E-101 Section 10 November 14, 2012 Teacher Education

 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) Agenda

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

3 Education Policy Options –Week 9 – Curriculum, Standards, and Assessment –Week 10 – Teacher Education –Week 11 – School Leadership

Summary “Improving Teacher Education”

Summary “The experience of new teachers”

Summary Villegas-Reimers. Teacher PD

Summary Sahlberg. Finnish Lessons

Student Co-Leading

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

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

How many of you have been trained as teachers?

Based on readings and personal experience: The Good             The Bad            

Exemplary Programs development-overview-video (10 minutes) development-overview-video

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?

Example of the use of a 21 st 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?

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 Design an Professional Development Program

Key take-aways from the March 2011 meeting on improving teacher quality around the world in new york city International Summit on the Teaching Profession

Teacher recruitment and preparation  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

Professional Development, Support & Retention  PRC: 12 million teachers, in million teachers received professional development; in Shanghai: open classrooms allowing trainees to observe  England: strong emphasis on school leadership, influence of ‚academies‘ (similar to Charter Schools)

Teacher evaluation and compensation  Singapore: Advanced performance management system (role of teacher in development of students, pedagogic innovations, professional development undertaken, relationship to community and parents), broad learning outcomes including test scores  Norway: Teacher engagement in education reform (2006 SPARK)  US: labor-management collaborative

Conclusions 1.High-quality teaching force as a result of policies 2.Curriculum and school management reform, new kind of school leadership necessary 3.Build human resource system by attracting, training and supporting good teachers 4.Make teaching an attracting profession by developing career structures, develop culture of research and reflection in schools 5.Design and implementation of a fair and effective teacher evaluation system

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.

Follow-up: Education International  American Federation of Teachers and American Association of School Administrators: Educator Quality for the 21st Century 1.Professional teaching standards (eg. 2.Standards for assessing teacher practice (eg. Student Learning Objectives) 3.Implementation standards (of evaluation) 4.Standards for professional context (eg. collaboration/presentations/teaching-learning-ntc.pdf) 5.Standards for systems of support (eg.

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

Follow-up: Gates Foundation  Measures of Effectiveness in Teaching (MET): 1.A teacher‘s past success in raising student achievement is strongest predictor of doing so again 2.Teachers with the highest value-added scores help students perform better on supplemental tests 3.Students know effective teaching when experiencing it 4.Different sources of data can provide diagnostic, targeted feedback to teachers

Follow-up: OECD/PISA  Performance-based pay (OECD 2012)  No relationship with student performance overall  Where salaries <15% above GDP per capita students perform better, eg. Czech Republic, Poland, US  Opposite is true for >15%, eg. Australia, UK, Japan  Use valid „value-added“ measures of performance  Consider individual, group and school rewards  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

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).