BRAVOLesson blog Feb 25th. 
All pupils and students deserve fantastic teaching 
and all teachers deserve constructive feedback! 
That is the core of school improvement.

 A systematic approach to improve teaching. Our ten part series continues – this is part 2.

How to make a good teacher? – the headline of the editorial article in the 2016  June issue of the magazine The Economist. The question is a summary of a global challenge where many nations invest more and more in public education. The article describes profession that is starting to transform in many countries – to be a teacher is an art and a beautiful craft but is now also a profession that is about systematics based on research and best practice with focus on continuous improvement.

The question is important since high performing teachers generate one and a half year of learning per academic year. The ten percent low performing teachers only generate half a year of learning per academic year. It does not have to be like that. ¹⁾

“The ten percent low performing teachers only generate half a year of learning per academic year.”

According to the article few other professionals are so isolated in their work, or get so little feedback, as Western teachers. In other words, other parts of society have much more focus on the quality of “production” than the school.

“Few other professionals are so isolated in their work, or get so little feedback, as Western teachers.”

There is every reason to read the texts in The Economist regardless of whether you are a teacher, principal, head of school, politician, parent or student. In the articles – because they are two – everyone will find perspectives for raising both the school debate, school development and teaching.

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1) Hanushek, Eric. The economic value of higher teacher quality.  Economics of Education Review 30 (2011): 467

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We hope you will follow our series! It will continue until the summer of 2019 with one new part every two weeks. 

Greetings from the BRAVOLesson Team

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PS. Do you want to read the articles from The Economist? Here you will find the editorial article and here you find the main article.

BRAVOLesson blog Feb 4th 
All pupils and students deserve fantastic teaching
and all teachers deserve constructive feedback!
That is the core of school improvement.

Welcome to our ten parts series!

Not just improvements – continuous improvements. This series is about our whitepaper: A guide on how to implement a systematic approach to improve teaching. The perspective is not about leadership controlling teachers, but instead about working together with teachers to improve teaching. The teachers are both appreciated and valued, but also challenged about learning and improving student outcomes. This is also about increasing job satisfaction. It all goes together.

It is important to start with a vision. Why should we do this at all? When discussing a vision it is important and helpful to discuss the following questions – to engage everyone in the organisation:

1. What is our mission?
2. What and when do our students learn during a lesson?
       How do we know that learning is taking place?
3. What are the important qualities of teaching?
4. What qualities do we focus on first?
5. Do we agree on the important qualities of teaching?
6. What do we observe when we visit a classroom/lesson?
7. What do we discuss during the dialogue afterwards?
8. How can we see and measure progress?

We hope you will follow our series! It will continue until the summer of 2019 with one new part every two weeks. Below you can see the topics of next parts.

WELCOME!
Greetings from the BRAVOLesson Team

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DOWNLOAD THE QUESTIONS

Upcoming parts in our series about
a systematic approach to improve teaching

• Part 1 of 10 
  Eight questions before you get started
• Part 2  
  How to make a good teacher?
• Part 3 
  The four challenges for a systematic approach to improve teaching
• Part 4
  Trust
• Part 5
  Improve teaching across the whole staff