EMPOWER ED June 6, 2017 EDUCATOR S HOW HIGH-PERFORMING Join the - - PowerPoint PPT Presentation

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EMPOWER ED June 6, 2017 EDUCATOR S HOW HIGH-PERFORMING Join the - - PowerPoint PPT Presentation

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EMPOWER ED June 6, 2017 EDUCATOR S HOW HIGH-PERFORMING Join the conversation on Twitter: SYSTEMS SHAPE #E dEd t EMPOWER Welcome ED Betsy Brown Ruzzi Vice President of NCEE and EDUCATOR Director of CIEB S HOW HIGH-PERFORMING Join

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Join the conversation on Twitter: #E dEd t

EMPOWER ED EDUCATOR S

HOW HIGH-PERFORMING SYSTEMS SHAPE

June 6, 2017

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Join the conversation on Twitter: #E dEd t

Welcome

Betsy Brown Ruzzi Vice President of NCEE and Director of CIEB

EMPOWER ED EDUCATOR S

HOW HIGH-PERFORMING SYSTEMS SHAPE

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Join the conversation on Twitter: #E dEd t

www.ncee.org/empowered- educators #EmpoweredEducators

EMPOWER ED EDUCATOR S

HOW HIGH-PERFORMING SYSTEMS SHAPE

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Join the conversation on Twitter: #E dEd t

Introduction to the Empowered Educators Study

Marc Tucker CEO and President of NCEE

EMPOWER ED EDUCATOR S

HOW HIGH-PERFORMING SYSTEMS SHAPE

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Join the conversation on Twitter: #E dEd t

Empowered Educators Study Findings Linda Darling-Hammond President and CEO, Learning Policy Institute, Lead Researcher Empowered Educators With Dion Burns Senior Researcher, Learning Policy Institute, Co-author and Researcher Empowered Educators

EMPOWER ED EDUCATOR S

HOW HIGH-PERFORMING SYSTEMS SHAPE

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Empowered Educators:

How High-Performing Systems Shape Teaching Quality

www.ncee. e.org/ g/em empowered ed-educa cator

  • rs

June 6 e 6th, 2017 17 Lin inda D a Dar arlin ling-Hammond nd, Dion n Bur urns

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Goal of Empowered Educators

Ai Aim: to provide rich descriptions of the policy and practices that support teaching quality in high-performing jurisdictions

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www.amazon.com

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About the Study

Methodology:

  • Nested case studies
  • Document review
  • Analysis of quantitative data
  • Interviews with policymakers and practitioners
  • Government officials
  • Education leaders
  • Practitioners in schools, IHEs, and professional learning organizations
  • Observations of teaching & professional learning in action
  • Audio and video capture
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Research Team Leaders

  • Ann McIntyre (NSW)
  • Dion Burns (Victoria)
  • Ken Zeichner (Alberta)
  • Carol Campbell & Ann Lieberman

(Ontario)

  • Karen Hammerness & Pasi Sahlberg

(Finland)

  • Mistilina Sato (Shanghai)
  • Ee-ling Low & A. Lin Goodwin

(Singapore)

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Linda Darling-Hammond (PI)

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Policies in a Teaching and Learning System

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Teacher capacity in a teaching and learning system

Tony Mackay, Australia

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Teacher capacity in a teaching and learning system

Tony Mackay, Australia

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Finding and Keeping the Best: Recruitment, Selection & Compensation

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Recruitment

  • Competitive recruitment based on academics and dispositions

associated with teaching

Research orientation Commitment to all children & the profession Interpersonal / verbal skills

  • Into a small number of programs of comparable quality and rigor
  • Preparation largely or completely paid for
  • Some countries also pay stipends/ salaries
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Recruitment & Selection

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Compensation / Career Development

  • Salaries comparable to other professions requiring

college degree

  • Equitable across schools / districts
  • Enhanced for teachers taking on additional

responsibilities

  • Car

areer eer lad adder ers in Si Singap apore, e, Sh Shan anghai ai, an and Austral alia a / Care reer l r lattice ce i in Ontari rio

  • Multiple

ple o

  • pportuni

unities for leadership a p and sharing ng o

  • f

exp xpertise se

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Profession-Ready Teachers: Preparation & Induction

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Preparation

  • Guided by Professional Standards of Practice
  • Strong Preparation in

Content-Specific Pedagogy focused on 21st Century Skills Learning and Development Curriculum and Assessment

  • Research-Based and Research-Oriented
  • Learning in Practice with Expert Mentors
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3 current research projects; Recently published a book 3 master’s degrees and PhD

Mentor T Teachers s

Finishing PhD

”Model” Schools in Finland

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Teacher preparation - Finland

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Professional Teaching Schools

As in medicine and other professions, teaching schools allow teachers to see and and e enac nact b best prac actices linked to research and theory

  • State-of-the art education for students
  • Learning from expert veterans
  • Tightly linked coursework
  • Development of new curriculum, new practices, and research
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Initial Teacher Education:

  • U. of Melbourne, Victoria

Clin inic ical Specia ialis ist Teachi hing F Fello llow

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Induction for Beginners

Regula larly a availa lable to all ll Guid ided ed b by trained ed Sen enio ior Tea eachers

  • In-classroom coaching
  • Curriculum and lesson planning
  • Seminars on key topics

Redu duced d teaching lo load Typ ypically 2 2 year ars

  • 4 years in Toronto
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Induction in Singapore

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Developing High-Quality Teaching: Effective Professional Learning

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Fostering Teacher Development: Ontario, Canada

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Teacher Career Ladders

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Professional Learning Opportunities

Professiona nal learni ning ng:

  • Continual and developmental
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What knowledge and skills do our students need? What knowledge and skills do we as teachers need? Deepen professional knowledge and refine skills Engage students in new learning experiences What has been the impact of our actions?

Professional Learning Cycle (Australia)

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Professional Learning Opportunities

Professi ssional al l learnin ing:

  • Continual and developmental
  • Collaborative
  • Time for professional learning in teacher schedules, plus paid time for professional

learning

  • Teachers lead learning for colleagues
  • Teacher and school networks
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Teacher professional learning in Singapore

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Time for professional collaboration in Singapore

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Professional Learning Is Collaborative

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Source: OECD. TALIS 2013 Results: An International Perspective on Teaching and

  • Learning. OECD Publishing.
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Number of Instructional Hours

26. 26.8 20. 20.6 19. 19.3 18. 18.6 17. 17.1 5 10 15 20 25 30

United States Chile Alberta (Canada) Brazil Mexico Abu Dhabi (UAE) Estonia Portugal Finland Slovak Republic England (UK) Croatia Average Latvia Flanders (Belgium) Iceland Denmark Korea Spain Poland France Australia Bulgaria Serbia Israel Czech Republic Japan Sweden Italy Singapore Malaysia Netherlands Cyprus Romania Norway

Hours spent on teaching

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Professional Learning Opportunities

Professi ssional al l learnin ing:

  • Continual and developmental
  • Collaborative
  • Time for professional learning in teacher schedules, plus paid time for professional

learning

  • Teachers lead learning for colleagues
  • Teacher and school networks
  • Teachers are researchers
  • Action research, grants, and publications
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Professional Collaboration in Shanghai

Jiaoyanzu at Pujian No. 2 Elementary School, Shanghai

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Towards a Teaching and Learning System

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Lessons from well-developed systems

Standards ds: Clarity about what constitutes high-quality teaching Selecti tivity ty made possible by competitive compensation, support for preparation, supportive teaching conditions Professiona nal le learni ning ng that is collegial, job-embedded, research-oriented, connected to school improvement efforts, and ongoing Tim Time: for teachers to work with and learn from colleagues, to conduct their own research, and to share practices Feed eedbac back: collaboration and continuous feedback help teachers reflect on and improve individual and collective practice Teacher l leadersh ship: professional learning is often teacher-led. Teachers’ expertise is developed, recognized, and shared. Networks ks: mechanisms exist for sharing practices across schools

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Questions?

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Join the conversation on Twitter: #E dEd t

Panel I: Discussion of Findings with Country Researchers

Linda Darling-Hammond Karen Hammerness Mistilina Sato

  • A. Lin Goodwin

Ann McIntyre Marc Tucker, moderator

EMPOWER ED EDUCATOR S

HOW HIGH-PERFORMING SYSTEMS SHAPE

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Join the conversation on Twitter: #E dEd t

A Conversation with Andreas Schleicher Andreas Schleicher, Director for Education and Skills at the Organisation for Economic Co-

  • peration and Development

(OECD) and Marc Tucker

EMPOWER ED EDUCATOR S

HOW HIGH-PERFORMING SYSTEMS SHAPE

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Panel II: Empowered Educators’ Lessons for the United States

Ryan Wise Shael Polakow-Suransky Lily Eskelsen Garcia Peggy Brookins Linda Darling-Hammond, moderator

EMPOWER ED EDUCATOR S

HOW HIGH-PERFORMING SYSTEMS SHAPE

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Closing Remarks Marc Tucker

EMPOWER ED EDUCATOR S

HOW HIGH-PERFORMING SYSTEMS SHAPE

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Join the conversation on Twitter: #E dEd t

Please join us for a book signing with Linda Darling-Hammond in the auditorium lobby

EMPOWER ED EDUCATOR S

HOW HIGH-PERFORMING SYSTEMS SHAPE