Preparing Teachers and Developing School Leaders for the 21st Century

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Table of Contents 8 © Boxes Box 1.1 Ontario – Improving education through more effective school leaders ...............................................................................................14 Box 1.2 Australia’s approach to school leadership and its National Professional Standard for Principals ................................................21 Box 1.3 Characteristics of leadership-development “exemplary programs” .......................................................................................................23 Box 1.4 Cultivating school leadership in the United States ......................................................................................................................................23 Box 1.5 Selecting and training school leaders in Singapore .....................................................................................................................................25 Box 1.6 Sampling school leadership in Denmark and the Netherlands ...............................................................................................................25 Box 1.7 Leadership development in Scotland...............................................................................................................................................................27 Box 1.8 Leadership-preparation programs in Finland and Norway .......................................................................................................................28 Box 2.1 ATC21S – Assessment and Teaching of 21st Century Skills ......................................................................................................................34 Box 2.2 Singapore’s TE21 Model of Teacher Education .............................................................................................................................................36 Box 2.3 Teacher education in Finland .............................................................................................................................................................................39 Box 2.4 Teach less, learn more ..........................................................................................................................................................................................40 Box 2.5 Curriculum-embedded assessments: Scotland and Sweden.....................................................................................................................42 Box 2.6 A Learning Community, CEIP Andalucía, Seville, Spain ..........................................................................................................................42 Box 2.7 Student Team Learning (STL) group work methods ....................................................................................................................................43 Box 2.8 Teacher collaboration in cyberspace ..............................................................................................................................................................43 Box 2.9 The L@arning Federation, Australia and New Zealand .............................................................................................................................44 Box 2.10 1:1 Initiatives - one student, one digital device ..........................................................................................................................................44 Box 2.11 Courtenay Gardens Primary School, Victoria, Australia ...........................................................................................................................44 Box 2.12 Community Learning Campus, Olds, Alberta Canada ..............................................................................................................................45 Box 2.13 Funding innovation – The UK’s Sinnott Fellowship ....................................................................................................................................46 Box 2.14 Best Evidence Synthesis Program, New Zealand ........................................................................................................................................47 Box 2.15 Preparing teachers to lead improvement in Japan and China .................................................................................................................48 Box 2.16 The Pedagogy and Content Routine (PCR) – a “Kernel Routine” ...........................................................................................................50 Box 2.17 Open Access College, South Australia ...........................................................................................................................................................50 Box 2.18 Culture Path, Kuopio Finland ............................................................................................................................................................................50 Box 2.19 Projektschule Impuls, Rorschach, Switzerland .............................................................................................................................................51 Box 3.1 Throughout Singapore, teaching talent is identified and nurtured rather than being left to chance ............................................59 Box 3.2 Teachers and schools assume responsibility for reform in Finland ........................................................................................................62 Box 3.3 Multiplies incentives to attract excellent teachers to disadvantaged schools in Korea and in North Carolina.........................66 Box 3.4 Individual pay in Sweden ....................................................................................................................................................................................67 Box 3.5 Additional support in school for teachers in England .................................................................................................................................67 Box 3.6 Providing greater career diversity in Australia, England and Wales, Ireland and Québec (Canada) ...........................................72 Box 3.7 Professional development for teaching minority students in New Zealand ........................................................................................74 Box 3.8 Innovative teacher-preparation programs in the United States ................................................................................................................74 Figures Figure 1.1a How much autonomy individual schools have over curricula and assessments ...............................................................................15 Figure 1.1b How much autonomy individual schools have over resource allocation ............................................................................................16 Figure 1.2 School principals’ views of their involvement in school matters ...............................................................................................................17 Figure 1.3 How selected countries have defined school leaders .................................................................................................................................20 Figure 1.4 Leadership development in selected countries .............................................................................................................................................26 Figure 2.1 Consequences of teacher performance as reported by teachers .............................................................................................................37 Figure 2.2 Approaches to teaching ........................................................................................................................................................................................41 Figure 2.3 Student-teacher relationships and student performance ............................................................................................................................49 OECD 2012 PreParing teachers and develoPing school leaders for the 21st century – lessons froM around the World
Figure 3.1 Perceived shortage of mathematics and science teachers .........................................................................................................................56 Figure 3.2 Relationship between school average socio-economic background and school resources ...............................................................57 Figure 3.3 Teachers’ salaries relative to those of workers with college degrees .....................................................................................................63 Figure 3.4 Decisions on payments for teachers in public institutions (2009) ..........................................................................................................64 Figure 3.5 Comparison of impact and participation by types of development activity ........................................................................................75 Figure 3.6 Reasons for not taking more professional development ............................................................................................................................75 Figure 3.7 Areas of greatest need for teacher professional development ..................................................................................................................76 Figure A.1 Comparing countries’ performance in reading .............................................................................................................................................82 Figure A.2 Comparing countries’ performance in mathematics ...................................................................................................................................83 Figure A.3 Comparing countries’ performance in science ...............................................................................................................................................84 Figure A.4 Relationship between school average socio-economic background and school resources ...........................................................85 Figure A.5 School principals’ views of how teacher behaviour affects students’ learning ...................................................................................86 Figure A.6 School principals’ views of how teacher behaviour affects students’ learning ...................................................................................87 Figure A.7 Compulsory and intended instruction time in public institutions (2009) .............................................................................................88 Figure A.8 Average class size, by type of institution and level of education (2009) ..............................................................................................89 Figure A.9 Teachers’ salaries (2009) ......................................................................................................................................................................................90 Figure A.10 Teachers’ salaries and pre-service teacher training requirements (2009) ................................................................................................92 Figure A.11 Organisation of teachers’ working time (2009) ............................................................................................................................................93 Figure A.12 Number of teaching hours per year (2000, 2005-09) .................................................................................................................................94 Figure A.13 Participation of teachers in professional development in the previous 18 months (2007-08) .......................................................95 Figure A.14 Amount of professional development undertaken by teachers in the previous 18 months (2007-08) – teacher characteristics ..........................................................................................................................................................................................96 Figure A.15 Amount of professional development undertaken by teachers in the previous 18 months (2007-08) – school characteristics ............................................................................................................................................................................................97 Figure A.16 Types of professional development undertaken by teachers (2007-08) ................................................................................................97 Figure A.17 Teachers who wanted to participate in more development than they did in the previous 18 months (2007-08) ........................98 Figure A.18 Teachers’ high professional development needs (2007-08) ......................................................................................................................99 Figure A.19 Support for professional development undertaken by teachers (2007-08) .......................................................................................100 Figure A.20 Frequency of mentoring and induction programmes (2007-08) ..........................................................................................................100 Figure A.21 Recruitment of principals, 2006-07, public schools ................................................................................................................................101 Figure A.22 Reasons for not participating in more professional development (2007-08) ...................................................................................103 PreParing teachers and develoPing school leaders for the 21st century – lessons froM around the World © OECD 2012 Table of Contents 9
Page 1: Preparing Teachers and Developing S
Page 4 and 5: This work is published on the respo
Page 7: Acknowledgements the volume was edi
Page 13 and 14: Introduction Many countries have se
Page 15 and 16: Chapter 1 deVeLopInG eFFectIVe Scho
Page 17 and 18: OECD Partners developing effective
Page 19 and 20: OECD Partners Australia Austria Bel
Page 21 and 22: developing effective school leaders
Page 33 and 34: Developing Effective School Leaders
Page 35 and 36: Chapter 2 preparInG teacherS: deLIV
Page 37 and 38: Preparing teachers: delivery of 21s
Page 39 and 40: Malaysia Bulgaria Poland Italy Slov
Page 43 and 44: Ipsative means 2.0 1.5 1.0 0.5 0 -0
Page 45 and 46: Advanced technology in the classroo
Page 47 and 48: No single best method Preparing tea
Page 53 and 54: Designing expert systems for teache
Page 57 and 58: Chapter 3 preparInG teacherS: match
Page 59 and 60: OECD Partners Preparing teachers: m
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Preparing teachers: matching demand
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OECD Other G20 Preparing teachers:
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Annex A Selected comparative data f
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selected comparative data from oecd
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OECD Partners selected comparative
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OECD Partners selected comparative
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OECD Other G20 selected comparative
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ICT teaching skills Teaching specia
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Preparing Teachers and Developing S
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Preparing Teachers and Developing School Leaders for the 21st Century

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