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Evidence-Based Competencies In The Classroom

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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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Researchers and instructors produced some basic information about effective instructions. In chapter 2, they discuss six important traditional principles well-known during that time: focusing on academically relevant tasks, employing active teaching, fostering active learning, distinguishing between instruction and practice, providing sufficient and timely feedback, and teaching for transfer. One of the most important traditional principles that every teacher should use is employing active teaching. It has shown to be effective, exclusively in the basic skills. As noted by Brophy (1986) stated, “teachers who engage in active teaching are the instructional leaders of their classrooms; they are fully knowledgeable about the content and purposes of the instruction they present and about the instructional goals they wish to accomplish” (p.31).

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Authors, Amy Gillespie and Steve Graham of Evidence Based Practices for Teaching, provide teachers with techniques that have been proven to work to help students improve their writing. According to the studies the best methods to improve students writing involves collaborative and responsive writing. This method complies with the writing process and helps understand their progress. The next sections will explore and measure the effectiveness of collaborative and responsive writing. a.

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The two most common forms of assessment are formative and summative assessment but there are many different shapes this assessment can take. As many forms as possible (visual, technology-based, written in a variety of ways) should be incorporated into the classroom to allow teachers to form an accurate representation of the children’s learning and continue to teach them in the best possible manner. 5.2 Provide feedback on children’s learning While assessment shapes the children’s learning and teachers’ teaching experiences under the curriculum, children and families have no way of knowing their own development and progress without feedback on the part of the teacher. The appropriate and timely feedback about their child learning and development information supplied to parents/families, gives parents the

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Formative feedback is vital for students to become well informed of themselves as learners. As noted by Brookhart (2008), Chappuis & Chappuis (2008) and Hattie and Timperley (2007), when provided with positive, specific, direct, relevant and useful information on how to improve students are empowered with ownership of success and learning progressions occur. However, it is vital teachers select the most appropriate category of feedback to ensure communication is effective. I will be on placement in a Level 3/4 class at Brunswick North Primary School, a co-educational school that caters to over 500 students from culturally diverse backgrounds.

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High stakes testing being used to evaluate student’s academic progress, determine pass or fail, and identify “at risk” students is not a valid technique. Also, by using standardized assessments to measure the effectiveness of teachers, schools, and districts, we are only gaining a small window into the reality of day to day education. Therefore, there must be some modification to the existing assessment design. One such modification should be to include formative classroom assessments, in addition to standardized assessments.

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EVALUATE 2 METHODS OF ASSESSMENT TO MONITOR STUDENTS ACHIEVEMENT Formative assessment and summative assessment are 2 different methods that teachers use to monitor students achievement in the classroom, in all grades, in all subject areas and nationwide because when applied in conjunction they are crucial to accomplish students learning goals and meet State Standard Assessments. Formative assessments are a great tool to identify weak and strength areas in students learning process. They are ongoing informal assessments. Based on its results teacher can adjust lesson plans to provide extra support to target students.

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There are two types of assessments that teachers can administer. They are summative and formative. A summative assessment gives the student the opportunity to prove what he or she has learned, and a formative assessment gives the student the opportunity to improve on his or her learning (DuFour, DuFour, Eaker, Many, & Mattos, 2016). These assessments allow the teacher and the student to see what steps they need to take in the learning processes (DuFour, DuFour, Eaker, Many, & Mattos, 2016). This statement sums up the truth on assessments “if educators are to help students acquire deeper knowledge and skills, they must create an assessment that provides timely information on each student’s proficiency” (DuFour, DuFour, Eaker, Many, & Mattos, 2016).

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I am a strong advocate of hands-on and minds-on learning. I understand that by supplementing curriculum with a variety of activities is essential to the learning progress. I believe that lessons should be fascinating and use strategies that address each child’s learning style. Academic learning occurs when a student is fully engaged in the process, makes a personal connection with the information taught, and applies that knowledge to a variety of experiences. I understand the importance of using instructional strategies that address the different learning styles and needs of a student to be an effective educator.

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My Assessment Literacy I had the opportunity to rate my current level of understanding and proficiency against each of the five elements of Australian Institute for Teaching and School Leadership (AITSL). I believe that I need to practice more on all the five elements, with a greater emphasis on Standard 5.5. According to this standard, as a graduate teacher, I should be able to maintain accurate and reliable records of students’ achievement and use effective strategies in reporting them to the students and their parents/carers (AITSL, Standard 5.5, 2014). Teachers use formative assessment in this on-going work to monitor and improve students’ progress and they have the responsibility to undertake summative assessment, so that they could report to their parents/carers; as the students move from the current to the next year level to new teachers, they also create end-of-year reports (10, p.11).

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Providing instructional rather than the students learning on their own, the use of explicit in the classroom is important because when using this kind

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“The Collaborative for Academic, Social and Emotional learning, identified five teaching competencies that they believe provide a foundation for effective personal development: 1. Self-awareness: knowing what you are thinking and feeling. 2. Social awareness: knowing what others are thinking and feeling. 3.

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The key themes that emerged are Defining and Identifying Effective Instructional and Learning Strategies, Practices, and Techniques; Impact of these strategies on Students’ Academic Achievement; Inclusion versus Exclusive Teaching for Students with Individualized Needs; professional development and preparation; and co-teaching and collaboration . These themes arose in peer reviewed journal articles, studies, and

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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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(2014). Therefore, it is important to express the theory of formative assessment in relation to the actual classroom practice Allal& Lopez(2005) as cited in Boyle, et al.

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These issues will be found during the learning of the topic, as opposed to at the end of a school period in a formal testing environment. Cowie and Bell (1999) emphasise the importance of feedback in both their types of formative assessment. Black and Wiliam (1998) also state that the quality of the feedback to the formative assessment process, the greater the effectiveness of the whole formative assessment. However, Black and Wiliam (1998) also state that it is not just the quality of the content of the feedback that is given but also the type of feedback given and the context in which it is given that is important

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