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TEACHER EDUCATION AND TEACHER DEVELOPMENT IN A CONTEXT OF CHANGE
SerbiaNovember 2012
Professor Graham Donaldson CBUniversity of Glasgow
Propositions
Relentless drive to improve educational quality will continue
The twenty-first century learner is different
The twenty-first century teacher has to be different
We need new ways of approaching career-long learning
That requires a sophisticated concept of leadership
School improvement starts and ends in the classroom
Relentless Drive for
Educational
Improvement
School education is one of the most important and contested policy areas for governments across the world.
Evidence of relative performance internationally has become a key driver of policy.
Human capital in the form of a highly educated population is seen as a key determinant of social justice and economic success.
The pace and character of social, economic and technological change has profound implications for how we conceive education in the future.
States and individuals need high levels of education for future economic, social and personal wellbeing
Innovation is integral to educational quality - create the future not recreate the past
Models of governance and change need to be dynamic and promote alignment
↓RE-EXAMINE APPROACH TO AND RELATIONSHIP BETWEEN
TEACHING / LEADERSHIP / CURRICULUM / ACCOUNTABILITY
Successful 21st CenturyLearners
Deep knowledge
Strong core skills
Can change, adapt, transfer skills
Skills to access information, as well as retain it
Persistent, resilient, able to manage impulse
Have learned how to learn and want to learn
Strong interpersonal/ intrapersonal skills
Responsible, global citizens
Secure in their values
What do we mean by
‘quality’?
Qualifications?
Destinations?
Basics?
Wellbeing?
Capacity to learn?
Desire to learn?
Educated Person?
Lessons from High-Performing Systems
Clarity of purpose – values and curriculum
High expectations of achievement
Enabling all young people to achieve their potential
Emphasis on early learning
High quality teachers
Culture of professional learning
High quality leadership at all levels
Outward looking – open to but not beguiled by innovation
Intelligent accountability
Reflective and self-evaluative
Early focus on expansion of provision – more = better/strong teacher agency
1960s - Alphabet soup curriculum reform
Standards movement - measurement mania
School effectiveness
Curriculum specification
Professional conspiracies – competition & inspection
Teachers Matter - “It’s the teacher, stupid”
?????????
Fall and Rise of Teacher Agency?
It’s the teachers stupid!
• Overall, the research results indicate that raising teacher quality is vital for improving student achievement, and is perhaps the policy direction most likely to lead to substantial gains in school performance
• Students of the most effective teachers have learning gains four times greater than the learning gains of the least effective teachers ( Sanders and Rivers 1996)
Moving from being taught by an average teacher to one of high quality leads to an improvement which is roughly equivalent to the effect on learning of reducing class size by 10 students (Rivkin et al 2001)
Differences among teachers explain up to 23% of the variation in student test score performance that is potentially open to policy influence (Rockoff 2004)
Teachers Matter
The quality of an education system cannot exceed the quality of its teachers
(McKinsey & Co 2007)
Teachers Matter but…
“For commitment to flourish and for teachers to be resilient and effective, they need a strong and enduring sense of efficacy…They need to work in schools in which leadership is supportive, clear, strong and passionately committed to maintaining the quality of their commitment.”
Day et al ‘Teachers Matter’ OUP 2007 quoted in Hargreaves & Fullan ‘Professional Capital’ Routledge 2012
Teachers and change
85 percent are resistant to change what works for them; ten percent are willing to change to be more efficient; and five percent are willing to try new innovations. Hence the moves to use accountability, government pressure, compulsion and the stick rarely change the conceptions or lens of teachers.
Hattie ‘Visible Learning ’ 2009 Routledge
And much teacher
knowledge is
Tacit
Intuitive
Situation bound
Chance
Wikman (Teacher Education Policy in Europe 2010)
We need teachers who -
have high-levels of expertise – subject, pedagogy and theory
have secure values – personal and professional accountability for the wellbeing of all young people
take prime responsibility for their own development
but also see themselves as and act as part of a team
see professional learning as an integral part of educational change
engage in well-planned and well-researched innovation
are outward-looking and seek partnerships
ANDSee themselves as having these values and
capacities
ANDAre seen by others to have these values and
capacities
How do we do it?
Select and develop high quality people
A continuum of teacher learning – framework of standardsintellectual integrityrelevantreflectivecollegiateresearch aware
Relentless focus on impact on young people’s learning.
Teacher Standards should-capture characteristics of high quality teacher
establish a common language of quality
provide a key reference point for teacher education – pre and post qualification
act as an incentive for career-long professional growth
provide a basis for evaluating progress
look credible to an experienced teacher
contribute to embedding innovation
help align policy and practice
If “the quality of education cannot exceed the quality of its teachers” then the prime task for leadership is to build the capacity of and maximise the impact of
those teachers, individually and collectively.
Leadership
Distributed – attitude not roles/not followership
Clear moral purpose/vision – social justice
Relentless pursuit of high quality
Respect for evidence
Continuous learning – lead learner
Communication/empathy
Outward looking
Capacity building
Policy frameworks for teacher evaluationMost countries (16/21) have policy frameworks for teacher
evaluation in placeCompletion of probation: 11/21Performance management: 13/21Registration: 6/21Reward schemes: 3/21
Where teacher evaluation is not regulated nationally, it may still occur informally at the local or school level
Forthcoming OECD Review 2012
Reference standards
All but two countries that have policy frameworks for teacher evaluation also have central standards to guide evaluation
For the completion of probation, most countries use central standards, sometimes complemented by description of duties / code of conduct
For performance management purposes, the use of school level rules, regulations or development plans as reference points for teacher evaluation is also common
For registration, central standards or particular registration standards; graduate profile in one country
Forthcoming OECD Review
Standards of professional competence
Dutch law defines 7 standards of professional competence for Dutch
teachers:
- pedagogically competent (safe learning environment)
- competent in terms of subject matter (contents and
didactics)
- competent in interpersonal relations
- organizationally competent
- competent in teamwork
- competent in cooperation with school environment (parents)
- competent in reflection and development
Standards in Netherlands
Basic skills:
The teacher clearly explains the subject matter
The teacher creates a task- oriented learning environment
Pupils are actively involved in the classroom activities Complex skills The teacher: tailors the lessons to various needs tailors the assignments to various needs tailors the available time to various needs monitors the progress of pupils systematically
Netherlands – Two categories of Skills
NetherlandsRick Steur SICI 2012
Central concept: The professional space for the teachers The use of professional space by the teachers
Summary of current policy context in Scotland
Supporting andchallenging
Improvement
Scottish Teacher Reform Programme
‘Teaching Scotland’s Future’ (Donaldson 2010)
Entry qualifications
New degrees – practicum reconceptualised
Continuum of professional learning – Standards
Professional review
Masters level profession
University engagement
Leadership college
Aligned policy
Strong partnership approach
ATEPIE PROJECT
Addressing the key issue – teacher capacity
Reference framework for teacher standards
Partnership across the region
Drawing on best international practice
Attention to dissemination
Inclusive development process
Big Messages for Policy
Build on the past but do not be imprisoned by tradition
Gearing and traction – focus on what matters
If it’s not happening in the classroom, it’s not happening (Elmore)
Teaching capacity – professional standards
School culture of aspiration, initiative, enquiry and impact on learning
Leadership focus on people and culture
Policy alignment