Valuing our Teachers and Raising their Status - How Communities Can Help.

Intro
 Foreword
 Table of Contents
 Executive Summary
 Chapter 1 --
Emerging trends, challenges and opportunities
 Preparing students for their future, not our past
 What this means for learning, teaching and teachers
 Making educational change happen
 What we should expect from tomorrow's teachers
 What we should expect from tomorrow's education policy makers
 The International Summit of the Teaching Profession as a platform for policy makers and teachers to find solutions
 Chapter 2 --
Schools at the centre of their communities
 From vertical to horizontal forms of governance. Engaging parentsParental involvement and student learning outcomes
 Parental involvement and students' satisfaction with life
 Parents' interest in school and students' performance in PISA and life satisfaction
 How parents engage with their children about school
 Students' reports of their parents' interest in their life at school
 Obstacles to parents' participation in school activities
 Schools driving progress and well-being in local communities
 Horizontal connectedness
 Multidimensional ecosystems of learning
 Schools can engage with their communities in different ways. Serving the community through extracurricular activitiesService-learning
 Learning to engage
 Partnering with business and cultural bodies in the local community
 Levelling the playing field
 Poverty need not be destiny
 Aligning resources with needs
 Reconciling flexibility and equity
 Policy implications
 Chapter 3 --
Enabling pedagogies for the future
 Teacher professional competence
 How well do new teachers feel prepared for teaching?
 Feelings of preparedness of new versus experienced teachers
 Preparedness in content of the subject field(s). Preparedness in pedagogy of the subject field(s)Preparedness in classroom practice of the subject field(s)
 Teacher-directed and student-oriented learning
 Where does mathematics teaching fall in the debate on teacher-directed versus student-oriented learning?
 Which teachers use active-learning teaching practices in mathematics?
 How can a variety of teaching strategies benefit student achievement?
 The gap between intended and implemented learning strategies
 Who uses memorisation the most?
 Will memorisation help or hinder student learning? What do we actually know about teachers' pedagogical knowledge?A framework for measuring teachers' general pedagogical knowledge
 Profiles of teachers' general pedagogical knowledge
 Shaping learning environments
 Regrouping educators and teachers
 Regrouping learners
 Rescheduling learning: Innovating how time is used
 Widening pedagogical repertoires
 Policy implications
 Chapter 4 --
Teachers' well-being, confidence and efficacy
 High and rising expectations of teachers
 How confident are teachers in their abilities as teachers, and how does this relate to their job satisfaction?