Understanding an effective teaching process
1. What is our operational understanding of effective or quality teaching? Who defines this understanding? What is the role of research and innovation in determining our operational definition of effective or quality teaching? Where is the evidence that our evidence is informed by research and innovation? How is this understanding documented and shared? Where is the evidence of it being shared? How does this understanding take into account the diversity of our education settings, learners and teachers as significant factors in our definition of quality/effective teaching?
2. How do we collect information on core teaching methods and repertoires used in our general education system (See: Different teaching methods)? How are these repertoires selected? How effective are they in facilitating learning effectiveness and the acquisition of desired competencies? What is the evidence of their effectiveness?
Equity and effective teaching
1. How do we ensure that all learners in our general education system are exposed to effective teaching as we operationally define it? Where is the evidence of equitable exposure to effective teaching? Where there is inequity, what are our available remedial measures? Where is evidence that these measures work? How do we track the differentiated impact of effective teaching for diverse learners? What dimensions of diversity do we use to track differentiated impact?
Monitoring and supporting teaching
1. What mechanisms do we have for identifying and documenting in effective teaching?? Once identified, what remedial actions do we employ? How regularized and/or institutionalized are these remedial measures? How effective are these measures in supporting effective teaching? Where is the evidence that they work?
2. Who evaluates teaching? Who are the involved stakeholders? How are stakeholders who evaluate teaching selected? Are learners, parents and teachers part of these stakeholders? How effective is stakeholder participation? Where is the evidence of this effectiveness? How do we use feedback from the assessment of teaching effectiveness? Where is the evidence of this use? What impact has this use had? Where is the evidence of the impact?
3. How are outcomes from national, regional and international assessments utilized in our evaluation of the teaching process?
4. How do we support and incentivize effective teaching? How do we sustain effective teaching? (See: Pedagogical freedom or prescriptive curriculum )
Conditions for teaching
1. How do we operationally define environments that support and/ or induce effective teaching as we operationally define it? What are the levels of these environments? What are the key features of these environments? What are the most impactful features? How do they manifest across the diverse contexts of our general education system? Where is the evidence of the impact of these environments and/or their specific elements across specific contexts?
2. To what extent and how are ICTs being integrated in teaching and learning to achieve desired learning outcomes? Do we know if the introduction of ICTs has improved teaching effectiveness as we operationally define it? Where is the evidence of this improvement?
