Features of Highly Effective Teaching

Features of highly effective teaching practice are clearly set out in How Good is our School? Version 4. Gleniffer High School teaching staff should use the principles of HGIOS?4, 2.3 Learning, Teaching and Assessment, in order to inform their teaching practice to ensure every pupil, in every lesson is receiving the highest quality education possible and that learning is motivating and meaningful.  The features of highly effective practice are outlined below for teaching staff to consider:

·       The learning environment is built on positive, nurturing and appropriately challenging relationships which lead to high quality learning outcomes.

·       Learner achievements in and out of school are recognised and recorded.  They understand how these achievements help them develop knowledge and skills for life, learning and work.

·       Learners play an active role in the school and wider community and regularly take on leadership roles including leading learning.

·       Learners receive high quality feedback and have an accurate understanding of their progress in learning and what they need to do to improve.

·       Learners are able to give effective feedback to peers on their learning and suggest ways in which they can improve.

·       Staff access and apply relevant findings from educational research and professional reading to improve learning and teaching.

·       Planning is proportionate and manageable and clearly identifies what has to be learned and assessed.

·       Assessment approaches are matched to the learning needs of learners and are used to support them to demonstrate where they are in their learning.

·       A quality body of evidence is used to support assessment judgements and decisions about next steps.

·       Processes for assessment and reporting are manageable and are very effective in informing improvements and teaching and learning.

·       Tracking and monitoring are well understood and used effectively to secure improved outcomes for all learners, including the most deprived children, young people and those who are care experienced.

·       All teachers have well developed skills of data analysis which are focused on improvement.

          HGIOS?4, Education Scotland