International Summit on the Tea - OECD

Foreword
Acknowledgements
Table of Contents
Introduction
Chapter 1 - Developing Effective School Leaders
	A changing profile of school leadership
		Box 1.1 Ontario – Improving education through more effective school leaders
		Figure 1.1a How much autonomy individual schools have over curricula and assessments
		Figure 1.1b How much autonomy individual schools have over resource allocation
		Figure 1.2 School principals’ views of their involvement in school matters
	Supporting, evaluati ng and developing teacher quality
	Goal-setting, assessment and accounta bility
	Strat egic resource management
	Leadership beyond school walls
		Figure 1.3 How selected countries have defined school leaders
		Box 1.2 Australia’s approach to school leadership and its National Professional Standard for Principals
	Distributing leadership
	Developing leadership for tomorrow’s educati on systems
		Box 1.3 Characteristics of leadership-development “exemplary programs”
		Box 1.4 Cultivating school leadership in the United States
		Selecting suitable candidates
			Box 1.5 Selecting and training school leaders in Singapore
			Box 1.6 Sampling school leadership in Denmark and the Netherlands
		The availability of training
			Figure 1.4 Leadership development in selected countries
			Box 1.7 Leadership development in Scotland
			Box 1.8 Leadership-preparation programs in Finland and Norway
	Appraisal of school leaders
	Conclusions
	Notes
	References
Chapter 2 - Preparing Teachers to Deliver 21st-Century Skills
	Changes in the demand for student skills
		Box 2.1 ATC21S – Assessment and Teaching of 21st-Century Skills
	A demanding agenda for teachers
		Box 2.2 Singapore’s TE21 Model of Teacher Education
		Figure 2.1 Consequences of teacher performance as reported by teachers
		Box 2.3 Teacher education in Finland
	Understa nding learning to improve teaching practices
		Inquiry-based teaching and learning
			Box 2.4 Teach less, learn more
			Figure 2.2 Approaches to teaching
		Incorporating assessment into teaching
			Box 2.5 Curriculum-embedded assessments: Scotland and Sweden
		Collaborative learning
			Box 2.6 A Learning Community, CEIP Andalucía, Seville, Spain
			Box 2.7 Student Team Learning (STL) group work methods
		Advanced technology in the classroom
			Box 2.8 Teacher collaboration in cyberspace
			Box 2.9 The Le@rning Federation, Australia and New Zealand
			Box 2.10 1:1 Initiatives - one student, one digital device
			Box 2.11 Courtenay Gardens Primary School, Victoria, Australia
			Box 2.12 Community Learning Campus, Olds, Alberta Canada
		No single best method
	Designing ecosystems for a 21st-century teaching profession
		Box 2.13 Funding innovation – The UK’s Sinnott Fellowship
		Research and development
			Box 2.14 Best Evidence Synthesis Program, New Zealand
		School organization
			Box 2.15 Preparing teachers to lead improvement in Japan and China
			Figure 2.3 Student-teacher relationships and student performance
			Box 2.16 The Pedagogy and Content Routine (PCR) – a “Kernel Routine”
			Box 2.17 Open Access College, South Australia
			Box 2.18 Culture Path, Kuopio Finland
			Box 2.19 Projektschule Impuls, Rorschach, Switzerland
	Designing expert systems for teachers
	Conclusions
	Notes
	References
Chapter 3 - Matching Teacher Demand and Supply
	The challenge of teacher shorta ges
		Figure 3.1 Perceived shortage of mathematics and science teachers
		Figure 3.2 Relationship between school average socio-economic background and school resources
	Making teaching an attractive career choice
		Box 3.1 Throughout Singapore, teaching talent is identified and nurtured rather than being left to chance
		Box 3.2 Teachers and schools assume responsibility for reform in Finland
	Compensati on schemes to match teacher supply and demand
		Figure 3.3 Teachers’ salaries relative to those of workers with college degrees
		Figure 3.4 Decisions on payments for teachers in public institutions (2009)
		Box 3.3 Multiple incentives to attract excellent teachers to disadvantaged schools in Korea and in North Carolina
		Box 3.4 Individual pay in Sweden
		Box 3.5 Additional support in school for teachers in England
	Establishing effective employment conditions
	Ensuring high-quality initial teacher education
	Providing for attractive careers
		Box 3.6 Providing greater career diversity in Australia, England and Wales, Ireland and Québec (Canada)
	Meeting the need for ongoing professional development to address issuesof teacher supply
		Box 3.7 Professional development for teaching minority students in New Zealand
		Box 3.8 Innovative teacher-preparation programs in the United States
		Figure 3.5 Comparison of impact and participation by types of development activity
		Figure 3.6 Reasons for not taking more professional development
		Figure 3.7 Areas of greatest need for teacher professional development
	Conclusions
	Notes
	References
Reflections on the 2012 International Summit on the Teaching Profession
Annex A - Selected comparative data on education from OECD sources
	Figure A.1 Comparing countries’ performance in reading
	Figure A.2 Comparing countries’ performance in mathematics
	Figure A.3 Comparing countries’ performance in science
	Figure A.4 Relationship between school average socio-economic background and school resources
	Figure A.5 School principals’ views of how teacher behavior affects students’ learning
	Figure A.6 School principals’ views of how teacher behavior affects students’ learning
	Figure A.7 Compulsory and intended instruction time in public institutions (2009)
	Figure A.8 Average class size, by type of institution and level of education (2009)
	Figure A.9 Teachers’ salaries (2009)
	Figure A.10 Teachers’ salaries and pre-service teacher training requirements (2009)
	Figure A.11 Organization of teachers’ working time (2009)
	Figure A.12 Number of teaching hours per year (2000, 2005-09)
	Figure A.13 Participation of teachers in professional development in the previous 18 months (2007-08)
	Figure A.14 Amount of professional development undertaken by teachers in the previous 18 months (2007-08) – teacher characteristics
	Figure A.15 Amount of professional development undertaken by teachers in the previous 18 months (2007-08) – school characteristics
	Figure A.16 Types of professional development undertaken by teachers (2007-08)
	Figure A.17 Teachers who wanted to participate in more development than they did in the previous 18 months (2007-08)
	Figure A.18 Teachers’ high professional development needs (2007-08)
	Figure A.19 Support for professional development undertaken by teachers (2007-08)
	Figure A.20 Frequency of mentoring and induction programs (2007-08)
	Figure A.21 Recruitment of principals, 2006-07, public schools
	Figure A.22 Reasons for not participating in more professional development (2007-08)