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Quality Teaching at IEGS

By Lydia Barsawme
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Teacher quality matters. In fact, it is one of the most important school-related factors influencing student achievement (Hattie, 2012; Hattie 2020). Since our inception in 1999, we have been recruiting teachers of the very highest calibre to IEGS. Our current staff of eighty are drawn from around the world including: Australia, Canada, France, Italy, New Zealand, Spain, South Africa, the United Kingdom, the United States and Sweden. These highly qualified teachers create stimulating inclusive learning environments with active teacher support. This means that all IEGS students are given the equal opportunity to learn, develop and thrive; participating and engaging in quality learning and engagement with school life. 

As educators our role is to prepare future generations to be motivated, bold and brave, ready with knowledge and skills to face the unknown. To make this happen requires our teachers to be equally prepared, motivated and brave. To support our teachers, we provide time and a variety of learning opportunities for their continued professional development. At IEGS we believe that teachers who are supported to grow as learners are more empowered, engaged and therefore have a greater impact. Stimulated and energized teaching leads to stimulated, exciting and learning enhanced classroom experiences! 

For professional development opportunities at IEGS, we use our induction days, inset days and different team meetings throughout the school year as a forum to learn from one another, problem solve together, reflect on our teaching, reflect on our school, share our ideas and to make plans and adjustments. At IEGS, we encourage our teachers to be critical thinkers, self-reflective and committed to lifelong learning and continuous improvement. We role model life-long learning so that we are prepared for the unknown and we look for ways to promote high aspirations for our future generation of learners.

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References:

Hattie, J. (2012) Visible Learning for Teachers: Maximising Impact on Learning, UK: Routledge.
 
Hattie (2020) Visible Learning (n.d.) : Hattie Ranking: Backup of 195 effects related to student achievement. Available at
https://visible-learning.org/hattie-ranking-backup-195-effects/ (Assessed August 2020)





 

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