International Summit on the Teaching Profession Valuing our Teachers and Raising their Status How Communities Can Help
International Summit on the Teaching Profession Valuing our Teachers and Raising their Status How Communities Can Help

Author: Schleicher Andreas

Publisher: OECD Publishing

Published: 2018-03-15

Total Pages: 116

ISBN-13: 9264292691

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There is increasing recognition that teachers will play a key role in preparing students for the challenges of the future. We expect teachers to equip students with the skill set and knowledge required for success in an increasingly global, digital, complex, uncertain and volatile world.

TALIS 2018 Results (Volume II) Teachers and School Leaders as Valued Professionals
TALIS 2018 Results (Volume II) Teachers and School Leaders as Valued Professionals

Author: OECD

Publisher: OECD Publishing

Published: 2020-03-23

Total Pages: 250

ISBN-13: 9264805974

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This report aims to provide an in-depth analysis of teachers’ and school leaders’ perceptions of the value of their profession, their work-related well-being and stress, and their satisfaction with their working conditions. It also offers a description of teachers’ and school leaders’ contractual arrangements, opportunities to engage in professional tasks such as collaborative teamwork, autonomous decision making, and leadership practices.

Education Policy Outlook 2019 Working Together to Help Students Achieve their Potential
Education Policy Outlook 2019 Working Together to Help Students Achieve their Potential

Author: OECD

Publisher: OECD Publishing

Published: 2019-09-16

Total Pages: 614

ISBN-13: 9264763589

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Taking the perspective of institutions and the system, Education Policy Outlook 2019: Working Together to Help Students Achieve their Potential, analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2019) with various education policies adopted between 2008 and 2014.

Teacher Quality, Professional Learning and Policy
Teacher Quality, Professional Learning and Policy

Author: Christine Forde

Publisher: Springer

Published: 2019-04-01

Total Pages: 293

ISBN-13: 1137536543

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This book examines the significance of teacher expertise in the drive to improve quality and effectiveness. Scrutinising both key conceptual issues and current policy developments and approaches, the authors analyse educational systems from around the world and question how different cultural contexts and systems can implement measures to improve teacher effectiveness. The book analyses factors such as policy change and teacher evaluation as well as the regulation of the teaching profession to determine how these aspects can influence the expertise of individual teachers. As numerous policy interventions have tried to define and enhance teacher quality to raise pupil achievement, this book calls for an interrogation of this stance and signals a need to consider an alternative approach. This book will appeal to students and scholars of teacher effectiveness and professional learning, as well as researchers and policymakers.

Intelligent Accountability: Creating the conditions for teachers to thrive
Intelligent Accountability: Creating the conditions for teachers to thrive

Author: David Didau

Publisher: John Catt

Published: 2020-11-06

Total Pages: 258

ISBN-13: 1913808734

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Uncertainty is a fact of life. You can never know enough to make perfect decisions. Understanding this helps us balance an awareness of our tendency towards overconfidence with an acceptance of our own fallibility. The book discusses two opposed models of school improvement: the deficit model (which assumes problems are someone’s fault) and the surplus model (which assumes problems are unintended systemic flaws). By aligning ourselves to a surplus model we can create a system of Intelligent Accountability. The principles that make this possible are trust, accountability and fairness. While we thrive when trusted, unless someone cares about – and is holding us to account – for what we do, we’re unlikely to be our best. Some teachers deserve more trust and require less scrutiny than others, but in order to satisfy the demands of equality we end up treating all teachers as equally untrustworthy. The more we trust teachers, the more autonomy they should be given. To pursue a system of fair inequality we must accept that autonomy must be earned.

OECD Skills Studies OECD Skills Strategy Latvia Assessment and Recommendations
OECD Skills Studies OECD Skills Strategy Latvia Assessment and Recommendations

Author: OECD

Publisher: OECD Publishing

Published: 2019-12-19

Total Pages: 214

ISBN-13: 9264709150

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This report OECD Skills Strategy Latvia: Assessment and Recommendations identifies opportunities and makes recommendations to strengthen the skills outcomes of students, foster a culture of lifelong learning, reduce skills imbalances in the labour market, and strengthen the governance of the skills system.

TALIS Teachers Getting the Best out of Their Students From Primary to Upper Secondary Education
TALIS Teachers Getting the Best out of Their Students From Primary to Upper Secondary Education

Author: OECD

Publisher: OECD Publishing

Published: 2021-09-28

Total Pages: 290

ISBN-13: 926434389X

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Developing, promoting and maintaining a good professional teaching workforce from primary to upper secondary education is a policy imperative for education systems around the world. The data drawn from the OECD Teaching and Learning International Survey (TALIS) can help policy makers and education practitioners design policies and practices that enhance teaching across education levels.

Transforming Teaching: Wellbeing and Professional Practice
Transforming Teaching: Wellbeing and Professional Practice

Author: Mathew A. White

Publisher: Springer Nature

Published: 2022-08-31

Total Pages: 169

ISBN-13: 981194945X

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This book focuses on evidence-based approaches to teaching from a wellbeing lens. It addresses significant issues in wellbeing education in initial teacher education, teacher, and leaders’ wellbeing during, schooling disruption and in teaching more broadly through innovative multi-disciplinary research. This book addresses how to lead wellbeing within schools, and showcases a unique strategy adopted by an Australian university to integrate a wellbeing framework throughout initial teacher education preparation. It explores different evidence-based models of wellbeing education and focuses on the significance of culture and context. Readers can learn how teachers can integrate evidence-based wellbeing approaches to transform their professional practice and promote student flourishing and academic growth.