ABSTRACT

The primary difference between effective and ineffective teachers does not lie in the amount of knowledge they have about disciplinary content, 1 the type of certificate they hold, 2 the highest degree they earned, 3 or the years they have been in the teaching profession; 4 rather, the difference lies more fundamentally in the manner in which they deliver their knowledge and skills while interacting with the students in their classroom. 5 Numerous studies reveal that schools and teachers with the same resources yield different results in terms of student learning. Thus, it seems clear that these differences depend on how the resources are used by those who work in instruction. 6 This chapter addresses the following five questions related to the teacher’s important work in instructional delivery:

What does instructional delivery mean?

What does the research say about instructional delivery?

What are research-based quality indicators for instructional delivery?

How can instructional delivery be documented?

What are rating scale options for instructional delivery?