Teaching performance tool: Insights from systematic classroom observations

The ACER teaching performance tool (TPT) for systematic classroom observation aims to provide teachers with constructive feedback and insights on their teaching, helping them enhance and evolve their instructional practices.

Research highlights that most teacher training programmes focus on knowledge delivery instead of providing teachers with opportunities to reflect critically on their practices. If teachers are given evidence of gaps in teaching practices, they can reflect and improve their strategies.

In classrooms, ACER subject experts observe teachers during class, using a predesigned observation tool aligned to key practice standards in the National Professional Standards for Teachers. In this article, we share the findings from the analysis of TPT data.

Reflections for teachers: Key insights from our early findings

Are teachers setting expectations?

How well teachers are setting expectations before the beginning of a lesson matters. Setting expectations and understanding the previous knowledge of learners helps teachers adapt and deliver their lesson plans according to the requirements of the group. Research suggests that this practice can help students learn better.

However, if teachers start teaching the topic without explaining its relevance, students are likely to get disengaged. When students understand the purpose of the lesson, they are better engaged. This, in turn, fosters deep learning.

How well do teachers engage students?

Teachers are required to reflect on whether they are undertaking student-centred approaches to shift the ownership of learning to students. In traditional classrooms, teachers occasionally ask questions to check knowledge and understanding. When a student can’t give the correct answer, the teacher sometimes either passes the question to another student or provides the correct response.

A shift from teacher-led to student-centric approaches requires teachers to design effective discussion triggers and tasks to foster an inclusive learning environment that nurtures growth in cognitive as well as non-cognitive domains.

ACER found that, in the classrooms where the teachers initially ask a few thinking questions and involve students to take a lead, there’s an opportunity for students to engage with the content. Student errors give the teacher an opportunity to identify and bridge learning gaps through discussions and counter examples. In this process, students also realise that they need to find an alternative approach to get the solution right. Such collaborative practices help students take charge of their own learning.

Do teachers plan and deliver quality instructions?

Another question that thinking teachers consider is whether the lesson plan will help achieve predefined goals and if the lessons are progressing as planned. Lesson plans help teachers design the progression of the content and organise the resources. Effective lesson plans can provide teachers and learners with a clear direction by setting learning goals and managing the allocated time efficiently. On the other hand, lesson plans that only mention topics or concepts do not provide a systematic arrangement of learning content and resources to create a focused, efficient, and productive learning environment.

Appropriate teaching methods can not only develop deep understanding of the content but also promote 21st century skills. It was encouraging to observe that a few teachers adopt diverse pedagogical practices and inclusive instructions to achieve intended outcomes.

Are teaching and learning materials being effectively used?

The effective use of Teaching Learning Material (TLM) is a key to holding student attention and achieving the desired learning outcomes. TLM provides a sensory experience to students and is effective if all students can experience that. Poorly planned use of TLM can lead to disengagement, boredom, and loss of attention.

ACER found that students were better engaged in learning where TLM was an integral part of the lesson and not merely an artificial addition.

How well are lessons concluded?

A proper closure of the teaching session provides learners with a crisp consolidation of what was done in the class. It allows the students to internalise the topic discussed and raise queries if they have any doubts. Therefore, teachers need to focus on the repetition of main points and allowing time for asking questions and clarification of doubts.

Moving from insight to action

Evidence from classroom observations can help schools organise targeted professional learning opportunities in pedagogy and planning to enhance teachers’ skills in classroom-curriculum development, effective teaching methodologies, and student engagement strategies.

To learn more about how the teacher performance tool helps ensure an impactful and learner-centred learning experience, write to: india@acer.org