OECD Unlocking High-Quality Teaching
In an era of rapid change, it is important to not lose sight of the potential of high-quality teaching and the power of refining teaching practices that have demonstrated impact. This report aims to deepen understanding of the complexities of teaching and its multifaceted nature as a discipline grounded in scientific research, but so too an art requiring creativity and a craft necessitating constant collaborative reflection and improvement.
Focusing on 20 practices that support five key goals of high-quality teaching, this report draws from extensive research to delineate what we know – and what remains to be understood – about each. It also has built on the qualitative insights of more than 150 schools from 40 countries to better understand the complex realities of implementing these practices in day-to-day teaching.
Achieving high-quality teaching is not a solitary pursuit; it also depends on the school environment, and the report explores how school leaders can enable high-quality teaching. This report can be of interest for anyone committed to educational improvement, helping to spark the incremental gains that can ignite change in our classrooms and education systems.
Crafting quality subject content
Quality subject content focuses on building a deep understanding of subjects – from the subject’s core ideas and skills to a critical eye of how to apply these. Teachers ensure quality subject content by crafting explanations and expositions, providing clear, accurate, and coherent contents, making connections, and interrogating the nature of the subject. Its complexity hinges upon understanding, on the one hand, how to look backwards to students’ prior learning to build sound, robust understanding that lasts, but also how to look outwards to ensure that connections and patterns in the subject matter are steadily built and enriched.
The practices examined have shown a causal impact on students' cognitive and non-cognitive outcomes. The best available evidence is stronger for classroom interaction and formative assessment practices rather than for cognitive engagement, quality subject content, and social-emotional support – partly because these areas are harder to conceptualise and measure. Further research is needed to understand what works, where, why, for whom, and under what conditions these practices can be most impactful.
A related challenge lies in translating research into classroom practice, which involves not only accessing but also interpreting it and re-evaluating established habits. Greater attention is needed not only on what has an impact but also on how, fostering a dynamic process where professional experience and scientific knowledge enrich one another.
Empowering high quality teaching in every school
Exploring the complexity of teaching offers valuable insights into ways to improve teaching quality. Some practices – such as ensuring appropriate levels of challenge or facilitating first-hand experiences – are more challenging to implement than others, like setting learning goals. These more challenging practices require opportunities for teacher reflection and thus call for a sustained, tailored approach to their refinement.
But, high quality teaching is not just about the teacher. Factors such as class size, curriculum design, and the wider school climate play a crucial role in shaping what type of practices the teacher can enact in the classroom. The environment can either support or hinder high-quality teaching. School leaders have a critical role in navigating these factors, helping to create conditions that can enable teachers to excel in their craft.