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International Summit on the Teaching Profession 28-29 March 2014, Wellington, New Zealand

International Summit on the Teaching Profession 28-29 March 2014, Wellington, New Zealand John Bangs, Education International. Excellence, Equity and Inclusion – High Quality Teaching for All. ISTP 2014 Briefing by Education International.

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International Summit on the Teaching Profession 28-29 March 2014, Wellington, New Zealand

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  1. International Summit on the Teaching Profession 28-29 March 2014, Wellington, New Zealand John Bangs, Education International

  2. International Summit on the Teaching Profession 2014 Excellence, Equity and Inclusion –High Quality Teaching for All ISTP 2014 Briefing by Education International

  3. International Summit on the Teaching Profession 2014 “A student’s socio-economic status has a strong impact on his or her performance.” (OECD 2013) What are the implications for schools with the greatest needs?

  4. International Summit on the Teaching Profession 2014 “What is important is a cohesive and systematic approach, as education policies and practices, resources invested in education, the learning environment, socio-economic status, demographic profile and education outcomes are all interrelated.” (OECD 2014) “In highly devolved education systems teacher unions have a vital role in maintaining the coherence and quality of the teaching profession.” (EI 2014) What is the role of the teaching profession and its unions/organisations in maintaining high quality, equitable and inclusive education systems?

  5. International Summit on the Teaching Profession 2014

  6. International Summit on the Teaching Profession 2014 What kind of structures in public education systems should be created to maintain pro-active policy making and social dialogue between governments and teacher unions?

  7. International Summit on the Teaching Profession 2014 Policy should - Lead to the provision of opportunities and support for teachers to exercise leadership in the development and improvement of professional practice; - Seek to establish the right to be heard and to be influential at all levels of policy-making including the content and structure of the curriculum; - Protect and enhance teachers’ right to determine how to teach within the context of collegial accountability; - Support teachers in setting the direction of their own professional development and in contributing to the professional learning of their colleagues; - Recognise the key role that teachers have to play in building collaborative relationships with parents and the wider community; - Promote the role of teachers in pupil assessment, teacher appraisal and school evaluation; - Enable teachers to participate in activities which lead to the creation and transfer of professional knowledge. (Cambridge University/EI 2012) What are the implications of teacher leadership for the development of teacher policy?

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