What makes a great teacher?
The drivers for focussing on quality teaching
Developing a workforce that can deliver quality teaching – what we need to do
The SU PGCiE

Avent
Approachability
Dignity
Enthusiasm
Fairness
Optimistic
Appearance
Knowledgeable
Sympathetic
Vitality
Congeniality
Adaptable
Open minded
Suspend judgement
Friendliness
Kindness
Courtesy
Conversationalist
Improvement orientated
Generosity
General knowledge
Good manners
Politeness
Knowledge of agency
Adams
Organised
Essential material
Love of subject
Sensitive to class
Never boring
Tells stories
Practical information
Humanises
Easy confidence
Humour
Supportive
Care for students
Critical
Relaxes students
Experience
Respects students
Confident
Responsible
Discovery method
Wise tolerance
Knowledge of local affairs
Roy
Organised
Active Learning
Enthusiasm
Accepting
Optimistic
Holistic approach
Knowledgable
Fits organisation
Mentally healthy
Cheerful
Flexible
Open minded
Non defensive
Table 1: Characteristics of a good teacher, according to Avent, Adams and
Roy (Avent 1931; Adams 1987; Roy
1987)
• Management of Instructional
Time
• Management of Student
Behaviour
• Instructional Presentation
• Instructional Monitoring
• Instructional Feedback
White et al. (1987:90-91)

Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls for quality teaching within educational institutions. National and transnational debates like the Bologna Process, direct state regulations or incentives, competition among private and stateowned institutions all prompt institutions to put quality teaching on their agenda. Moreover, national quality assurance agencies push for reflection on the subject, even if their influence is controversial (OECD 2008)

Teaching matters in higher education institutions. Although quality teaching encompasses definitions and concepts that are highly varied and in constant flux, there is a growing number of initiatives (actions, strategies, policies) aimed at improving the quality of teaching ……. quality teaching must be thought of dynamically, in light of contextual shifts in the higher education environment. Studies are becoming internationalised, and higher education is being asked to contribute to new areas (such as innovation, civic and regional development) in order to produce an appropriately skilled workforce to meet the challenges of the
21st century (OECD 2008)

The awarding institution should be able to satisfy itself that staff engaged in delivering or supporting a collaborative programme are appropriately qualified for their role, and that a partner organisation has effective measures to monitor and assure the proficiency of such staff.
The quality o f both teaching and other aspects of learning support is critically important for all students, irrespective of the mode of programme delivery.
It is essential that students can rely on the quality of those who teach them and support their learning in other ways. The use of properly qualified staff, and the effective monitoring of their proficiency, are important aspects of an awarding institution's responsibility for assuring the standards and quality of its collaborative activities.

• Quality teaching is the use of pedagogical techniques to produce learning outcomes for students.
• It involves the effective design of curriculum and course content, a variety of learning contexts (including guided independent study, project-based learning, collaborative learning, experimentation, etc.), soliciting and using feedback, and effective assessment of learning outcomes.
• It also involves well-adapted learning environments and student support services (IMHE 2012)

• Institution-wide and quality assurance policies: designed to develop a quality culture at institutional level, like policy design, and support to organisation and internal quality assurance systems.
• Programme monitoring: including actions to measure the design, content and delivery of the programmes – Annual Monitoring / UEs etc
• Teaching and learning support : including initiatives targeting the teachers (on the teaching side), the students (on the learning side) or both (e.g. on the work environment). Examples include continuing education for faculty, pedagogy enhancement , student support (e.g. mentoring and career advice), support for student learning (focused on inputs, such as the introduction of new pedagogical tools, or on outputs, such as the development of certain abilities for the students).

Impact on teaching and on research:
– Teachers become more aware of the aim pursued by teaching beyond their own knowledge area, they understand their role as individuals and as components of a collective mission, and can better relate their own expectations to the programme or institution’s expectations in terms of learning outcomes …… quality teaching initiatives enhance information technology in pedagogy improvement and analysing student-teacher interactions ……… quality teaching initiatives help teachers and leaders to refine the aims and content of programmes.
– Instruments and policies that foster quality teaching are likely to be beneficial to research activities. An increasing number of institutions are convinced that they will make quality teaching progress by combining professional orientations and research.

• Leadership at executive level
• Encourage cross-fertilisation of strategic approaches, build and support communities of practice , and nurture innovation in everyday practice in the classroom.
• Encouraging bottom-up initiatives from faculty members, setting them in a propitious learning and teaching environment, providing effective support and stimulating reflection on the role of teaching in the learning process all contribute to quality teaching.

“The aim of scholarly teaching is also simple; it is to make transparent how we have made learning possible”
(Trigwell, et al., 2000 p258)
“Institutions need to develop innovative approaches to measuring the impact of their support on quality teaching. They are still struggling to understand the causal link between their engagement in teaching and the quality of learning outcomes. Exploring the correlation among inputs, processes and outcomes of higher education calls for pioneering and in-depth evaluation instruments”
(OECD 2012)

Designed for staff (overseas) who are teaching students primarily on Staffordshire
University awards – although partner institutions may also recruit external students. The award aims to equip teachers with the skills to deliver high quality teaching to their learners.
The impetus for a Post Graduate Certificate in Education in an international setting
(PGCEi) originated from within the University and from staff at SU’s partners.
The request for a PGCEi Award was based on a need for staff (delivering SU awards overseas) to be equipped with the skills and attributes necessary for them to deliver high quality training to learners enrolled on SU awards overseas.
The emphasis is on providing a theoretical framework with sufficient flexibility for content to emerge according to student context (country, subject, culture, policy etc)

• Participants are able to contextualise theoretical frameworks with practice based learning in order for them to develop interpersonal, analytical and problem solving skills as well as becoming autonomous learners and reflective practitioners.
• This will be set in the context of working with learners from differing backgrounds and abilities
• Participants will be encouraged to view teaching and learning within a global context; particularly one in which global and political issues in relation to teaching and learning are explored
• The Award provides participants with the opportunities to develop as professional enquirers, to engage in Action Research and to be part of community of researchers.
• The Award will develop, effective communication and an ability to work in teams
• The award develops and evidences development in professional practice through observations, work placement and professional enquiry.
• Participants take ownership of their learning about teaching

Education
Theories
15 credits
Taught/practice unit aspects of theory; e.g. learning, assessment, planning, contemporary issues
Action Research
30 credits
Reflective
Professional
Practice
15 Credits
Taught/practice unit
– action Research, curriculum and subject specialism
Taught/practice unit
– reflective practice, review of learning, action planning
TEACHING PRACTICE TOTALLING 100 HOURS
(classroom and associated duties)
6 X TEACHING PRACTICE OBSERVATIONS

Teaching
Block 1
Module 1
Reflecting and Developing Own Practice
Teaching
Block 2
Module 1
Reflecting and
Developing Own
Practice
Module 2
Applying Theories and
Principles of Teaching,
Learning and
Assessment
Module 3
Action Research
Project
Teaching
Block 3
Module 1
Reflecting and Developing Own Practice

Module 1
Completed professional portfolio and action plan (3000 words) which draws upon:
3 summatively assessed and evaluated satisfactory observations
3 formatively assessed and evaluated observations
Annotated Scheme/s of Work
A minimum of 10 Lesson Plans showing a range of teaching, learning and assessment planning and delivery and post lesson evaluation.
Personal learning plans with reflective journal/log/ of critical incidents and learning journey.
Design and planning of learning. activities and/or programmes of study
Examples of developing and improving resources, including emerging. technologies to support teaching, learning and assessment.
Evidence of using a range of formative/summative assessment methods, including learner involvement in assessment of own learning.
Evidence of supporting and/or leading others to support learner experience.
Module 2
A written assignment that analyses, evaluates and links theories of teaching, learning and assessment to own subject area and current and future practice. (3000 words)
Module 3
Complete, evaluate and present an action research project
(5000 words)

Participants should hold a first degree or equivalent qualifications, and be employed as a teacher in an international organisation and/or be teaching in an international context.
Participants will need to be able to access resources from the University’s VLE; have the opportunity to engage in on-line tutorials (through negotiation with tutor) and use of electronic communications.
TEACHING PRACTICE TOTALLING 100 HOURS - (classroom and associated duties)
Support of a mentor, line manager or critical friend during the duration of the student’s studies.
The content of the Award has been considered in relation to the standards laid down by the National
Professional Standards Framework for Teaching and Supporting Learning in Higher Education (2003).
A proposed exit route (University Certificate) following completion of module one and two (30 M/7 level credits) enables strategic planning decisions to be made about appropriate training routes for staff who may not want to pursue all 60 credits.

Aspect
2a. My institution anchors teaching in its quality culture, supports the scholarship of teaching and learning.
2b. All teachers, deans, heads of programmes and other team leaders understand and support the teaching and learning framework.
2c. My institution provides the human resources, funding and facilities to support quality teaching initiatives that meet teachers’ needs.
2d. Appropriate tools have been developed to monitor teaching quality and provide useful, constructive and timely feedback to teachers.
2e. The pedagogical competencies relevant for my institution have been clearly articulated, with full involvement of teachers and others.
1 2 4 5 Don’t know N/A
2f. Pedagogical competencies are used as an anchor for professional development and for assessing improvements in teaching practice.
2g. Professional development provided is well designed for upgrading pedagogical skills with specific objectives linked to quality teaching.
2h. Professional development resources and experts are available, in the right place and at the right time to support teachers effectively.
2i. Peer-learning, coaching, mentoring and a collaborative approach to improving teaching are encouraged and valued.
2j. Excellent teaching practices are readily diffused across my institution through a range of mechanisms.
2k. Excellent teachers are identified and their accomplishments well-publicised.
How do you know?

Adams, R. (1970) Duration and Incident Frequencies as Observation Indices. Education and Psychological Measurement 30(3), 669-674.
Avent, J. E. (1931) The Excellent Teacher. Tennessee: Jos E. Avent.
Darling-Hammond, L. (2000), Futures of Teaching in American Education, Journal of Educational Change, Vol. 1, No. 4, pp. 353- 373.
Dewar, K. (XXXX) On Being a Good Teacher Journal of Hospitality, Leisure, Sport and Tourism Education vol 1 (1) pp 60-66
Hénard, F. and Roseveare, D (2012) Fostering Quality Teaching in Higher Education: Policies and Practices An IMHE Guide for Higher
Education Institutions
OECD (2008) Institute for Management in Higher education Learning our lesson: REVIEW OF QUALITY TEACHING IN HIGHER EDUCATION
QAA (2011) UK Quality Code for Higher Education Part B: Assuring and enhancing academic quality Chapter B10: Management of collaborative arrangements
Roy, D. E. (1987) 3M Fellows Seminar, Final Report. 3M Corporation.
Stensaker, B. ( 2004), The transformation of organisational identities: Interpretations of policies concerning the quality of teaching and
learning in Norwegian higher education, Enschede, Center for Higher Education and Policy Studies, (CHEPS).
Trigwell, K., E. Martin, J. Benjamin and M. Prosser (2000), Scholarship of teaching: A Model Higher Education Research & Development, Vol.
19, No. 2.
White, K., Wyne M., Stuck G. and Coop R. H. (1987) Assessing Teacher Performance Using an Observational Instrument Based on Research
Findings. NASSP Bulletin March, 89-95.