Establishing Children's Learning as the Criterion for Teacher Effectiveness

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Abstract
The purpose of teachers, teaching, and the curriculum in schools is to promote learning. Attempts to clarify teacher effectiveness in relation to pupil learning where they exist in past literature have been notably ambiguous. Rather global measures by headteachers, college tutors and inspectors have been used instead, or dimensions have been extracted from detailed observations of classroom interaction. Reasons for recent concern with evaluation of the applicability of the teacher's training, method or lesson content to his task are advanced, and it is argued that once the dimensions of children's learning that are to be the specific responsibility of the school are defined, criteria for successful learning could be evolved by teachers along each dimension. Assessment and interpretations would, however, need to involve wide considerations of the concepts of learning, behaviour, interest, motivation etc., and this, although an enormous task, must be done.

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