These are her findings, in order of effect size:
|1. Quality teaching is focused on raising student achievement (including social outcomes), and facilitates high standards of student outcomes for diverse learners||Teaching should be about learning and achievement. Set and maintain high expectations of what students are capable of.|
|2. Pedagogical practices enable classes and other learning groupings to work as caring, inclusive, and cohesive learning communities||Learning is a social activity and we learn best when in a caring community. Communities give care and support to learners.|
|3. Effective links are created between school cultural contexts and other cultural contexts in which students are socialised to facilitate learning||Acknowledge who students are and let them bring this to the classroom. Use it for learning.|
|4. Quality teaching is responsive to student learning processes||Know how learning occurs in the brain, but also know that every brain is different. Account for this.|
|5. Opportunity to learn is effective and sufficient||Give learning time to occur. Use the students' timeframe, not yours.|
|6. Multiple task contexts support learning cycles||Use a range of different approaches and arrangements: theory & practical; abstract & real world; individual, group and whole class.|
|7. Curriculum goals, resources including ICT usage, task design and teaching are effectively aligned||Everything in the organisation should be geared towards giving teachers and students what they need to learn.|
|8. Pedagogy scaffolds and provides appropriate feedback on students' task engagement||Give specific, effective, appropriate feedback that helps students to learn better.|
|9. Pedagogy promotes learning orientations, student self-regulation, metacognitive strategies and thoughtful student discourse||Teaching should encourage students not only to learn, but to become better learners.|
|10. Teachers and students engage constructively in goal-oriented assessment||Teachers and students should all what is being assessed and how it will be assessed. Assessment should impact positively on student motivation.|
The other fascinating (and scary) piece of information in the executive summary is this:
"Quality teaching is identified as a key influence on high quality outcomes for diverse students. The evidence reveals that up to 59% of variance in student performance is attributable to differences between teachers and classes, while up to almost 21%, but generally less, is attributable to school level variables."
In short, the difference between the most and least effective teacher in a school is far greater than the most and least effective schools. I say this is scary because it means that schools leaders are far, far more important than a Ministry of Education in having an impact on student achievement.