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www.oecd.org/education
www.pisa.oecd.org
www.data.gov
Given the uncertainties that accompany change, education stakeholders tend to value the status quo. Systems need to become better at communicating and building support for change.
Understanding learning to improve teaching
Successful reforms tend to involve significant investment in staff development, or clustering reforms to build up support for them in related institutions.
Teacher engagement also requires consistent, co-ordinate efforts to persuade those affected of the need for reform and, in particular, to communicate the costs of non-reform. This may be particularly challenging when the opportunity costs of maintaining the status quo are less apparent than the costs of change.
21st century learning environments
Make learning central, encourage engagement,
Be the place where students come to understand themselves
Fostering lifelong skills-oriented learning instead of qualifications-focused education upfront in life course
School leaders develop networks and share their tasks with vice-principals or co-principals, deputy principals, assistant principals, vocational/technical department heads, workshop managers and/or co-coordinators and teachers with special duties. Leadership structures or more informal ad hoc groups based on expertise and current needs are formed to encourage a distribution of responsibilities
Reform must be underpinned by solid research and analysis
Acutely sensitive to individual differences
Promote connections across subjects and activities and beyond school
Governments and unions need to develop their research capacities.
There is need for better links between union researchers and their counterparts in ministries and those in independent research institutes and universities.
PISA shows that, on average now 84% of students are enrolled in schools that have full autonomy in deciding how their budgets are spent, and 57% are in schools that are fully autonomous in formulating their budgets
Conflict between unions and reform has best been avoided not where unions are weak but where they are strong and co-operate with reform
Understanding what skills drive economic and social outcomes
Learning the right mix of skills in effective, equitable and efficient ways
Economies and labour-markets fully utilize their skill potential
Governments build strong skills systems and effective partnerships with
key stakeholders to find sustainable approaches to who should
pay for what, when and where
Source: Autor, Levy Murnane
The Sutton Trust
17 June 2013
The better a country’s education system performs, the more likely that country is working constructively with its unions and treating its teachers as trusted professional partners
Information literacy, technology
Tools for working
Ways of thinking
Then
Now
Creativity, critical thinking, problem-solving, decision-making and learning
Communication and collaboration
Ways of working
Teachers need to be active agents, not just in the
implementation of reforms, but also in their design
Learning a place
Provision
Prescription
Bureaucratic look-upwards
Management
Public vs. private
Delivered wisdom
Uniformity
Curriculum-centred
Culture as obstacle
Standardisation
Learning an activity
Outcomes
Informed profession
Devolved-look outwards
Leadership
Public with private
User-generated wisdom
Embracing diversity
Learner-centred
Culture as capital
Ingenious
PISA Learning Outcomes (15-year-olds)
Continual assessment with formative feedback
Ensure learning is social and collaborative
Dialogue can involve conversations both within
national professional bodies and among local groups of professionals
Fostering demand-sensitive and relevant learning involving employers
Compared to purely government-designed curricula taught in exclusively school-based systems, learning in the workplace offers important advantages
Developing
21st century teachers
School leaders also played a key role in integrating external and internal accountability systems by supporting their teaching staff in aligning instruction with agreed learning goals and performance standards
To evaluate school performance, two-thirds of OECD countries have regulations that require lower secondary schools to be inspected regularly where leaders are held accountable for their use of public funding and for the structures and processes they establish
Finland has made teaching one of the most sought-after occupations by raising entry standards and giving teachers a high degree of professional responsibility
Demanding to every student without overloading
Teachers need a rich repertoire of teaching strategies, the ability to combine approaches, and the knowledge of how and when to use certain methods and strategies.
Teachers need to be well-versed in the subjects they teach in order to be adept at using different methods and, if necessary, changing their approaches to optimize learning
The strategies used should include direct, whole-group teaching, guided discovery, group work, and the facilitation of self-study and individual discovery.
In Finland, teachers’ time is matched to students’ needs – and this isn’t always class time
Finland’s highly-educated teaching workforce receives a solid base of education theory and is able to apply that to their practice as student teachers, with the support of mentors and team teachers
Sweden introduced curriculum-embedded assessments that avoid the pitfalls of teacher-designed assessments. The are available 'on demand' and designed, administered and scored locally
Teachers need to have a deep understanding of how learning happens, and and strengthen student initiative and create skills
Teachers need the space to design, lead, manage and plan learning environments in collaboration with others
Many Japanese students still struggle with open-ended tasks requiring students to creatively integrate knowledge...
In Shanghai, the Empowered Administration initiative pairs retired school leaders and teachers with struggling schools to provide administrative and pedagogical guidance
...but over the last decade Japan has seen the greatest improvement in PISA in this area among all high-performing nations.
Japan
OECD
Japan
OECD
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Teachers need to reflect on their practices in order to learn from their experience
Teachers need to acquire strong technology skills and skills to use technology as effective teaching tools, both to optimize the use of digital resources in their teaching and to use information-management systems to track student learning
School leaders continually challenge staff
...How do we know that?...
...Could we test another way of doing it?...
...What do we know about how people in other schools do it?...
The Le@rning Federation is a major digital content project for schools in New Zealand and Australia
Singapore’s Future Schools, encourage innovation and enterprise in teaching practice and flexible learning environments with special emphasis on using technology
Teachers need to be able to work in highly collaborative ways, working with other teachers and professionals or para-professionals within the same organization, or with others in other organizations, in networks of professional communities and in different partnership arrangements, including, for some, mentoring teachers
Ontario's leadership strategy
In Singapore, teachers are encouraged to be lifelong learners and are part of professional learning communities in which teachers can learn from each other and improve their practice