FLYING START : improving initial teacher preparation systems.

Foreword
Acknowledgements
Executive Summary
	The initial teacher preparation system
		Initial teacher preparation is the first step in the continuum of teacher learning and should be understood as a system of multiple actors and artefacts.
	The role of evidence in designing ITP systems
		Supporting the production, dissemination and utilisation of knowledge about ITP policies and practices is fundamental for creating an evidence-informed ITP system.
	A balanced teacher workforce
		Establishing a high-quality teaching workforce involves using diversified ITP data to forecast workforce needs, as well as raising the status of teaching and teacher education.
	Equipping teachers with updated knowledge and competences
		Ensuring a comprehensive, coherent, relevant and continuously updated initial teacher education requires engaging in collective reflections on teachers’ knowledge.
	An integrated early professional development for new teachers
		Early professional development involves research-based reflections on teaching and learning, and should be embedded in a continuous professional learning culture.
	Towards a coherent, evidence-informed, sustainable and self-improving ITP system
		Effectively governing an ITP system requires a shared vision of teacher learning as a continuum, strategic governance of knowledge around ITP, and capacity building at all levels.
Chapter 1.  The role of initial teacher preparation
	1.1. Introduction
	1.2. What is an initial teacher preparation system?
		1.2.1. ITP as a continuum
		1.2.2. ITP as a system
	1.3. Key challenges in initial teacher preparation and how to address them
	References
Chapter 2.  How can we ensure an evidence-informed, self-improving initial teacher preparation system?
	2.1. Why is this a challenge?
		2.1.1. Building rigorous evidence about ITP policies and practices
		2.1.2. Supporting the use of evidence across the ITP system
		2.1.3. Designing ITP in an evidence-informed and effective way
	2.2. What strategies can address the challenge?
		2.2.1. Supporting rigorous and relevant research on ITP
		2.2.2. Introducing accreditation that incentivises ITP institutions to build their own evidence and implement a continuous improvement approach
		2.2.3. Fostering the dissemination and utilisation of evidence throughout the system
	2.3. How can the different actors apply these strategies?
		2.3.1. What can policy makers do?
			Creating a national research strategy and supporting research partnerships and centres of excellence
			Creating a national ITP data strategy and supporting the collection and use of ITP programme data across the system
			Establishing flexible accreditation systems and guidelines that focus on continuous improvement
			Supporting the use of evidence across the system through capability building, networks and convening
			Monitoring and evaluating ITP policy implementation
		2.3.2. What can teacher education institutions and the teacher educator profession do?
			Conducting large-scale research studies
			Collecting, sharing and using evidence from ITP practice across institutions
	Notes
	References
Chapter 3.  How can we ensure a balanced teacher workforce?
	3.1. Why is this a challenge?
		3.1.1. Striking the balance between supply and demand
			Teacher shortages
			Oversupply
			Demographic characteristics
			Attrition
			Teacher diversity
		3.1.2. Making the teaching profession more attractive
	3.2. What strategies can address the challenge?
		3.2.1. Using diversified longitudinal ITP data in actively forecasting workforce needs
		3.2.2. Raising the status of teaching and teacher education
		3.2.3. Attracting, selecting and hiring “the right” candidates
	3.3. How can the different actors apply these strategies?
		3.3.1. What can policy makers do?
			Facilitating the collection, sharing and use of comprehensive ITP data to inform selection and hiring decisions
			Providing multiple paths and support to enter teaching while maintaining quality standards
			Introducing targeted incentives to support the supply of qualified teachers to meet specific needs
			Including high quality teacher education in a comprehensive strategy to increase the attractiveness of teaching
		3.3.2. What can teacher education institutions do?
			Defining and setting quality criteria for ITP programmes across institutions
			Using and sharing data on teacher candidates to facilitate decisions about appointing and hiring candidates
			Acknowledging teacher educators’ unique role and supporting them
		3.3.3. What can schools and the profession do?
			Taking charge of teachers’ knowledge base
			Identifying specific needs and getting involved in the selection process
	References
Chapter 4.   How can initial teacher preparation equip teachers with updated knowledge and competences?
	4.1. Why is this a challenge?
		4.1.1. Providing a coherent and comprehensive ITE curriculum
			Covering all knowledge domains
			Developing practical skills linked to theoretical knowledge
		4.1.2. Continuously integrating new evidence and models of teaching and learning in ITP curriculum
		4.1.3. Aligning ITE content with the school context and curriculum
		4.1.4. Teaching teachers in line with emerging evidence and new models – the role of teacher educators
	4.2. What strategies can address the challenge?
		4.2.1. Continuously reflecting on what knowledge and competences are relevant for teaching
		4.2.2. Fostering deep school - teacher education institution partnerships and feedback loops
		4.2.3. Supporting teacher educators to continually improve their knowledge and practice
	4.3. How can the different actors apply these strategies?
		4.3.1. What can policy makers do?
			Raising awareness and facilitating dialogue to develop a shared language and understandings of professional knowledge and competences
			Building capacity both through formal structures and informal peer learning processes
			Ensuring sustained funding to scale good practices
		4.3.2. What can teacher education institutions and the teacher educator profession do?
			Defining professional standards or guidelines for teacher educators and teacher candidates
			Introducing incentives for teacher educators to continuously develop their knowledge of teaching and improve their teaching practice
			Establishing a strategy for self-improvement using data
			Collecting and making research on teaching and learning easily accessible
			Facilitating peer learning and collaboration across institutions and with schools to improve ITE programmes
		4.3.3. What can schools and teachers do?
			Defining professional standards or guidelines for new and experienced teachers
			Participating in the design and revision of ITE curriculum
			Leading and contributing to school-based research
	Notes
	References
Chapter 5.  How can we provide integrated early professional development for new teachers?
	5.1. Why is this a challenge?
		5.1.1. Making the positive effects of pre-service education fieldwork experience last
		5.1.2. Creating strong induction initiatives: the case of mentoring programmes
		5.1.3. Situating induction within early professional development and ensuring transition to continuous learning
	5.2. What strategies can address the challenge?
		5.2.1. Offering extensive opportunities for teacher learning grounded in practice
		5.2.2. Building on the experience of effective induction and mentoring programmes
		5.2.3. Embedding new teachers’ early development in a culture of continuous professional learning
	5.3. How can the different actors apply these strategies?
		5.3.1. What can policy makers do?
			Promoting frameworks with integrated subjects that help address the gap between theory and practice
			Encouraging university-school partnerships through specific targeted funding schemes to align the classroom experiences of teacher candidates and new teachers
			Positioning mentoring as a key quality lever and guaranteeing that mentoring is rigorous and fully available for most if not all beginning teachers
			Providing more stability in new teachers’ assignments so that mentoring programmes can become a form of on-going support
			Advancing large-scale improvement reforms targeting comprehensive models of team work, enquiry and collective learning
		5.3.2. What can teacher education institutions do?
			Exploring further mechanisms to smooth the transition from the fieldwork experiences offered in ITE programmes and the induction initiatives offered in schools
			Advancing new ways to bridge the so-called ”university-school divide” and designing new ITE programmes that then can spread to other ITP providers
			Providing specific guidance and training to schools in the development and implementation of induction programmes
		5.3.3. What can schools and teachers do?
			Creating and sustaining effective and deep partnerships with universities to co-design ITE programmes, in-school fieldwork experiences for teacher candidates and induction or mentoring schemes for new teachers
			Conceiving induction as an integrated, systemic model of support where principals, experienced teachers, and early career teachers are eager to address the different needs of new teachers
			Launching collaborative networks to provide opportunities for early professional development for new teachers
	Note
	References
Chapter 6.  Towards principles of governing initial teacher preparation systems?
	6.1. Strategic thinking in governing ITP systems for coherent and continuous teacher learning
	6.2. Governing knowledge for evidence-informed ITP systems
	6.3. Building capacity for self-improving ITP systems
	6.4. A whole-of-system perspective for a coherent ITP system
	References
		Annex A. Methodology of policy review
		Annex B. Mapping initial teacher preparation system on the OECD Teacher Education Pathway
		Annex C. System level SWOT analyses in initial teacher preparation systems
		Annex D. List of Promising Practices on Teacher Ready!
Annex A. Methodology of policy review
Annex B. Mapping initial teacher preparation system on the OECD Teacher Education Pathway
Annex C. System level SWOT analyses in initial teacher preparation systems
Annex D. List of Promising Practices on Teacher Ready!