CorePlanner Blog


Quality Teaching: Best Evidence Synthesis

Quality teaching is identified as a key influence on high quality outcomes for diverse students


1. Quality teaching is focused on student achievement (including social outcomes) and facilities high standards of student outcomes for heterogeneous groups of students.

Research-based characteristics

•Quality teaching is focussed on raising student achievement (including social outcomes).
•Quality teaching facilitates the learning of diverse students and raises achievement for all learners.
•The teacher establishes and follows through on appropriate expectations for learning outcomes and the pace at which learning should proceed.
•High expectations are necessary but not sufficient, and can be counterproductive, when not supported by quality teaching.


2. Pedgogical practices enable classes and other learning groupings to work as caring, inclusive, and cohesive learning communities.


The learning community concept has arisen out of the research literature and denotes both a central focus on learning and the interdependence of the social and the academic in optimising learning conditions.

Research-based characteristics

•Pedagogical practices create an environment that works as a learning community.
•Student motivation is optimised and students' aspirations are supported and extended.
•Caring and support is generated through the practices and interactions of teacher(s) and students.
•Pedagogical practices pro-actively value and address diversity.
•Academic norms are strong and not subverted by social norms.
•The language and practices of the classroom are inclusive of all students.
•Teachers use class sessions to value diversity, and to build community and cohesion.
•Teaching and tasks are structured to support, and students demonstrate, active learning orientations.
•Teaching includes specific training in collaborative group work with individual accountability mechanisms, and students demonstrate effective co-operative and social skills that enable group processes to facilitate learning for all participants.
•Students help each other with resource access and provide elaborated explanations.
•Pedagogical practice is appropriately responsive to the interdependence of socio-cultural and cognitive dimensions.


3. Effective links are created between school and other cultural contexts in which students are socialised, to facilitate learning.

Research-based characteristics

•Teachers ensure that student experiences of instruction have known relationships to other cultural contexts in which the students have been/are socialised.
•Relevance is made transparent to students.
•Cultural practices at school are made transparent and taught.
•Ways of taking meaning from text, discourse, numbers or experience are made explicit.
•Quality teaching recognises and builds on students' prior experiences and knowledge.
•New information is linked to student experiences.
•Student diversity is utilised effectively as a pedagogical resource.
•Quality teaching respects and affirms cultural identity (including gender identity) and optimises educational opportunities.
•Quality teaching effects are maximised when supported by effective school-home partnership practices focused on student learning. School-home partnerships that have shown the most positive impacts on student outcomes have student learning as their focus.
•When educators enable quality alignments in practices between teachers and parent/caregivers to support learning and skill development then student achievement can be optimised.
•Teachers can take agency in encouraging, scaffolding and enabling student-parent/caregiver dialogue around school learning.
•Quality homework can have particularly positive impacts on student learning. The effectiveness of the homework is particularly dependent upon the teacher's ability to construct, resource, scaffold and provide feedback upon appropriate homework tasks that support in-class learning for diverse students and do not unnecessarily fatigue and frustrate students.


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