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About the framework

Introduction

Why Have Quality-Plus Teaching Strategies?

The Quality-Plus Teaching Strategies, originally developed by Gwinnett County Public Schools educators in 2006, identify the evidence-based pedagogical strategies supported by the district for use in every classroom.  Quality-Plus Teaching Strategies are strategies that lead to optimal student learning.  These strategies are based on the study of effective teaching, or pedagogy. When these sound pedagogical strategies are used in the classroom, they will address the needs of the learner and, therefore, be the most efficient and effective path to learning.

By identifying a core of cross-subject, cross-grade level strategies that are proven to be effective, Gwinnett County Public Schools is assuring that all students have the very best opportunity to learn the Academic Knowledge and Skills in their courses of study.  The Quality-Plus Teaching Strategies represent the priority instructional methods that Gwinnett teachers will use for students to learn the content, and this helps teachers know how to focus their instruction.

In order to use the strategies effectively, teachers need to become well versed in the practical application of each strategy.  They need to know how to select among the strategies for what is most effective for the specific content they are teaching and the characteristics of the learners.  And then, they need to know how to best implement the selected strategy(ies) to result in optimal student learning.

 

Why Refresh Now?

The Quality-Plus Teaching Strategies have been a part of how Gwinnett does teaching and learning for more than ten years.  The original strategies were selected based on:

  • the evidence in research and practice for their high degree of effectiveness;
  • the effectiveness of the strategies across grade levels and subject areas;
  • use of strategies by schools that experience high levels of student achievement, especially those with the most challenging populations of students.

Although there is no question that the original strategies continue to be effective, district leadership recommended a review of current research – what has been compiled in the last ten years – to confirm the continued use of the strategies, and/or to update the selection of the strategies if the research supported it.

After a review of the current body of literature on effective, evidence-based pedagogy, the task force charged with the work determined that the original thirteen strategies continue to represent the best in pedagogical practice.  However, the research pointed to some areas where the original strategies could be clarified and enhanced, and where teacher training and practice could be expanded.

 

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