How do you lead quality teaching?

I also believe that quality teaching begins with instructional design; selection of appropriate teaching methods, setting measurable objectives and outlining quality rubrics. Teaching should be learner centered where the teacher acts as a facilitator, guiding learners to share ideas and reflect on emerging topics. Feedback is also crucial to refine the learning process.

Quality teaching is not only about content, curriculum, design, delivery, assessment and technology. The often missed vital ingredient is the person… The teacher and student! The whole personality of the teacher need to be brought into the learning relationship, to evoke the unexplored dimensions of the whole personality of the student. True learning takes place in the relationship. Secret of great learning lies is establishing a learning alliance of trust, openness and OKness which could foster change!

I have realised that top quality education can be available to students, but when they have a negative mindset, they cannot optimise their progress. As a school principal and a Positive Intelligence Coach, I assist children and adults to deal with the negative voices that judge self, others and circumstances, or cause guilt, shame, frustration, inferiority, insecurity or a victim mindset. Once students become aware of how to move from that mindset to self command and quieting those sabotaging voices, relationships, personal growth and potential can be accessed and maximised. They experience joy, can define every situation as being a gift or opportunity for growth. That is true quality teaching.

Quality teaching starts with creating a space where students feel safe, acknowledged, respected and cared about as an individual. Regardless of how well a lesson is outlined, or lecture prepared, if the student feels unsafe or invisible, they aren't going to have the best mindset to be able to learn at the highest levels.

Stand on the front lines of education, prepared and enthusiastic. Every lesson? An opportunity. Dive deep, connect the dots between the psyche and global events. Push boundaries; yours and theirs. Seek student questions because your concepts are so evocative. After the bell? Reflect, refine, rise. Progressive overload of minds can be fuelled by progressive overload of teaching in the right situation, with your needs taken care of. In the classroom, your discipline and passion become the guide for your students. To model quality teaching, embody it. Live the lessons, fuel curiosity, and lead by relentless example. Own it, every single day.

When engaging in discussion with students don’t be so tied to curriculum that you miss the question or comment that leads to a teachable moment and real learning.

I believe that if what we teach is with passion, if the students can see the teacher immense in the subject and capturing the pure attention of the students, it is key to achieving success. Then, the subject of study will depend on whether it is very theoretical or practical and different teaching methods. Luckily, I teach what I am passionate about (aviation industry) and so I transmit it from my core.

I try to ensure quality teaching with the following Strategies. 1. Preparing a well thought lesson plan 2. Emphising on cognitive learning of students 3. Using blended learning tools as and when required. 4.Ensuring student involvement and participation. 5. Emphising on different questioning techniques. 6. Incorporating Bloom's Taxonomy in teaching methodology. 7. Without forgetting inclusivity in approach. 8. Keeping a balance in teaching methodology while dealing with both slow and fast learners. 9.Trying to continously develop my knowledge and skills .

I have always followed the principle of learner driven teaching. The learners needs have to be understood, her/his participation in design and execution can improve the chances of success.

Your time is what you offer a mentee. When they talk, listen. When they falter, stand beside them. And when they succeed, be the first to celebrate. To teach isn’t for the faint-hearted. There will be days of defeat. Use these moments. Show your mentees that setbacks aren't failures. You've seen the cycles, the patterns, and the shifts in education. Share this invaluable insight. But more importantly, share your mistakes. Let your mentees see that perfection isn't the goal; continuous growth is. A true mentor doesn't create clones. Challenge your mentees to question, to deviate, to innovate. Push them out of their comfort zones. Through this, they'll find their unique voice and style.

Mentoring is a very effective way of teaching, more because it is mostly one-on-one rather than one to many, and the outcomes of your mentoring effort are easier to track and see the outcomes.

It is a responsibility and big one. In my whole career I felt the pain of not having proper mentor and learned things hard way and by my own. Still missing the same. I don't want others to go through this pain. Mentoring if given right can create very good leaders. You have to be selfless and specially focus on the average who really needs it.

With continuous informal discussions, try to understand the pathway on which the mentee is leading. Everyone's path is different and success on one path cannot be copied and pasted on someone else's path. Guiding them along with collaborations over quick catch up calls would bring out the different and a unique model of her/his (mentee) own.

Agree. Listen to them. Share your experiences, the good and bad ones. Ask them questions … stimulate their curiosity and the willing of knowing more.

Let the world see the magic that unfolds in a classroom driven by quality. Document successes, methodologies, and innovations. Share it – be it on platforms, at conferences, or within teaching networks. Minds don't operate in isolation. Create collaborative spaces for educators. When minds intersect, methodologies evolve, and teaching is elevated. Quality isn't static. Organize and participate in workshops, courses, and webinars. Recognize and celebrate educators who are pushing boundaries. Awards, acknowledgments, or even simple shout-outs can drive a culture of excellence. The promotion of quality isn't a passive act. Champion quality teaching in every forum, every platform, and every conversation.

Communities of practice in schools help to share best practices on instructional strategies and management of social behaviour in tge classroom during teaching and learning. Also, it serves as a space for finding workable locally rooted solutions to solve specific classroom and school situations. Moreover, master teachers also known as curriculum leaders or teacher champions should endeavour to lead by positive example of quality teaching in their classrooms so that newly qualified and inexperienced teachers can learn best teaching practices from them early in their professional practice. Finally, heads of schools and academic leads should continually supervise classroom instructions to ensure that they meet minimum expected standards.

Cultivating an environment that empowers teachers to explore and embrace novel teaching methodologies and cutting-edge technologies is key. By fostering a culture of innovation, educators are inspired to step beyond conventional boundaries and experiment with inventive ways to engage students in the learning process. This approach not only sparks creativity but also opens avenues for the development of teaching practices that cater to diverse learning styles. As teachers integrate new tools and techniques, they can tap into students' curiosity, enabling more profound comprehension and retention of subject matter.

Encourage active participation: A quality teacher should encourage active participation from students by asking questions, encouraging discussion, and providing opportunities for students to share their ideas and opinions.

I get involved in networks and groups where academics share ideas and experiences – it's a brilliant way to pick up new approaches and support each other. I'm also keen on research and innovation projects that explore fresh teaching methods. Being active in university committees gives me a chance to influence our teaching policies and priorities, ensuring we always keep high-quality teaching at the forefront. I also make it a point to connect with the wider community and stakeholders, highlighting the impact of great teaching on student success and research outcomes.

The goal of quality teaching is for the student and the teacher to leave the classroom at the end of the teaching period without leaving the topic of discussion behind. Great success is stimulating students to ask questions and further interrogate the lesson even beyond the classroom.

Promote reflective practice. For instance, after teaching a lesson, a teacher might sit down and think, "Did my students understand the new concept? Were they engaged throughout the class?" By doing this, the teacher can identify what went smoothly and what might need improvement. Let's say the teacher realized that some students seemed confused during a particular activity. Upon reflecting, the teacher might realize that a different approach could have made the concept clearer. This awareness could lead the teacher to plan a new activity or use different teaching materials for the next time they teach the same topic. This process of looking back, thinking and adjusting based on experiences is what reflective practice is all about.

I focus on a range of methods to assess teaching effectiveness, including student feedback, peer reviews, and self-reflection. Student feedback is invaluable for understanding how my teaching impacts learning experiences, while peer reviews provide an external perspective on my teaching methods and content delivery. Self-reflection allows me to critically assess my own practices and identify areas for improvement. Additionally, I consider student performance and engagement metrics as indicators of teaching success.

Foster a positive learning environment: A quality teacher should create a positive learning environment where students feel comfortable asking questions and making mistakes. This can be achieved by showing respect for students' opinions, being approachable and supportive, and creating a safe space for learning.

Instead of backwards planning this is backwards evaluation. Are students achieving the desired outcomes? Are students actively participating, questioning, and challenging? How frequent and effective are teaching adjustments? What feedback do other teachers and students give? What feedback does the teacher give? What do they think they can do better?

If we don’t evolve there is no quality. If we don’t take feedback from students, peers, and ourselves, there is no quality. If we don’t think more broadly than just the classroom there is no quality. If the learning environment is not proper there is no quality. What legacy are we leaving with our students? That long view means we will have quality teaching.

When teaching quality, provide real life examples of what happens when quality fails. So talk about inspection reports, fraud, misconduct and other examples. Bonus if these happened to you because it buts a real face on it. My students enjoy these examples and tell me they learn a great deal from them.

To lead quality teaching, I focus on four key aspects: a clear educational goal, thorough preparation, captivating teaching, and a way to measure success. My primary objective is to spark enthusiasm and curiosity about the subject among all my students, making it interesting for everyone. I thoroughly prepare to ensure even the weakest student in the class can understand and engage with the subject. While facilitating, I immerse myself in the subject, teaching it as if it's a part of my daily life. This approach helps in creating a lively and engaging learning environment. Lastly, my immediate measure of success is seeing my students confidently identify the subject as an area they are comfortable discussing or presenting.

Leaders need to nurture a culture where all staff know what they’re doing, know how they need to do it and have a safe space to take risks. Clear communication which also means listening and utilising the skills you have and ambitions that are sitting there wanting the chance. This positive, collaborative culture immediately trickles down to the students. It changes how we show up. For too long we’ve targeted the students. Pushed them harder for better results which in turn just creates negativity amongst school staff because of the increased added pressure and additional work coming from a new literacy/numeracy program to band aide the results.We have to get staff to want to come to work, we need to listen, challenge and enjoy it again.

I’d like to add that quality teaching has a foundation in rapport between teachers and pupils. When taking the time to build rapport in a natural way lessons, assessments and teaching techniques( pedagogy and andragogy) are easier to plan. Teaching is an art and a science there is a delicate balance between teaching and learning.