and postgraduate levels in a variety of roles including lecturer, supervisor, and examiner since January 2014, I have been a postdoctoral fellow at Nuffield Department of Population Health, working with research, supervising students and helping British Heart Foundation Centre on Population Approaches for Non-Communicable Disease Prevention with their daily activities. I have also worked for Enhance Reviews part-time, which is a Systematic review company, providing scientific reports for World Health Organization and Public Health England. Within practice-based and professional development context, I have worked with stretching breaks at workplace, planning and implementing physical activities programs for community health centres, development of evidence-based materials to inform people about health behaviours, assessing physical fitness and planning programs for weight management for

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