Skip to content

Blog Post Back to Blog

June 24

Gail Brown

Teaching with integrity, Part 2…with apologies

  • Mon 7th Jan 2013
  • Gail

Having missed two weeks, due to the flu, let's keep thinking about learning, and maybe with this break, you might need to re-read the last post about "Teaching with integrity, Part 1"?

Continuing on our short thinking trip, within our lifelong learning journey, we can all reflect on how different teachers use different strategies, and implement the same materials in different ways. And, we can accept this as a part of our learning, a part of every school and a part of life: After all, if we were all identical in everything we did, life would be SO BORING!

Given there will be differences, we can still consider integrity of implementation, and what this means over time and for our students. Part of most research studies is to consider how teachers implement any intervention, and to focus on the key features outlined in a teacher manual. High-quality, evidence-based research is likely publish data on “integrity of implementation”, and this can be used as a guide for classroom teachers applying this in their classroom.

An increasing emphasis teacher professional learning, and specifically on professional with colleagues, should reduce any differences in implementation should over time. Maybe, teachers are able to visit each other during lessons, and see how they each implement the same materials? Focussing on how and what our students learn during classroom visits can help with ensuring that the most effective implementation methods are adhered to over time.

Whatever evidence-based research supports these materials, this is based upon key implementation features, like the number of lessons per week, use of explicit instruction and modelling, amounts of independent student practice, and the types of feedback on learning. When these features are mostly present in any teacher’s implementation, then effective students’ learning is more likely to occur. Building in professional learning opportunities to discuss, observe and feedback during initial teacher implementation of any new program, materials or approaches is more likely to lead to more effective student learning, replicating the evidence-based research for that approach.

No one is perfect, and we are not clones of each other. We are all on a learning journey, and all have our strengths and weaknesses. Being tolerant of our own differences, while ensuring key features of classroom implementation, sends a clear message about learning to all: There is strength in diversity, for our students as well as for our teachers. 

Comments (0)