Improving teacher effectiveness: Conceptualisations of effective teachers in different school contexts

The Centre for Vocational and Educational Policy hosts a public seminar presented by David Wilkie, a teacher of mathematics and physics, and current Doctor of Education candidate.

There are economic and social imperatives for school systems to perform well. For system-wide high quality education, it is necessary that teachers be effective in their work. A sufficient pool of effective teachers, however, proves elusive. A review of literature reveals hindrances to the establishment and maintenance of an adequate pool of effective teachers. The range of policy-level, systematic initiatives to improve teacher effectiveness is explored, considering the outcomes of implementation. Context-based and school-level effects seemingly frustrate many efforts of the systemic responses to improve teacher effectiveness. Both research and organisational-management considerations align to identify that leverage to improve teacher effectiveness might be context-specific and lie at the school level.  Argument is been made for school-level, contextualised research into teachers’ and school leaders’ conceptualisations of what constitutes an effective teacher, and what alignment exists in these conceptualisations. Further, what do teachers and school leaders identify that facilitates teacher effectiveness in their school context, and what impedes it?  The seminar seeks to explore what school level factors may enable greater teacher effectiveness to be achieved, allowing for differences of context.