“Yes, but the key is then how to use them – many principals think it is their job to run professional learning, the HALTS [Highly Accomplished and Lead Teachers] struggle to have a purpose in the school – indeed we are using them more outside their school than in. We noted that teachers are huge users of social media, so use HALTS a lot in this form – we get 1/3rd million hits a month to the web site. The reason I feel this way is that I believe state education has never intended to promote excellence, but rather it is constrained by government ideology, which attempts to limit the potential of most learners. Yes, agree – it is hard but not impossible to get expertise on the table, but to be fair the greatest resistors are the educators not the politicians” (John Hattie, personal communication, March 13, 2018).
Articles in this section
- What is your take on the impact of praise as reward?
- What kind of effect does passion of a teacher actually have on his/her pupils? (Are they more willing to learn in order to impress their teacher, more interested,…?)
- Do data walls have the support of most (any?) esteemed education academics?
- Is there some metric you would suggest I try to use personally to determine where my time would be best suited at these two schools with 4 classrooms of kindergarten students eager to learn to read?
- What is evidence-based practice for Resource Teacher of Learning Behavior? There appears to be very little independent research.
- How important is the feedback between teachers and students?
- What are the five most influential factors on student learning? (And, why?)
- I would like further information on the Diagnose, Intervention, Evaluation (DIE) Model, in terms of training student teachers.
- What initial steps should be taken by a teacher wishing to implement visible learning in the classroom?
- What indicators show the teachers that they are on the right track or that they must make a change?