Teaching and Learning Are Crucial to Success

Part 5 of the Edmentum publication, School Improvement Guide: The Building Blocks of Outstanding Schools. Read Part 4, Supporting Social and Emotional Development and Innovation Skills. To access the full guide, click here.

The quality of teaching is undeniably central to student success, representing one of the most critical levers for school improvement. The UAE School Inspection Framework (KHDA, 2015) explicitly identifies high-quality instruction, coupled with rigorous assessment practices, as foundational for achieving positive educational outcomes. Effective teaching is a complex process that integrates continuous professional development, evidence-based instructional methodologies, and strategic assessment practices. The interplay between these elements can significantly elevate teaching standards, thereby directly enhancing student learning and achievement. 

Continuous professional development (CPD) is essential for teachers to remain effective and responsive to the evolving educational landscape. Professional development involves not merely attending training sessions but also engaging deeply and reflectively with new instructional methods, pedagogical research, and classroom strategies. DuFour et al. (2016) underscore the importance of teachers participating regularly in ongoing professional learning opportunities to refine their teaching practice continually. Schools that prioritise CPD provide teachers with the necessary resources, time, and support to experiment with new techniques, collaborate with peers, and reflect critically on their practice. This commitment ensures that teaching quality remains consistently high and adaptive to the changing needs of learners. 

How PLCs and Evidence-Based Instruction Enhance Effectiveness 

A key component of professional development in successful educational settings includes the establishment and utilisation of professional learning communities (PLCs). PLCs are structured groups of educators who regularly collaborate to improve teaching skills and student outcomes. According to DuFour et al. (2016), PLCs foster a collaborative culture where teachers collectively analyse student performance data, share effective instructional strategies, and support each other’s professional growth. Within these communities, teachers move beyond individual efforts, collectively addressing instructional challenges and developing innovative solutions. PLCs not only enhance teacher effectiveness but also contribute significantly to creating a supportive and collaborative school environment, ultimately driving improved student performance. 

Evidence-based instructional strategies form another cornerstone of high-quality teaching. Such strategies are rooted in research and proven through rigorous analysis to enhance student learning outcomes. Bryk et al. (2015) highlight practices like differentiated instruction, scaffolding, and inquiry-based learning as particularly effective. Differentiated instruction ensures that teaching meets diverse student needs by providing multiple avenues for learning and expression. Scaffolding involves breaking down complex tasks into manageable steps, guiding students progressively toward deeper understanding. Inquiry-based learning promotes active engagement by encouraging students to explore questions, conduct research, and develop problem-solving skills independently. 

In conjunction with evidence-based instruction, effective teaching relies heavily on comprehensive assessment practices. Formative assessments are particularly powerful, as they provide real-time feedback to both teachers and students, allowing for immediate instructional adjustments. Unlike summative assessments, which evaluate student understanding after a period of learning, formative assessments occur throughout the learning process. These frequent assessments can include informal quizzes, classroom discussions, peer reviews, and interactive activities. The immediate insights gained from formative assessments enable teachers to pinpoint areas where students struggle, promptly adapting their instruction to address these gaps effectively. 

How Technology and Leadership Support Learning Outcomes 

Leveraging technology enhances teaching quality by providing innovative tools to support personalised learning and efficient assessment. Digital platforms offer adaptive learning experiences tailored to individual student abilities and learning speeds, enhancing personalised instruction. Technology-based tools such as learning management systems, interactive educational software, and digital assessment platforms enable teachers to manage classroom activities more efficiently, track student progress accurately, and make data-driven instructional decisions swiftly. 

Leadership plays an essential role in supporting effective teaching practices. Effective instructional leadership involves creating an environment that prioritises professional growth, fosters a collaborative teaching culture, and emphasises accountability for student outcomes. School leaders who champion evidence-based instructional strategies, provide consistent support for PLCs, and promote continuous professional development set the foundation for sustained teaching excellence. By clearly communicating instructional expectations, offering resources, and maintaining a culture of high standards, leaders significantly influence teacher motivation, efficacy, and overall effectiveness. 

Teaching quality profoundly impacts student learning outcomes, making it central to school improvement efforts. High-quality instruction requires continuous professional development, evidence-based instructional strategies, regular formative assessments, and robust professional learning communities. UAE schools embracing these practices demonstrate marked improvements in teaching effectiveness and student performance, underscoring the importance of sustained commitment to excellence in teaching and learning. 

Reflection Questions:

• What evidence-based instructional strategies are used by your teachers?
• How have you cultivated a culture of professional learning?
• What steps would you take to improve data-informed practices?

Read Next: Continue to Part 6, Using Curriculum as the Cornerstone of Effective Education

References 

Knowledge and Human Development Authority (2015). United Arab Emirates School Inspection Framework 2015–2016. https://www.moe.gov.ae/Ar/ImportantLinks/Inspection/PublishingImages/frameworkbooken.pdf

DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by doing: A handbook for professional learning communities at work (3rd ed.). Solution Tree.

Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America's schools can get better at getting better. Harvard Education Press.