DSLK2014

Strategic

resource management

Distributed leadership

Leadership

beyond school walls

Building on commitment, not compliance

Innovation and knowledge inspired by science (research and evaluation)

Innovation and knowledge inspired by practitioners (teachers, school heads)

Innovation inspired by users

(students, parents, communities)

Innovation inspired through entrepreneurial development of new products and services

Schulleiterkongress 2014

In conclusion

Thank you!

Find out more about our work at:

www.oecd.org/education

www.pisa.oecd.org

Andreas.Schleicher@OECD.org

SchleicherEDU

...and remember: Without data, you are just another person with an opinion

Thank you!

Find out more about our work at:

www.oecd.org/education

www.pisa.oecd.org

Andreas.Schleicher@OECD.org

SchleicherEDU

...and remember: Without data, you are just another person with an opinion

Innovation

In conclusion

Understanding learning to improve teaching

Thank you!

Find out more about our work at:

www.oecd.org/education

www.pisa.oecd.org

www.data.gov

Email: Andreas.Schleicher@OECD.org

...and remember: Without data, you are just another person with an opinion

OECD countries spend 15 times more on

than on

education research

health research

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.

The UK's Sinnott Fellowship funds the work of outstanding teachers who create innovative links between the school and the community to improve student aspirations and outcomes

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.

What makes a great

learning environment?

New Zealands Best Evidence Synthesis Programme is a government brokerage agency through which effective R&D has leveraged effective classroom practice for diverse learners

Making reforms work

• Policy makers need to build consensus on the aims of education reform and actively engage stakeholders, especially teachers, in formulating and implementing policy responses.
• Some reforms capitalize on external pressures or crises as part of building a compelling case for change.
• All political players and stakeholders need to develop more realistic expectations about the pace and nature of reforms to improve outcomes.
• Reforms need to be backed by sustainable financing.
• There is some shift away from reform initiatives per se towards building self-adjusting systems with rich feedback at all levels, incentives to react, and tools to strengthen capacities to deliver better outcomes.
• Investment is needed in change-management skills
• Evidence needs to feed back to institutions along with tools with which they can use the information

Make learning central,

encourage engagement and responsibility

21st century reforms

Reform must be underpinned by solid research and analysis

Fostering lifelong skills-oriented learning instead of qualifications-focused education upfront in life course

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.

Conflict between unions and reform has best been avoided not where unions are weak but where they are strong and co-operate with reform

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

Teachers need to be active agents, not just in the

implementation of reforms, but also in their design

Socio-economic challenges

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

Now

Then

Learning an activity

Outcomes

Informed profession

Devolved-look outwards

Leadership

Public with private

User-generated wisdom

Embracing diversity

Learner-centred

Culture as capital

Ingenious

Learning a place

Provision

Prescription

Bureaucratic look-upwards

Management

Public vs. private

Delivered wisdom

Uniformity

Curriculum-centred

Culture as obstacle

Standardisation

PISA Learning Outcomes (15-year-olds)

Dialogue can involve conversations both within

national professional bodies and among local groups of professionals

Acutely sensitive to individual differences

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

Promote connections across subjects and activities and beyond school

Leadership in the 21st century

Lessons from the World

Most countries try hard

Andreas Schleicher

Schulleiterkongress, 14.2.2014

Globalisation

``

Skills have become the currency

of 21st century societies

Continual assessment with formative feedback

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

...Skills change lives...

but more education doesn't automatically translate into better skills, better jobs, better lives

• because skills have an increasing impact on labour market outcomes and social participation

• because failure to ensure a good skills match has both short- term consequences (skills shortages) and longer-term effects on economic growth and equality of opportunities

...and drive economies

Success with converting skills into jobs and growth depends on whether...

Growing knowledge intensity

21st century skills

Information literacy, technology

Tools for working

Citizenship

Life and careers

Living in the world

Ways of thinking

Personal and social responsibility

Creativity, critical thinking, problem-solving, decision-making and learning

Communication and collaboration

Ways of working

Ensure learning is social and collaborative

Understanding what knowledge and skills drive economic and social outcomes

The knowledge economy does not pay you for what you know but for what you can do with what you know

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 do what and pay for what, when and where

What makes a

great teacher?

Balancing autonomy and accountability

Fostering demand-sensitive and relevant learning involving employers

Finland has made teaching one of the most sought-after occupations by raising entry standards and giving teachers a high degree of professional responsibility

Teachers are 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

Teachers have a rich repertoire of teaching strategies, the ability to combine approaches, and the knowledge of how and when to use certain methods and strategies.

Compared to purely government-designed curricula taught in exclusively school-based systems, learning in the workplace offers important advantages

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

Demanding to every student without overloading

Attracting, developing and retaining high quality teachers and school leaders to a work organisation in which they can use their potential

Teachers have a deep understanding of how learning happens, and strengthen student initiative and create skills

Teachers have the space to design, lead, manage and plan learning environments in collaboration with others

Investing resources where they can make most of a difference

Many Japanese students still struggle with open-ended tasks requiring students to creatively integrate knowledge...

Alignment of resources with key challenges (e.g. attracting the most talented teachers to the most challenging classrooms)

...but over the last decade Japan has seen the greatest improvement in PISA in this area among all high-performing nations.

PISA 2006 - 2009

``

• Clear ambitious goals that are shared across the system and aligned with high stakes gateways and instructional systems
• Well established delivery chain through which curricular goals translate into instructional systems, instructional practices and student learning (intended, implemented and achieved)
• High level of metacognitive content of instruction

Effective spending choices that prioritise high quality teachers over smaller classes

Teachers reflect on their practices in order to learn from their experience

Teachers 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 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

In most countries teacher evaluation involves school leaders and other senior school staff, form rigour and consequences vary greatly

Purposes tend to be evenly distributed among formative evaluation, performance appraisal, professional development planning and career development

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?...

Supporting, evaluating and developing teacher quality

School-based professional development activities involving the entire staff or significant groups of teachers are becoming more common, while teacher-initiated personal development is becoming less so.

Most countries now link professional development to the developmental priorities of the school and co-ordinate in-service training in the school accordingly.

School managers and, in some cases, local school authorities play an important role in planning professional-development activities.

Strengthen school leaders’ capacity for adapting the curriculum to local needs

Training for school leaders in teacher monitoring and evaluation

Enhancing role of school leaders in teacher professional development so that it is relevant to the local school context

Encourage school leaders to promote teamwork among teachers

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

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

21st Century School Leadership

As more countries grant greater autonomy to schools in designing curricula and managing resources, the role of the school leader has grown far beyond that of administrator. Developing school leaders requires clearly defining their responsibilities, providing access to appropriate professional development throughout their careers, and acknowledging their pivotal role in improving school and student performance by offering the kinds of work environment that will attract the best candidates.

What school leaders in PISA say about their involvement in school matters

In some Finnish municipalities, school leaders spend one-third of their time as district leaders

% of principals who report doing this frequently or very frequently

They also have significant responsibilities in teacher education

Vision for results and equity

Goal-setting, assessment and accountability

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

Provide school leaders with discretion to set the school’s strategic direction and develop school plans in line with national curriculum standards but also responsive to local needs

Promoting “data-wise” leadership through support and training opportunities for school leaders

Encourage school leaders to distribute assessment and accountability tasks to people within schools capable of using data to design appropriate improvement strategies