Conference Agenda

This paper concerns the characteristics of teaching quality. It is well-established that teachers are central to education systems and that teaching quality is vital for educational improvements to support students’ learning (OECD, 2021). This paper presents findings from the Teacher-led Learning Circles (T3LFA) project which facilitated professional learning and development to advance teachers’ leadership of effective formative assessment practices to benefit students’ learning. The T3LFA project was led by Education International and implemented over three years (2020-2023) in seven countries: Brazil, Côte d’Ivoire, Ghana, Malaysia, South Korea, Switzerland, and Uruguay.

The theoretical framework combined identification of six key features of effective professional learning and development (Campbell et al., 2022) and four evidence-based Assessment for Learning strategies and linked practices (Lysgaht et al., 2017, 2019). Two overarching research questions are explored. In the Teacher-led Learning Circles:

• What promising teacher-led formative assessment practices were identified?
• What professional learning and teacher leadership processes supported teachers’ formative assessment practices?

The data are from: teacher pre-survey (n=171, 99% response rate) and post-survey (n=121, 70% response rate); a teacher codification framework questionnaire for examples of promising formative assessment practices (113 responses); questionnaires for local facilitators (n=27, 63% response rate), local union representatives (n=10, 59% response rate) and national researcher (n=7, 100% response rate); and National Country Reports (n=7, 100% response rate).

The findings indicate statistically significant improvements in teachers’ confidence in and embeddedness of practice for teachers’ use of effective formative assessment strategies and linked practices in the categories of Learning Intentions and Success Criteria, Questioning and Classroom Discussion, Feedback, and Self- and Peer-Assessment. The findings also indicate positive improvements in professional learning and development processes to support teachers’ formative assessment practices. Reported benefits included teachers’ increased knowledge and use of formative assessments with benefits for students’ learning, progression, confidence, agency, and academic achievement.

This presentation focuses on the interactions between teacher presence and student flourishing. Drawing on the PERMA framework established by Seligman, the “Calm, Clear, Kind” framework of Patricia Jennings and the work of Dr Stuart Shanker, we explore how teacher presence - mindfulness, embodiment and self-regulation support student social-emotional and academic flourishing. Cultivating the conditions for positive emotion, engagement, relationships, meaning and accomplishment in classrooms is dependent on teacher-student and student-student relationships.

Research is conducted through classroom practice, interviews and professional learning sessions. Presenters will share evidence-based approaches to create compassionate and equitable classrooms through teacher presence, instructional / assessment practices and curriculum design.

This work is significant as we are witnessing high levels of stress for both teachers and students. In addition, student disengagement and social media distraction are impacting student mental health and personal relationships.

This work crosses a number of the sub-themes of the conference including: quality teaching, curriculum design and equitable teaching practices.

Monitoring and Evaluation (M&E) play a crucial role in achieving targeted educational outcomes. In the state of Haryana, India, an M&E mechanism has been meticulously established to ensure accurate data collection by mentors in classrooms, the implementation of structured pedagogy by teachers, and the mastery of weekly competencies by students to achieve Foundational Literacy and Numeracy (FLN) by grade 3. This study delves into the practical application of the M&E framework to conduct effective review meetings across 22 districts in Haryana. The research methodology encompasses a comprehensive analysis of observations from 18 District Project Implementation Unit (DPIU) review meetings, alongside in-depth interviews with 4 District Elementary Education Officers, 4 FLN coordinators, and 8 members of the State Project Implementation Unit team. These qualitative insights are complemented by quantitative data from 8669 schools, meticulously collected during mentoring and monitoring activities. This extensive dataset has been analysed to track progress on seven Key Process Indicators (KPIs). Review meetings, a critical component of the M&E framework, were evaluated using detailed pre-meeting, during-meeting, and post-meeting checklists that involve 16 distinct parameters. These parameters ensure a thorough assessment of the meeting's effectiveness in facilitating targeted actions. The study underscores the significance of quality data collection and the need for consistent training for district officials on M&E practices. Such training is pivotal for enhancing the capability of officials to conduct meaningful review meetings that drive actionable outcomes. The findings from this research highlight the transformative potential of structured review meetings in applying M&E tools. By fostering a culture of accountability towards educational goals, these meetings significantly contribute to the mission's success. The study demonstrates how systematic M&E processes can profoundly impact nearly one million students in Haryana. In conclusion, this research emphasises that robust M&E frameworks and effective review meetings are indispensable for achieving educational targets.