E- 1 01 Section 10 November 14, 2012

1. E-101 Section 10November 14, 2012 Teacher Education

2. Agenda • Situating Ourselves in the Course (1 minutes) • Discussion of the readings (10 minutes) • Asia Society. “Improving teacher quality” • OECD. “The experience of new teachers” • Villegas-Reimers. “Teacher professional development” • Sahlberg. Finnish Lessons • Student co-leading (30 minutes) • Teacher Preparation Programs (30 minutes) • Designing a PD Program (15 minutes) • Housekeeping & Questions (5 minutes)

3. Course Overview • 1 • Introduction to Comparative and International Education • 2 • The Process of Policy Analysis • 3 • Education Policy Options

4. Course Overview • 3 • Education Policy Options • Week 9 – Curriculum, Standards, and Assessment • Week 10 – Teacher Education • Week 11 – School Leadership

5. “Improving Teacher Education” Summary

6. “The experience of new teachers” Summary

7. Villegas-Reimers. Teacher PD Summary

8. Sahlberg. Finnish Lessons Summary

9. Student Co-Leading

10. “Teacher may sometimes produce curriculum, but more often are distributors, they deliver education.”Informed Dialogue, page 61

11. What is a teacher? • Transfers knowledge; • Pokes creativity; • Has Passion; • Is Committed to educate.

12. How many of you have been trained as teachers?

13. Based on readings and personal experience: The Bad The Good

14. Exemplary Programshttp://www.edutopia.org/teacher-development-overview-video(10 minutes)

15. Debrief • Did we see “the good”? • Did we see “the bad”? • Is this feasible in other places? • Can anyone teach? • Is a teacher a professional or a technician? • Scripted vs. unscripted curriculum?

16. Example of the use of a 21st Century tool A school in Maine, last September adopted the use of a tablet replacing books. In the beginning all the students – boys in the age of 17 to 20 years old – enjoyed the new idea. However, three weeks after some teachers noticed that • The use of tablet wasn’t being used by the students as a book, but as a camera or way to go to social medias while in class; • The tablets in a class as Calculus couldn’t substitute the use of the notebooks; • The teachers weren’t properly trained to use this new tool and the students’ performances was below the normal average from the year before. Before the end of the first quarter, students and teachers analyzed that it was a big mistake to eliminate the use of books. Some students decided to print some books’ chapters to make notes, and massively started using notebooks. What would you suggest that this school should do, or have done to ease the use of this new technology?

17. Design an Professional Development Program You have been hired by an INGO to help develop a teacher training program for preschool teachers • Will be offered in diverse contexts/countries • Assumes a low literacy level and general low capacity of “teachers” most of whom are little more than informal childcare providers • Cannot assume that materials will be readily accessible • Has the goal of promoting emergent literacy and numeracy

18. International Summit on the Teaching Profession Key take-awaysfromthe March 2011 meeting on improvingteacherqualityaroundtheworld in newyorkcity

19. Teacherrecruitmentandpreparation Finland: 6600 applicants applied for 660 positions in 2010, selected from top quintile; candidates considered based on matriculation exam scores, upper secondary school diploma, extracurricular, national entrance exam, and interview Hong Kong: Teacher competency standards, few university seats for number of applicants ensures top performers entering the profession

20. Professional Development, Support & Retention PRC: 12 millionteachers, in 2010 1.1 millionteachersreceived professional development; in Shanghai: open classroomsallowingtraineestoobserve England: strong emphasis on schoolleadership, influenceof ‚academies‘ (similarto Charter Schools)

21. Teacherevaluationandcompensation Singapore: Advancedperformancemanagementsystem (roleofteacher in developmentofstudents, pedagogicinnovations, professional developmentundertaken, relationshiptocommunityandparents), broadlearningoutcomesincludingtestscores Norway: Teacherengagement in educationreform (2006 SPARK) US: labor-management collaborative

22. Conclusions High-quality teachingforceas a resultofpolicies Curriculum andschoolmanagementreform, newkindofschoolleadershipnecessary Build human resourcesystembyattracting, trainingandsupportinggoodteachers Maketeaching an attractingprofessionbydevelopingcareerstructures, developcultureofresearchandreflection in schools Design andimplementationof a fair andeffectiveteacherevaluationsystem

23. Next steps • Raising the quality and rigor of teacher-training programs, linked to professional standards; • Attracting high-quality and motivated teachers • Creating evidence base for teaching and learning, including teachers participation in research on best practices and student outcomes; • Designing a comprehensive but cost-effective professional-development system, with input from teachers; • Redesigning training for school leaders and school boards to support teaching and learning; • Creating a teacher-appraisal system to promote professional improvement and student learning; and • Making policy development a partnership between government and teachers’ organizations, and including a broad range of stakeholders in the process of improving the system.

24. Follow-up: Education International American FederationofTeachersand American Associationof School Administrators: Educator Quality forthe 21st Century Professional teachingstandards (eg. http://www.nbpts.org/) Standards forassessingteacherpractice (eg. Student Learning Objectives) Implementation standards (ofevaluation) Standards for professional context (eg. http://www2.ed.gov/documents/labor-management-collaboration/presentations/teaching-learning-ntc.pdf) Standards forsystemsofsupport (eg. http://staffdev.mpls.k12.mn.us/)

25. Follow-up: ed.gov Recognizing Educational Success, Professional Excellence, Collaborative Teaching (RESPECT) Time for a sweeping transformation of the profession Respected profession on par with medicine, law, and engineering Reorganized classroom, new school day and year Shared responsibility between teacher & principal Distributed leadership, career pathways Teacher evaluation and development

26. Follow-up: Gates Foundation MeasuresofEffectiveness in Teaching (MET): A teacher‘spastsuccess in raisingstudentachievementisstrongestpredictorofdoing so again Teacherswiththehighestvalue-addedscoreshelpstudentsperformbetter on supplementaltests Studentsknoweffectiveteachingwhenexperiencingit Different sourcesofdatacanprovidediagnostic, targetedfeedbacktoteachers

27. Follow-up: OECD/PISA Performance-basedpay (OECD 2012) Norelationshipwithstudentperformanceoverall Wheresalaries <15% above GDP per capitastudentsperformbetter, eg. Czech Republic, Poland, US Oppositeistruefor >15%, eg. Australia, UK, Japan Use valid „value-added“ measuresofperformance Consider individual, groupandschoolrewards Countries that have succeeded in making teaching an attractive profession have often done so not just through pay, but by raising the status of teaching, offering real career prospects, and giving teachers responsibility as professionals and leaders of reform

28. Housekeeping • Paper 2 will be returned next week. • Only two lectures left! • NO SECTION NEXT WEEK!!!!!!! • Final papers receiving an "A" grade will be invited to present their paper at a conference (Thursday, 24 and  Friday, 25 January).