# Principles of effective teaching ## Key Ideas > [!abstract] Core Concepts > > - Ten principles based on observations of effective teachers during Process-Product Research > - Seven evidence-based teacher behaviours that improve student performance > - Structured progression from review through practice to independent work ## Definition **Principles of effective teaching**: Evidence-based guidelines for instruction derived from systematic observation of successful teachers and research on student learning outcomes. ## Connected To [[Explicit Teaching]] | [[Retrieval Practice]] | [[Check For Understanding]] | [[Worked Examples]] | [[Practice]] --- ## Rosenshine's principles of instruction Barak Rosenshine developed principles providing a working definition of [[Explicit Teaching]] based on observations of effective teachers during Process-Product Research in the 1970s (Rosenshine & Stevens, 1986). These principles emerged from studying what successful teachers actually do, not theoretical ideals (Rosenshine, 2012). The ten principles are: begin lessons with [[Retrieval Practice|review]] of previous learning; present new material in [[Part-whole approach|small steps]]; ask a large number of [[Check For Understanding|questions]] to all students; provide models and [[Worked Examples|worked examples]]; [[Practice|practise]] using new material; [[Check For Understanding|check for understanding]] frequently and correct errors; obtain [[Mastery Approach to Learning|high success rates]]; provide [[Scaffolding|scaffolds]] for difficult tasks; conduct independent practice; and conduct monthly and weekly reviews. ## CESE's What Works Best The NSW Centre for Education Statistics and Evaluation (CESE) report identifies seven teacher behaviours likely to improve student learning (NSW Department of Education, 2020): high expectations, [[Explicit Teaching]], effective [[Feedback]], use of [[Question Level Analysis|data]] to inform practice, [[Classroom Management]], wellbeing, and collaboration. ## Teacher quality and effectiveness Differential teacher effectiveness is the strongest determinant of differences in student learning (Darling-Hammond, 2000). Teacher quality, determined by preparation, certification, and subject matter knowledge, proves more important than other school resources like class size. ### Factors related to teacher effectiveness General intelligence shows small, statistically insignificant relationship to teaching performance. Subject matter knowledge has positive but complex relationship, depending on [[Pedagogical Content Knowledge|pedagogical knowledge]]. Knowledge of teaching and learning (pedagogical training) proves more important than content alone. Teaching certification status strongly correlates with effectiveness. Research shows teacher quality characteristics (certification status, degree in field) are significantly and positively correlated with student outcomes. Teacher expertise accounts for more inter-district variation in student achievement than socioeconomic status (Ferguson, 1991). When controlling for socioeconomic status, differences in achievement between student groups can be attributed more to differences in teacher qualifications than any other factor. Disadvantaged students are nearly twice as likely to be assigned the most ineffective teachers and half as likely to get the most effective teachers. ### Policy implications Standards for teacher preparation programmes matter. High-standards states require bachelor's degree with full major in subject, coursework in learning theory, development, teaching methods, curriculum, technology, classroom management, and minimum one semester student teaching. Low-standards states allow licensing without minor in field, no requirements for curriculum or management training, and only six weeks student teaching. Enforcement of standards affects outcomes. Some states hire no unlicensed teachers whilst others hire significant percentages on substandard licenses. Investment in teacher preparation proves more effective than reducing class sizes. Equity issues exist: disadvantaged students disproportionately receive less qualified teachers. States need comprehensive approach including setting standards, enforcing them, and funding teacher education adequately. Induction and mentoring programmes for beginning teachers are valuable investments. ## References Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. *Education Policy Analysis Archives*, 8(1), 1-44. Ferguson, R. F. (1991). Paying for public education: New evidence on how and why money matters. *Harvard Journal on Legislation*, 28(2), 465-498. NSW Department of Education, Centre for Education Statistics and Evaluation. (2020). *What works best: 2020 update*. https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/research-reports/what-works-best-2020-update Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. *American Educator*, 36(1), 12-19, 39. Rosenshine, B., & Stevens, R. (1986). Teaching functions. In M. C. Wittrock (Ed.), *Handbook of research on teaching* (3rd ed., pp. 376-391). Macmillan.