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EXCELLENCE, EQUITY,

AND INCLUSIVENESS

HIGH QUALITY TEACHING FOR ALL

THE 2014 INTERNATIONAL SUMMIT

ON THE TEACHING PROFESSION20

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About Asia SocietyAsia Society is the leading global and pan-Asian organization

working to strengthen relationships and promote understanding

among the people, leaders, and institutions of the United States

and Asia. The Asia Society Partnership for Global Learning

focuses in part on creating forums for educators in the United

States, Asia, and elsewhere in the world to exchange ideas on

how education systems can be improved to support academic

achievement and global competence. Building on a decade of

experience, the Asia Society Partnership for Global Learning

seeks to create opportunities for nations and regions to

spotlight effective practices for systemic reform and consider

how these practices can be adapted and implemented in their

own contexts. AsiaSociety.org/education

This report is available at: AsiaSociety.org/teachingsummit.

Introduction 2

ResultsofPreviousSummits 6

AttractingHigh-QualityTeachersandLeaderstoSchoolsofGreatestNeed 11

AchievingEquityinIncreasinglyDevolvedEducationSystems 16

CreatingLearningEnvironmentsthatAddresstheNeedsofAllChildren 22

ConclusionsandNextSteps 27

Participants 32

TABLE OF CONTENTS

EXCELLENCE, EQUITY,AND INCLUSIVENESSHIGH QUALITY TEACHING FOR ALL

THE 2014 INTERNATIONAL SUMMIT ON THE TEACHING PROFESSION

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Tena koutou katoa—greetings!FromthespectacularviewsofWellingtonHarbourtotheresonating

challengeandsongsofthe pōwhiri welcomingceremony,tothesettingsforthediscussionsinthenationalmuseumTePapaTongarewaandthebeehiveshapedParliamentBuilding,tothecommunitycelebrationofeducationontheWellingtonwaterfrontandthefarewellporoporoaki,the2014InternationalSummitontheTeachingProfessionhadadistinctlyNewZealandflavor.

Althoughculturalsettingsdiffer,governmentsfacesimilarchallengesinprovidingequaleducationalopportunitytoalltheirstudents—whetherinMāoriandPasifikacommunitiesinNewZealand,ordeprivedurbanneighborhoods,isolatedruralareas,andnewimmigrantpopulationsinmanyothercountries.Thischallengeisgrowingmoreacuteasindividualsandsocietiesincreasinglyneedhigher-levelskillstoprosperinthemodern,knowledge-basedeconomy.The2014InternationalSummitontheTeachingProfessionwashostedbyNewZealandMinisterofEducationHekiaParata,andorganizedincooperationwiththeOrganisationforEconomicCooperationandDevelopment(OECD),EducationInternational,andtheNewZealandteachers’unions,NZEIandPPTA.PreviousSummits,heldintheUnitedStatesandtheNetherlands,hadfocusedonraisingthequalityandstatusoftheteachingprofessionaskeydriversofthequalityofmoderneducationsystems.ThisSummitbuiltonthoseearlierdiscussionsbyfocusingonthefundamentalissueofhowtosimultaneouslyachieveexcellence,equity,andinclusiveness—high-qualityteachingforall.

TheSummitbroughttogetherofficialdelegationsofministersofeduca-tion,unionleaders,outstandingteachers,andothereducationexpertsfromCanada,China-HongKong,Denmark,Estonia,Finland,Germany,Japan,theNetherlands,NewZealand,Poland,Singapore,Sweden,theUnitedKingdom(Scotland),andtheUnitedStatesofAmerica.ThesecountriesareallhighachieversorrapidperformersasmeasuredbyperformanceonOECD’s2012ProgrammeforInternationalStudentAssessment(PISA).Inadditiontotheseofficialdelegations,observerdelegationsattendedfromAustralia,Brazil,Hungary,Malaysia,Mexico,andVietnam.Specialdelegationsalsoattended,asguestsoftheNewZealandgovernment,fromCookIslands,Niue,Samoa,SolomonIslands,Tokelau,Tonga,andVanuatu.TheSummitdiscussiondidnot

INTRODUCTION

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HIGH QUALITY TEACHING FOR ALL: THE 2014 INTERNATIONAL SUMMIT ON THE TEACHING PROFESSION

onlytakeplaceintheformalmeetingsofministersandteacherleaders.MorethanonehundredNewZealandeducatorsattendedtheSummitandwerelivelyparticipantsintheinformalsessionsthatsur-roundedtheofficialSummit.

Althoughdelegateshadtravelledalongwayaroundtheglobeandrepresentededucationsystemsofverydifferentsizesandconfigurations,theyfoundtheysharedsimilarchallenges.ThepurposeoftheSummit,therefore,wastoshareemergingbestprac-ticesandissuesaroundthefollowingquestions:

• How can high-quality teachers and leaders be attracted to the schools of greatest need?

• What are the levers for increasing equity in increasingly devolved education systems?

• How are learning environments created that address the needs of all children and young people?

ThisreportisnotaproceedingsoftheSummit,buttriestocapturethethemesofthemainpresentationsandtheissuesthataroseduringthegeneraldiscus-sion.Itattemptstoshowwheretherewasagreementandwheretherewasdisagreement,aswellaswherethereissimplynotenoughevidencetoevaluatedif-ferentpaths.ItsintentionistospreadthediscussionthattookplaceintheNewZealandParliamenttoawiderglobalaudienceofpeopleinterestedinhoweducationsystemscanprovidehigh-qualityteachingandlearningforall.

SUMMIT OPENING

TheNewZealandDeputyPrimeMinister,theHonourableBillEnglish,welcomedSummitpartici-pantstotheNewZealandParliament.Notingthatafundamentalroleofpubliceducationsystemsistoensureladdersofopportunityforthemostdisad-vantaged,hewelcomedtheSummit’sfocusonequityandinclusivenessandsaidthatNewZealandhopedtolearnfromtheexperienceofothercountriesasitfocusesmoreenergeticallyonthischallenge.

Inheropeningremarks,HekiaParata,NewZealandMinisterofEducation,emphasizedthecriticalimportanceofengagingparentsandyoungpeople,especiallythosefromdisadvantagedcommunities,sothattheycanmovefrombeingbystanderstoac-tiveparticipantsintheirowneducation.Thegoalofnationaleducationsystemsshouldbetohelpyoungpeoplegaintheskillsandknowledgetheyneedfortheglobalknowledge-basedeconomy,whileretain-ingtherichnessoftheirownculturalidentity.Shesaidthatteachers,withtheirtrainingandexpertise,withtheirexperienceandinsight,andwiththeircareandcommitment,arecriticaltothelearningjourneyofeverychild.Shecalledonthedelegatesto“doinourtimewhatisneededtoprepareallyoungpeoplefortheirtime.”

U.S.SecretaryofEducation,ArneDuncan,hostofthe2011and2012Summits,reflectedonhowtheSummithadgrownfromsmallbeginningsoverabreakfastconversationinWashington,D.C.,toalandmarkinternationalbenchmarkingevent,

providingpracticaladviceforindividualgovernmentsaswellasaglobalplatformforadvancingtheinterestsofchildrenaroundtheworld.JetBussemaker,MinisterofEducation,CultureandScienceoftheNetherlandsandhostofthe2013Summit,describedhowtheSummitshadhelpedtheNetherlandstoimproveitsclinicaltrainingforprospectiveteachers,expandprofessionaldevelopmentforexistingteachers,andintroducepeerevaluation.

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EXCELLENCE, EQUITY, AND INCLUSIVENESS

SpeakingfortheOECD,BarbaraIschinger,DirectorforEducationandSkills,stressedthateducationcanbethegreatequalizer,theoneforcethatcanconsis-tentlyovercomedifferencesinbackgroundandcul-ture.Thispromise,however,onlyholdstruewheneverystudenthasaccesstogreatteachers.Shealsoarguedthatschoolsystemscannotmeetthechal-lengesofovercominginequalityontheirown:theyneedtodevelopeffectivepartnerships—betweenteachers,betweenschools,andbetweenschoolsandthewidercommunity.

Inhisopeningremarks,FredvanLeeuwen,GeneralSecretaryofEducationInternational,theglobalfed-erationofteachers’unions,emphasizedtheimpor-tanceofcontinuingthisuniqueannualgatheringofministersandteachers’unionleaders.Governmentsandunionscananddodifferoverpathstoeduca-tionreform,buttobesuccessful,educationsystemshadtobecoherentandenabling,providingsupporttoteachersinsharingknowledgeandpreparingthemprofes-sionally.HeparticularlywelcomedthethemeofthisSummitandtheopportunitytogodeeperthanideologicaldisputestoaskfundamentalques-tionsabouttheresponsi-bilitiesofgovernments,schoolcommunities,andteachersinmakingsurethat,whatevertheirbackground,allyoungpeopleachievetheirfullpotential.

AnOECDbackgroundreportpreparedbyAndreasSchleicher,entitled“Equity,ExcellenceandInclusivenessinEducation:PolicyLessonsfromAroundtheWorld”1servedtoframetheSummit’stwo-daydiscussionbylayingoutinternationalresearchevidence,bestpractices,generalprinciples,andinnovationsthatmightleadtobetterpoliciesinthisarea.Inhisopeningremarks,Schleicherempha-sizedthatinmodern,knowledge-basedeconomies,skillsdrivelivesandeconomies.Adultswithhigherskillshavebetteroutcomesinwork,health,andcivicparticipation.Ontheotherside,peoplewithlowskillshaveanuphillstruggleinlife,aproblemthatbothstemsfromandcontributestotheincreasingincomeinequalityacrossOECDmembercountries.2

Excellenceandequityareoftenseenascompetingpolicypriorities.Inmanycountries,thereisastrongrelationshipbetweenthesocio-economicback-groundofstudentsandtheiracademicperformance.Inthesecountries,schoolssimplyreproducetheexistingpatternsofsocio-economicadvantageanddisadvantage.However,thehopefulnewsisthattherearehigh-performingsystemsthatgetboththingsright:theycombinehighlevelsofstudentperformancewithanequitabledistributionoflearn-ingopportunities.Differencesinstudentattainmentbetweenhigher-performingandlower-performingsystemsaresostrikingthat,infact,thecountry

“�A�fundamental�role�of�public�education�systems�is�to�ensure�ladders�of�opportunity�for�the�most�disadvantaged.”

1TheOECDreport,“Equity,ExcellenceandInclusivenessinEducation,”canbefoundathttp://www.istp2014.org/assets/OECD_Report_-_Equity_Excellence_and_Inclusiveness_in_Education.pdf.

2TheOECDreport,“GrowingUnequal?:IncomeDistributionandPovertyinOECDCountries,”canbefoundathttp://www.oecd.org/els/soc/41527936.pdf.

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wherestudentsgotoclassismoreimportantthanwhatsocialclassstudentscomefrom.Thepoor-eststudentsinSingaporeandinShanghai,China,forexample,dobetterinmaththanstudentsinprofessionalclassesinsomeothercountries.OECDanalysesshowthattheleveloffinancialexpendi-turesinasystemisnotcloselyrelatedtoitsqualityorequity.Itishowtheresourcesareusedtoaddresskeychallengesthatmakeadifference.SchleicheroutlinedOECD’skeyresearchfindingsrelatedtotheSummit’sthreequestions,issuesthatweretakenupingreaterdepthinthesessionsthatfollowed.

JohnBangsreportedonEducationInternational’sbriefingpaperfortheSummit.Hereflectedonthefragilityofschoolsthatservelargenumbersofchildrenfromsociallydeprivedbackgroundsandonstrategiesthatcouldbeappliedtosupportthem.Inparticular,theyneedstaffwithalong-termcommitmenttotheirschools,goodrelationswithcommunities,andtheabilitytoengagewithparentsandtoinfluencestudents’at-titudestowardstheireducation.Educationsystems

needtofindawaytosupporttheteachersinsuchschools—toreducehighattritionandpromoteef-fectiveness.Insuchschools,teacherandstudentself-efficacyarecloselyintertwined.

TheSummitwasfacilitatedbyAnthonyMackay,CEOoftheCentreforStrategicEducationinAustralia.ForeachoftheSummit’smaintopics,rep-

resentativesfromselectededucationsystemsledoffbydescribingtheirownexperiencesandchallengesinpromotingbothexcellenceandequity.Thiswasfollowedbyageneraldiscussionamongthecountrydelegations.Internationalexpertsalsoprovidedperiodiccommentaryfromresearchonkeypoints(seelistofparticipants).

TheSummitalsoinclud-edsmallermeetingsofministersandteachers’unionleadersand,attheendoftheSummit,coun-tryteamsofgovernmentofficialsandteachers’unionleaderssharedthefollowupactionstheyin-tendtotakeoverthenextyear,beforereconveningatthefifthInternationalSummitontheTeachingProfession,whichwillbeheldinAlberta,Canada.

“�Excellence�and�equity�are�not�incompatible�policy�goals”

EQUITY

According to OECD, equity in education can be seen through two dimensions:

fairness and inclusion. Equity as fairness implies that personal or socio-

economic circumstances, such as gender, ethnic origin, or family background,

are not obstacles to success in education. Equity as inclusion means ensuring

that all students reach at least a basic minimum level of skills. Equitable

education systems are fair and inclusive, and support their students in

reaching their learning potential without either formally or informally erecting

barriers or lowering expectations.

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ThefirstthreeSummits(seeBox)notonlyencouragedseriousinternationalconversationandsharingofbestpractices,buthavealsohelpedtostimulateaction.Infact,sincetheSummitsbegan,many

countrieshavebeenworkingondifferentmeasurestoenhancetheirteachingprofessions.Thefocivarybetweencountries,dependingontheirlocalcontext,butincludeestablishingprofessionalstandardsforteaching,improvinginitialteachereducation,promotingthefurtherprofessionaldevelopmentofteachersandschoolleaders,developingcareerladderstooffernewrolesforteachers,andestablishingprofessionallearningcommunitieswithinandacrossschools.Asthe2014Summitbegan,anumberofcountriesreportedontheirprogress:

Canada:EducationistheresponsibilityofprovincesinCanada.Anumberofprovinceshavetakenactiontoimprovethequalityofteaching.Forexample,Ontariohasincreasedin-servicetrainingforteachersinmathtoupgradethemathskillsofteacherswhodidnotmajorinmath.PrinceEdwardIslandhasincreasedthenumberofprofessionaldevelopmentdaysaspartofanoverallefforttoincreasestudentachievement.

Estonia:Afterbroadconsultation,Estoniahasadoptedanewsetofteacherprofessionalstandardsthatareintendedtopromotelifelonglearning.Cross-subjectcooperativenetworksledbyteachershavebeenestablishedandaplanhasbeendeveloped,tobeimplementedfrom2015,toexpandin-servicetrainingforteachersandschoolleaders,basedonneedsandwithattentiontoevaluationofimpact.

Germany:Germanyisfocusedonraisingthequalityofteachertrainingandin-serviceeducation,especiallyindealingwithheterogeneity,interculturalskills,andlearningstrategiesforunderachievers.TheLänder(Germanstates)havealsodevelopedasystemofschoolqualityevaluation.

Japan:Followinglastyear’sSummitonteacherevaluation,Japaneseboardsofeducationaremovingforwardintheirdevelopmentofteacherappraisalstorecog-nizeteachers’strengthsandprovideprofessionaldevelopmentforareasthatneedimprovement.Theyarealsoseekingtolightenteachers’workloadtoallowtimeforprofessionaldevelopmentthroughincreaseduseofcommunityvolunteers.

RESULTS OF PREVIOUS SUMMITS

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Netherlands:DrawingontheAmsterdamSummit,theNetherlandshascreatedaTeachersProgram2013-2020.Developedinconsultationwitheducators,itlaysoutanumberofinitiatives,includingstrengtheningtheprofessionalbody,expandingcoachingfornewteachers,creatingalliancesbetweenfifty-eightteachertraininginstitutionsandschools,anddevelopingapeerevaluationsystem.

New Zealand:Afterthe2012Summit,NewZealandcreatedacross-sectorforumonraisingachievement,modelledontheSummit,whichbroughttogetherrepresentativesofeverysectortocollaborateinprovidingadvicetotheMinistryonhowtoensurethateveryyoungpersonleavesschoolwiththeknowledgeandskillstosuc-ceed.EducationalexcellenceawardsandcommunitycelebrationshavealsoshowcasedNewZealand’seducationalstrengths.

Poland:In2007,Polandbeganamajornationalreformprogramthatmodernizedthecurriculumandexaminationstandardsandcreatedanewapproachtoinspectionthroughthedevelopmentofbettereval-uationdata.Now,Polandisenhancingprofessionallearningnetworksamongteachersandschoolleaderstosharebestpracticesinmeetingthesenewgoals.

Singapore:Singaporeiscontinuingtorevampitsteachereducationinlinewithtwenty-first-century

skillsandisstrengtheningitsongoingprofessionaldevelopmentforteachersthroughtheAcademyofSingaporeTeachers.

Sweden:Sincethe2012Summit,Swedenhasbeenfocusedoneffortstoattractmorestrongstudentsintotheteachingprofessionandtointroducecareerstepstokeeptalentedteachersintheprofession.

United States:Toensurethatstudentsarecareerandcollegeready,mostUSstateshaveestablishedhigher,internationallybenchmarked,academicstandardsforallstudents.In2013and2014,thean-nualconveningofteachers’unionsandlocalstateandfederalleadersfocusedonhowgovernmentandteachers’organizationscouldcollaborativelysupportteachersandschoolleadersinimplementingthesestandards.Thepresidentalsocalledforexpandedfundingforpreschooleducation,andatleastfifteenstatesincreasedfundingforearlylearningin2013.

How did the International Summits on the Teaching

Profession come about and what have been their

results?

Research has repeatedly shown that teachers are

the single biggest in-school influence on student

achievement, so the quality of teachers is therefore

critical to the quality of education systems. But

there is wide variation in the quality and status of

the teaching profession around the world: High-

performing countries have a plentiful supply of

high-quality teachers, but many countries struggle

to compete with other sectors for teaching

and leadership talent And all countries face the

RESULTS OF PREVIOUS SUMMITS

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challenge of radically improving their education

systems to prepare students for the rapidly

changing global, knowledge-based economy.

As the United States attempted to address these

issues, Secretary of Education Arne Duncan and

the leaders of the two U.S. teachers’ unions agreed

that it would be useful to learn from the experiences

of other countries, especially those that were

high-performers on international assessments

of student progress. So, at the invitation of the

United States and drawn together by a common

belief in the centrality of the teaching profession

and the importance of learning from the world’s

best practice, ministers of education and leaders

of teachers’ unions from sixteen countries came

to the first International Summit on the Teaching

Profession in New York City in March 2011.

2011: Improving Teacher Quality around the World

The Summit represented many firsts. It was the

first ever international summit on the teaching

profession and it was the first to bring ministers of

education and teachers’ union leaders together at

the same table. It took place against a background

of harsh criticism of teachers, low morale in the

profession, and conflict between governments and

teachers’ unions in many countries. The Summit’s

goals were to identify the world’s best practices in

building a high-quality profession and to initiate an

ongoing dialogue about improving the status and

quality of the profession.

The 2011 Summit was convened by the U.S.

Department of Education, the OECD, and Education

International, with partnership in the United States

from the National Education Association, the

American Federation of Teachers, the Council of

Chief State School Officers, Asia Society, and the

New York public television station, WNET.

The discussions echoed the importance of taking

a comprehensive career approach to the teaching

profession. High-performing systems build their

human resource systems by putting the energy up

front in attracting, training, and supporting good

teachers, rather than on the back end of reducing

attrition and firing weak teachers. They actively

recruit into the profession students who are

academically strong, but also deeply committed

to children. They train them well and provide

ongoing professional development and career

opportunities.

In most countries, significant steps need to

be taken to substantially raise the quality and

rigor of teacher preparation programs to ensure

consistently great teachers across the system and to

give teachers the skills and knowledge that enable

them to feel prepared for the greater challenges of

education today. This should include redesigning

programs with clear standards for what graduates

should know and be able to do in each subject;

accountability on the part of teacher preparation

programs for ensuring that teachers have these

competencies; more emphasis right from the start

on guided practice in classroom settings; greater

capacity by teachers to use inquiry and problem-

solving methods and to incorporate information

and communication technology; greater facility

by teachers in using student assessment and data

to guide instruction; experiences that promote

understanding of local and global diversity; and

research and diagnostic skills to solve classroom

problems based on evidence.

Since even the best pre-service education cannot

possibly prepare teachers for all of the challenges

and changes they will meet in these rapidly

changing times, teachers also need effective

forms of professional development. Meaningful

mentoring for every new teacher, under supervision

of a master teacher, is particularly important in

helping them to become effective practitioners

and to reduce the wasteful high attrition rates

among new teachers. To retain experienced

talented teachers in schools, it will also be

important to create career paths from novice

to master teacher with consistent professional

development, appraisal, and feedback, as well

as increasing responsibility for the instructional

quality of the school.

The hopeful message from the first Summit was

that significant change is possible. Contrary to what

is often assumed, a high-quality attractive teaching

force is not due simply to a traditional cultural

respect for teachers; it is a result of deliberate

policy choices that are carefully implemented

over time. Cultural context matters, but there are

many commonalities among high-performing

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countries. Success requires collaboration among all

the institutions involved—governments, teachers’

unions, schools, and universities.

2012: Teaching and Leadership for the Twenty-

First Century

The 2012 Summit, which was also held in New York

City, turned to the issues of the skills and knowledge

students will need in a world that is changing at

seemingly breakneck speed. There was a palpable

sense of urgency among the delegates that the

aims and processes of education in the twenty-first

century need to be fundamentally different than

those in the twentieth. No longer are providing

basic literacy skills for the majority of students and

higher order skills for a few adequate goals. Instead,

schooling needs to develop a broader range of skills

and dispositions for every student, including critical

thinking, problem-solving, creativity, communication

and collaboration, motivation, learning how to

learn, and cross-cultural and global awareness. To

meet these new challenges will require significant

strengthening of the teaching profession—in

recruitment, preparation, and ongoing support.

A major shift appears to be taking place in education,

from a twentieth-century knowledge transmission

model to one organized around twenty-first-

century skills and learning environments. There was

a broad consensus across all of the participating

countries that this is the right direction, albeit with

significant caveats about not trivializing subject

matter knowledge or basic skills. Education

systems, however, have a long way to go in

understanding how to develop these new skills on

a wide scale, how to ensure that teachers have the

capacity to teach them, and how to create twenty-

first-century learning environments. There are

profound implications for teacher education and

professional development. Moreover, there is a

fundamental mismatch between these new, more

complex goals of schooling and how they are

currently measured in large-scale assessments.

The gap between the rhetoric of twenty-first-

century skills and the current reality is very large.

The Summit participants concluded, in particular,

that significant steps will be needed to close the

gap between what we measure and what we

value, or we risk driving education systems in the

wrong direction.

To meet these more complex goals for education

in the twenty-first century, countries are devolving

more authority to the school level. This devolution

makes very apparent the difference between

effective and ineffective leaders. A consistent

thread throughout the 2012 Summit discussions

was that high-performing systems rely on

effective leadership at the school level. They are

implementing new standards and policies to ensure

professionalized recruitment, systematic and high-

quality training experiences, and ongoing support

and appraisal of principals. In these systems, school

leaders do not focus on “bells, buildings, and buses,”

rather they focus on what matters most: supporting

the development of effective teaching, setting

school goals, measuring performance, strategically

allocating resources for teaching and learning, and

partnering with community institutions to support

the development of the whole child.

Since a single person cannot carry out all of the

leadership functions of a school, distributed or

collaborative teacher leadership models are also

necessary. They can serve both to strengthen

leadership and to create career paths for talented

teachers. There is considerable innovation around

the world in creating new standards for principals

and new models of leadership development, but

there has been relatively little research so far on

their effectiveness.

2013: Teacher Quality

The third Summit, held in Amsterdam in 2013

was hosted by Dutch Minister of Education, Jet

Bussemaker, with organizing partners OECD, EI,

the two Dutch teachers unions, AOb and CNV-O,

and the Education Cooperative. The focus was the

often controversial issue of teacher evaluation.

Why evaluate teachers? Education systems around

the world are setting ambitious goals for both

high performance and high equity. This will require

high-quality teaching for each and every student.

OECD surveys have shown that the vast majority of

teachers (83 percent) welcome informed feedback

on their teaching as a way for them to improve

their teaching and felt that the feedback they had

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received had been fair. In the countries surveyed,

however, more than one in five teachers report

never receiving any feedback from their principal

or a senior teacher; others report that there is no

recognition for superior performance; and in some

places, 95 percent of teachers receive satisfactory

ratings even where student achievement is weak.

Teacher evaluation or appraisal systems are seen

as potentially powerful engines for improving

teaching and offering new roles for outstanding

teachers. At the same time, the scale of public

investment in education and the urgent need for

improved student outcomes has led to increased

demands for accountability. Propelled by the

twin imperatives of improving teaching and

strengthening accountability, teacher appraisal

systems are the subject of increasing attention

around the world.

Despite the often contentious nature of discussions

of teacher evaluation, there are, in fact, broad

areas of agreement between governments and

teachers’ organizations. Most countries do have

teacher standards that define teaching quality.

They also have appraisal systems, although

these vary enormously in design: ranging from

informal conversations between principals and

teachers in Finland, to peer review systems as

in the Netherlands, to highly developed annual

performance management systems like in

Singapore. The definition of the role of the teacher,

the education governance structure of the country,

the existence or absence of career ladders, and the

styles of evaluation in other careers in the country

all influence the design of teacher appraisal systems

in different contexts. There is no single universal

approach, but there was general agreement that to

be meaningful, appraisals have to be in the context

of professional development, since research shows

that feedback on its own, without opportunities

for coaching and practice of new skills, does not

reliably lead to improvement. Teacher appraisal

systems also need to use multiple sources and

measures of feedback (many countries include

parent and student surveys, as well as classroom

observations; self, peer, and principal assessment;

and student test scores) to truly do justice to the

complexity of the teacher’s role, and they have to

be designed in partnership with members of the

teaching profession.

There are also areas of emphatic disagreement,

including the weight given to student test scores

or value-added measures in teacher appraisals

and the relationship of performance to rewards,

especially bonuses or merit pay (as opposed to

salary differentials that go with different career

roles). It is also difficult to balance the goals of

improvement and accountability. Poorly designed

or top-down appraisal systems can unintentionally

create a climate of fear and resistance among

teachers that inhibits creativity.

Teacher appraisal systems also require significant

attention to implementation. It is critical that

there is good training for the appraisers, whether

principals, senior teachers, or external evaluators,

so that the appraisals are clearly expert and

credible. Doing serious appraisal requires time, as

does the follow up professional development. How

the assessment of individual teachers relates to

the evaluation of schools and of broader education

policies also needs careful thought, since the

conditions for effective teaching may vary a lot

from school to school. This is still work in progress,

but the 2013 Summit had serious, honest, and

sometimes difficult conversations as leaders of

governments and teachers’ organizations explored

ways to move forward.

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Inthedevelopedworld,skillstransformanddriveeconomies.Jobsthatrequirehigherlevelsofeducationandskillsareincreasing,whilelower-skilljobsaredeclining.Peoplewhoaresuccessfulineducationhavehigher

wages,betterhealthoutcomes,andparticipatemoreactivelyascitizens,whilethosewhoemergefromtheeducationsystemwithoutsignificantskillssufferlowerwages,higherunemployment,worsehealth,andaremorelikelytoneedassistancefromtaxpayers.Asaresultofthesetrends,thereisgrowingincomeinequalityinmanyOECDcountries.Thereareclearcoststosocietiesinnotaddressingtheproblemoflowskills,andclearbenefitstosocietiesinachievingmoreequitableoutcomesineducation.

Excellenceandequityhaveoftenbeenregardedasmutuallyexclusivegoals,butthePISA2012assessmentofmathematicsshowedthatAustralia,Canada,Estonia,Finland,HongKong,Japan,Korea,Liechtenstein,theNetherlands,andMacaocombinehigheducationalperformancewithequityineducationopportunities.OthercountriesincludingMexico,Poland,Turkey,andGermanyhavebothimprovedperformanceandincreasedtheirlevelsofequitysincethePISAassessmentsof2003.Thegapinperformancebetweenimmigrantandnon-immigrantstudentshasalsoshrunkslightly,evenwhiletheproportionofimmigrantsinOECDcountrieshasgrown.Infact,therehavebeentremendousgainsforequityinmanypartsoftheworldoverthepasttwentyyears.Studentsfromlow-incomebackgroundsarenowtakinghardercoursesinsecondaryschoolandgoingontohighereducationinnumbersthatwouldhavebeenunthinkabletwentyyearsago.However,thegapbetweentheadvantagedanddisadvantagedremainslarge.

Educationcanbeagreatequalizer;theoneforcethatcanconsistentlyovercomedifferencesinbackground.Butthisonlyholdstruewhenstudentshaveaccesstogreatteachers.Onereasonforthelargegapbetweenadvantagedandless-advan-tagedstudentsisthatdisadvantagedstudentsfrequentlydonothaveaccesstoexcellentteaching.Theproblemofattractingteachersintodisadvantagedschoolsiswidespreadaroundtheworld.Keepingteachersisequallydifficult.

EstoniaandScotland(representingtheUnitedKingdom)ledoffthispartofthediscussion.

ATTRACTING HIGH-QUALITY TEACHERS AND LEADERS TO SCHOOLS OF GREATEST NEED

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ESTONIA

TheMinisterofEducationfromEstoniareflectedonthechangingsituationofeducationworldwideascontextforthegoalsofachievingexcellenceandequityandenhancingtheteachingprofession.Hereflectedthatifthereisbroadpublictrustintheabil-ityofacountry’seducationsystemtoperform,thenitcanmeettheever-changingneedsofsociety.Ifthereisnotthatpublictrust,thatisamajorbarriertomov-ingforward.

Asheseesit,therearefourmajorpressuresoneduca-tionsystemsaroundtheglobe.First,expectationsforeducationsystemsareconstantlygrowing,butresourcesarenot.Veryfewcountriesarelikelytogobeyondexpendituresof5-7percentofGDPforeduca-tion,soeducationsystemshavetofacetherealityofneedingtodomorewithless.Second,thesocialandeconomicenvironmentischangingmuchfasterthantheclassicaleducationsystemcanadapt,whichiscausingseveretensions.Hearguedthatweneedtoshiftfromaconceptionofeducationasprimarilyforthetransmissionofknowledgetoonethatembracestheskillsneededtoapplysuchknowledge,aswellastheneedforlifelonglearning,aperspectivethatisnotyetgenerallyaccepted.Third,theinformationsocietyfundamentallychangesthetypesofskillsthatareneeded;educationmustthereforechangetomeetthesenewdemands.Finally,informationtechnologyalsoprovidesnewplatformsforeducation.Artificialintelligence,forexample,iscreatinginteractive

learningenvironmentsthatarebeginningtocompetewithtraditionalclassrooms.

Howshouldnationaleducationsystemsberedesignedtomeetthegoalsofexcellenceandequityinvastlychangedworld?First,thegreatestresourcesinschoolsarethestu-dents,whomeducatorshaveformorethantenthousandhoursduringthecourseofcompulsoryeducation.Teachersreportthatstudentstodayarequitedifferentfrompre-viousgenerationsandPISAdatashowthatinmanycountries,studentsarenothappyorengagedinschool.TheMinisterarguedthatschoolsneedtoberedesignedaroundtheaspirationsandcuriosityofstudents.

Thesecondkeyresourceisteachersandschoolleaders,whomakelearninghappen.Justastherelationshipbetweenteachersandstudentsischanging,sodoestherela-tionshipbetweengovernmentsandschools

needtochange.Theoverregulatedandbureaucraticmodelofeducationsystems,whichdevelopedduringthetwentiethcentury,needstobeupended.Schoolsneedtobecomemoreautonomous,self-directingentities.TheMinisterofEducationfromEstoniabe-lieves,althoughheadmittedthatsomemaythinkthistooradical,thatschoolsandtheteachingprofessionaretooclosedandthatschoolsneedtobemoreopentoreallife,realproblems,andpeoplewhomaynotbeteachersfortheirwholecareer.

Third,preschooleducationisbecomingevermoreimportant.Thesocio-economicbackgroundofchil-drenisembeddedintheirpreschoolyears.Countriesthathavebroaderpreschoolservicesshowhigherstudentachievementoninternationalcomparativeassessmentsandthismaybeahighvalue-for-dollarinvestment.

SCOTLAND, UNITED KINGDOM

ThereisnosingleeducationpolicyintheUnitedKingdom.ScottisheducationisentirelydistinctfromeducationinotherpartsoftheUnitedKingdom.ResponsibilityforeducationwasexplicitlyreservedtoScotlandintheActofUnionof1707.Infact,Scotlandhasthelongesthistoryofcompulsoryedu-cationintheworld,datingbacktotheEducationActof1696thatestablishedScottishschools.Thesystemisbasedonlocalcontrol:therearethirtytwolocal

“�In�Scotland,�by�age�five,�there�are�already�major�gaps�between�the�most�and�least�advantaged�groups�in�problem-solving�(six�to�thirteen�months)�and�expressive�vocabulary�(eleven�to�eighteen�months).�Investing�in�high-quality�early�childhood�education�is�essential�to�address�inequity�early.”

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authoritiesresponsibleforeducationinScotlandand90percentofstudentsattendlocalcomprehensiveschools.Thesystemisstronglyrootedintheprin-ciplesofdemocraticaccountability,thebeliefthatinvestingineducationisasocietalgoodnotjustanindividualone,andisbasedonthepremiseofabilitytolearn,notabilitytopay.Thereisastrongpoliticalconsensusabouttheimportanceofeducationtothecommongood,sothereislittlechangeindirectionifthepoliticalpartiesinpowerchange.Andtheteach-ers’unionisdeeplyinvolvedinpolicydevelopmentandimplementation.Thatdoesnotmeantherearenotdisagreementsbutthepartnershipisbasedonaclearsharedvisionandthesystematicdevelopmentofconsensus.

Despitethisfirmbasisofcommonvaluesandpart-nershipinScottisheducation,thereisasignificantachievementgapinScotland,whichisrelatedtopovertyandtoruralversusurbanresidence.Scotlandistakingtwomainapproachestothis:earlyinterven-tionandinvestinginthequalityoftheeducationworkforce.ThedataonyoungchildreninScotlandarestark:Bytheageoffive,therearealreadymajorgapsbetweenthemostandleastadvantagedgroupsinproblem-solving(sixtothirteenmonths)andexpressivevocabulary(eleventoeighteenmonths).Earlychildhoodeducationhasbeenexpandedandsomeprogresshasbeenmadeinclosingthesegaps,butmuchmoreneedstobedone.

Withrespecttotheeducationworkforce,inScotlandtheproblemisnotinattractinghigh-qualityteach-ersintopoorschools,becauseScotlandhashighstandardsforentryintoteachingthroughitslong-establishedGeneralTeachingCouncil,butratherhow

tosupportteachersinpoorschoolstobeeffectivethroughprofessionallearningandotherresources.Overcomingtheeffectsofpovertyisasharedagendabetweentheministerandtheleadersoftheteachers’unions,whojointlypresentedtheScottishcase.

DISCUSSION

Countriesareinverydifferentplaceswithrespecttogettinghigh-qualityteachersinfrontoftheneedieststudents.Andtherearedifferenttypesofhigh-needstudents.Forexample,isolatedruralorindigenousstudentsmayneedadifferentapproachthanthosestudentswhoareconcentratedinhigh-povertyurbanschools,orfromthosestudentswhoareinschoolsthatcontainamixtureofadvantagedanddisadvan-tagedchildren.

Insomecountries,teachingissimplynotanattrac-tiveprofession,sopoliciesneedtogettotherootoftheproblem—thequalityofavailableteachers.InSweden,forexample,whichscoresbelowaverageoninternationalassessmentsofreading,math,andscience,teachingisnotanattractiveprofessionandthereareshortages,especiallyinmathandscience.Swedenisexperimentingwithaspecialbonusof€5,000toattractmathandscienceteachers.Ithasalsointroducedateacherregistrationsystemtoensurethequalityandsubjectmattercompetenceofteachers.Still,overallsalariesaretoolowtoat-tractpeopleintotheprofessionandtherearetoofewdifferentialsbetweenteachers.BelievingthatifSwedenistoimproveitsresults,itmuststartwiththeteachersthegovernmentawardedteachersthe

bestcollectivebargainingagreementintheSwedishlabormarketin2012.Swedenisnowalsointro-ducingaformofcareerladdersforteachers:Oneoutofsixteacherswillbeenabledtobecomea“first”teacher,withasubstantialsalarybumpof15-20percent.Schoolsindisadvantagedareaswillbeenabledtohaveanevenhigherproportionoffirstteachers.Thesereformswillbepaidforbyboththenationalandlocalgovernments.

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Inothercountries,structuralproblemsgetinthewayofequitabledistributionofhigh-qualityteachers.InGermany,forexample,youngteacherswanttoteachintheGymnasiumlevelofsecondaryschools,wherethepayisbetter,theyhavetoteachfewerlessons,andtherearebettercareerprospects.Butarelativelysmallproportionofpoororimmigrantstudentsat-tendtheGymnasium,soitisdifficulttogetthebestteacherstoteachhigh-needstudentsatthesecondarylevel.TheGermanteachers’unionfavorsthedevel-opmentofcomprehensivesecondaryschools,buttheidealacksbroadenoughpoliticalsupport.

InAlberta,Canada,theschoolswiththegreatestneedsaretheruralandremoteschools,manyofwhichserveindigenouscommunities.Theyareprovidedwithequalorgreaterresourcesthanotherschools,butthatisnotenough;tinyandremoteschoolscannotachievetheeconomiesofscaleandcannotaccesstheotherresourcesthatmoreurbanizedschoolscan.Alberta’sapproachistoopenupthesystemtofindotherresourceswithinthecommunity.Forexample,Albertaisblurringthelinesbetweensystems,allowingstudentstogetacademiccreditfromworkexperienceorfrompost-secondaryinstitutions,notjustfromschools.Itisalsorecruitingteachersfromthecommunityinfieldswheretherearesubjectmattershortages,usingfasttrackprogramstogetthesenon-traditionalteachersthepedagogicaltrainingtheyneed.

Aroundtheworld,educationsystemsusearangeofstrategies,oftenincombination,torespondtodisad-vantagedstudents:

Forexample,inadditiontoallthepoliciesSingaporehasinplacetodevelopatopnotchteachingprofes-sion,Singaporealsoassignsteacherstoschoolsandmayrotateteachersperiodicallytoensureanequalmixofexperiencedandless-experiencedteachersinneighborhoodschools.InJapan,teachersareassignedtoschoolsbytheprovincialormunicipalauthorities,althoughassignmenttoruralschoolsisoftenunpopularwithteachers.

Othersystemsdonotassignteachers,butusesalaryincentivestoattractteacherstothemostchallengingschools.“Growyourown”scholarshipsthatfocusontrainingteachersfromlow-incomeorethnicminoritycommunitiescanalsowork.Andforschoolsiniso-latedruralareas,technologycanbeausefuladjunct:Anexperiencedteacherinanotherjurisdictioncandeliverhigh-qualityinstructionelectronicallyinsubjectswherelocalteachersmaynotbeproficient.

Careerincentivescanbepowerfulwaysofattract-ingteacherstoworkinneedierschools.Shanghai,China,reportedinapreviousSummitthatteachersareexpectedtoworkinneedierschoolsortobepartofaprojecttoassistneedierschoolsaspartoftheirprogressionuptheteachercareerladder.

Forteacherstoremainandbeeffectiveinchallengingsituations,theyhavetohavebeenequippedwiththeskillsthatareneededtoidentifystrugglinglearners,understandculturaldifferences,diagnosestudentproblems,anddifferentiateinstructionbasedonstudents’needs.Manycountriesarenowworkingto

ensurethattheirteacherprofessionalstandardsandteacherpreparationprogramsprepareprospectiveteachersmoredeeplywiththeseskills.

IntheNetherlands,forexample,therearespecialprogramsatuniversitiesofappliedsciencesforthosewhoaregoingtoteachindisadvantagedareasorinvocationaleducation.Thegovernmenthasalsosetasidefundstowhichteacherscanapplyforfurthereducation.Oneofthemostpopularusesofthesefundsisforamaster’sdegreeinspecialeducationneeds.Sothefundingstreamisagovernmentpolicyinstrument,buttheneedisrecognizedbyteach-ersthemselves.Germanyisputtingnewemphasisinitsteachereducationprogramsontrainingfordifferentiatedinstructionandinterculturalcom-munication.InSingapore,thereisstrongemphasisininitialteachertrainingonpreparingteacherswiththevaluesandexpectationsthatallchildrencanlearn.AllSingaporeteachersspendtimedoingcommunityserviceaspartoftheirtrainingtoensurethattheyunderstandculturesdifferentfromtheirown.AndintheUnitedStates,urbanteacherresidencyprogramsrecruittalentedcollegegraduates,whoarepaidtoworkforayearinaninnercityschoolunderthetutelageofasuccessfulteacher,whiletakingpaired

“�The�development�of�collaborative�cultures�among�teachers�and�school�leaders�is�one�of�the�most�powerful�ways�to�improve�the�quality�of�teaching.”

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coursesatalocaluniversity.Theseteachers,whohavehaddeepexposuretoteachingdisadvantagedstudents,thencommittoteachinginthatcityforatleastfouryears.

Mosthigh-performingsystemsensurethatthere-sourcesavailabletodisadvantagedschoolsareequaltoorgreaterthantheresourcesprovidedtootherschools.Butresourcesalonearenotenough;theyneedtobeusedwell.

Schoolsinchallengingenvironmentsareoftenfragileinstitutions.Theytendtohavehighattritionratesamongteachers—insomeplacesupto50percentinthefirstfiveyears—andteachersintheseschoolsalsoneedongoingsupporttoincreasetheirsenseofefficacy.Suchsupportmaybemoreimportanttoteachersthansalaryincentives.Researchhasshownthatmentoringprogramsfornewteachers,inwhichanexperiencedandsuccessfulteachermentorsanewcolleagueforoneortwoyears,canbehighlyeffectiveinreducingattritionandpromotingteachers’senseofself-efficacy.Suchprogramsareuniversalinhigh-performingsystems,butspottyinothers.

Thedevelopmentofcollaborativeculturesamongteachersandleadersinschoolsisoneofthemostpowerfulwaystoimprovethequalityofteachingandthecommitmentofteacherstotheirschools.Thesynergiesthatcomefromteachersandschoollead-ersworkingtogetherinacultureofinquirytocreatemorecompellingenvironmentsforstudentsareimportantinattractingandkeepingteachersinthetoughestschools.ThroughouttheSummit,numerousexampleswerecited.TwoadjacentschoolsinapoorareaofBrooklyn,NewYork,werecontrasted.Onewasmuchmoreeffectivethantheotherbecauseithaddevelopedapowerfulcultureofcollaborationamongtheteachers.AnotherexamplecitedwasinCalifornia,wherealltheteachersinapoorschoolworkedtogethertopreparethemselvesfortheNationalBoardforProfessionalTeachingStandards(aformofadvancedcertification),aprocessthatraisedachievementintheschoolanddecreasedturnover.Someparticipantsarguedthatthefocusofpolicydiscussionsshouldbelessaboutattractingteacherstopoorschoolsandmoreaboutdevelopingteachersinpoorschools.

Participantsalsodiscussedtheroleanddesignofaccountabilitysystemsinproducingequity.Insomesystems,itisonlyteacherswhoareheldaccountable.Accountabilitysystemsthathavesevereconsequenc-esforteachersinpoorschoolscouldinadvertently

reducethelikelihoodofgoodteachersbeingwillingtoteachinsuchschools.Accountabilitysystemsinchallengingschoolsneedtobemoreformativeandlesspunitive,moreencouragingandlessdiscourag-ing.Theideashouldbetobuildacultureofprogress,usingassessmentandfeedbacktohelpeveryone,includingparentsandstudents,understandtheprogressbeingmadeandtocontinuallydriveupthequalityofteachingandlearning.

Alsointermsofsystemdesign,ratherthantalkaboutaccountabilitysystems,doweneedtotalkaboutac-countabilityforthesystem?Forexample,whodoweholdaccountableforgettinggreatteachersintotheclassroom?Whoisaccountableforhavingchildrencometoschoolreadytolearn?Whoisresponsibleforresourcesandsocialsupportstomakethesystemwork?Whoisresponsibleforformativeassess-ments?Whoisresponsibleforthequalityoftheworkenvironmentthatisconducivetolearning?Thecom-ponentsofthesystemneedtobewellarticulatedtosupportstudents,withclarityastowhoisresponsibleforeachelement.Otherwise,youcantakeatalentedteacherandputtheminadysfunctionalsystemandthesystemwinseverytime.

Participantsagreedthatimportantasitis,focusingonteacherqualityalonewillnotproduceequityined-ucationaloutcomes.Summitparticipantsdiscussedeffectivewaystoengagelow-incomeparentsintheirchildren’seducationaljourneysandtheuseofschoolsashubsofsocialandeducationalservices.Therewasalsoastrongconsensus,takenupagainlaterintheSummit,aboutthecriticalneedtoexpandandraisethequalityofearlylearningopportunitiestoaddressthedevelopmentalgapsidentifiedbyScotlandandcreateamorelevelplayingfieldatschoolentry.

Gettinghigh-qualityteacherstothemostdisadvan-tagedstudentsiscriticaltoincreasingequitableout-comes,butitisalsoacomplexandmultidimensionalundertaking.ThefactthatithasbeendonerelativelysuccessfullybyanumberofcountriesattheSummitprovidesgroundsforoptimism.Replicatingthissuc-cessinothersystems,however,isthechallenge.

Solvingthisproblemwillrequireanationalcommit-mentandacoherentstrategy.Itcannotbesolvedatthelocallevel,wheretheeffectsofdevolutionandchoicecanleadtogreatersegregationofchildrenwiththehighestneeds,furthercompoundingtheproblem.ItwastothisdiscussionofthebalancebetweennationalpolicyandlocalautonomythattheSummitthenturned.

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Inmanycountries,especiallylargeronesliketheUnitedStates,Germany,Canada,andBrazil,theeducationsystemisnottheresponsibilityofthena-tionalgovernment,butofthestate,provinceorlocalgovernments.Making

nationalprogressonexcellenceandequitythereforerequirescollaborationacrossthesejurisdictions.Butascountries,largeandsmall,areestablishingmoreambitiousnationalgoalsforeducation,theyareincreasinglydevolvingmoreauthoritytoindividualschoolstodecidehowtomeetthesegoals.Thisoccursinavarietyofways.Sometimesauthorityisdelegatedforcurriculumandassessment;othertimesforresourcesandpersonnelaswell.Sometimestheraisond’etrefordecentralizationisoneofprovidinggreaterchoicetoparentsandincreasingin-novationandcompetitionamongschools.Greaterautonomyallowsschoolstheflexibilitytotailortheirprogramstobettermeettheneedsofstudents.Ithasledtoagreatervarietyoftypesofschoolstocatertotheinterestsofstudentsandhasallowedteacherstodevisepedagogyappropriatetotheirowncircumstances.Buttheresultsintermsofstudentachievementhavebeenmixed.Dependingonthedesign,schoolchoiceschemescanleadtoincreasedsocio-economicsegregation.Andincases,wherethecapacitiesoflocalschoolsorcommunitiestomanageschoolsthemselvesarequitevaried,itcanmaintaintheunderlyingsocialin-equality.

What,then,arethekeyleversforequityinhighlydecentralizededucationsystems?Twocountriesthatareworkinghardtotackleequityinthecontextofdecentralizedsystems—NewZealandandGermany—ledoffthisdiscussion.

NEW ZEALAND

NewZealandisasmallcountrywithapproximately762,000studentsinabout2500elementaryandsecondaryschools.About1,000oftheseschoolshavelessthan100students,sothereareahighproportionofsmallschools.Therearealsoabout250,000childreninsomeformofearlychildhoodprogram,eithercenter-orhome-based.

TheNewZealandeducationsystemhasbeenhighlydecentralizedfortwentyfiveyears,withnogovernmentallayerbetweentheMinistryofEducationandthe

ACHIEVING EQUITY IN INCREASINGLY DEVOLVED EDUCATION SYSTEMS

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schools.Choiceisanundergirdingprincipleofedu-cationinNewZealand.Schoolsareself-governingandaregovernedbyparentswhoareelectedtoschoolboardseverythreeyears.

Inthishighlydecentralizedsystem,theleversthatexisttoproducequalityare:

• A high-quality teaching and leadership profession that is trusted by the public

• A bilingual/bicultural national curriculum framework designed around learning areas and key competencies, within which individual schools choose their own program of instruction

• An accountability system including publi-cally available school charters, annual re-ports, and a government review of schools’ aspirations and achievements every three years

• An assessment system that relies on teacher judgment and includes teacher-moderated subject-area examinations

• A single national qualifications framework that unites secondary and post-secondary credentials and provides transparent standards

• A national evaluation process for teachers, including self-review and reporting to parents

• Use of a “best evi-dence” synthesis of national and inter-national research to inform practice

• Increasing use of data to inform teachers, parents, students, and the labor market

• Clear academic and vocational pathways with funding to support students’ choices

Beyondtheselevers,therearealsonationalpublicservicetargetsforwhichtheMinistryofEducationisresponsible.Theseare:

• In 2016, 98 percent of new entrants to school will have participated in early childhood education

• In 2017, 85 percent of seventeen-year-olds will have achieved level two (minimum education qualifications) on the National Certificate of Educational Achievement (NCEA)

• In 2017, 55 percent of seventeen-year-olds will have achieved level four or above on NCEA

Toreachthesegoals,targetsarebeingsetthroughtherestofthesystemtoachievea“joineduplearnerpathway”fromearlychildhoodthroughtertiaryeducation.

CurrentchallengesinNewZealandincludetheneedtostrengthenthegovernancecapacityofsomeschoolboards,theneedforbettercareerpathsforteachers,andtheneedformechanismstopromoteconsistentqualitywithinandacrossschools.

GERMANY

IntheFederalRepublicofGermany,responsibil-ityforeducationandculturalaffairslieswiththe

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Länder,whichworktogethernationallythroughtheStandingConferenceoftheMinistersofEducationandCulturalAffairs.In2000,theresultsofthePISAassessmentshowedthatGermanywasnotashighperforminginglobaltermsasitwished,andthatthedependenceofeducationalattainmentonsocialbackgroundwashigherinGermanythaninalmostanyotherOECDcountry.This“PISAshock”wasawake-upcallandledtoawidespreadnationaldebateandanumberofimportantpolicyinitiatives.

Recognizingthatsocialbackgroundplaysanimpor-tantroleinchildren’slevelofdevelopmentwhentheystartschoolandthattheschoolsystemcannotbeexpectedtoachievesocialjusticeonitsown,theStandingConferenceofMinistersneverthelesstriedtomakearealisticappraisalofthekeycontributionsoftheeducationsystemtoincreasingequity.Intheirview,thekeyeducationpolicylevertoimprovingexcellenceandreducingtheimpactofsocialback-groundoneducationalsuccessliesinconsistentlyimprovingthequalityofteachingoverthelongterm.Inparticular,acollectiveeffortisbeingmadeintheapproximately120universitiesthattrainteachersinGermanytoensurethatnewteachersarepreparedtodealeffectivelywithheterogeneousstudentbod-iesandhavethenecessaryskillstodiagnosestudentlearningneeds.

Sinceinternationalresearchhasalsoshowntheim-portanceofuniversalhighexpectationsforstudents,theLänderalsoworkedtogethertodevelopasetofnational,butnotfederal,educationalstandardsandanaccompanyingmonitoringandreportingsystem.

Attheschoollevel,externalevaluationthroughschoolinspectionandinternalevaluationcapacitieshavebeenstrengthenedtohelpteachersandprin-cipalsunderstandtheprogressofthepupilsintheircharge,aswellasthechallengesthattheirstudentsface.Full-dayschoolinghasbeenexpandedtomorethanhalftheschoolsinGermanytocompensateforlackofsupportopportunitiesathome,andworkisbeginningonpromotingsuccessfultransitionsfromeducationtovocationaltraining.

Asaresultofthesepolicymeasuresandintensiveeffortsbyteachersandschoolleaders,the2012PISAassessmentsprovidedtangibleevidenceofimprove-ment.Thereweresignificantincreasesinperfor-mancebypoorerperformingpupilsfromlessadvan-tagedsocialgroups,especiallyinreading,andthegapwithpeersfromhighersocialgroupshasbeensubstantiallyreduced.AttendanceattheGymnasium

(academic)typeofsecondaryschoolbypupilsfrompoorerbackgroundsalsoincreasedbetween2000and2012.Acritical,butlessvisible,underlyingcon-ditionforthesuccessofthesespecificpoliciesisthebroadsocialconsensusthathasbeendevelopedontheneedtoaddressexcellenceandequity.

TangibleprogresshasbeenmadeinGermany,butthereismuchmoretobedone.Inparticular,theteachers’unions,whilerecognizingtheposi-tivetrendsandthevalueofhigherstandardsandmonitoringsystems,believethatmoresupportshouldbeprovidedtoteachers,bothpre-serviceandin-service,togivethemtheskillstobeeffectivewithmorediversestudentbodies.Theteachers’unionsalsobelievethatkindergarteniscritical,especiallyforimmigrantchildren,andthatitneedstobecomeauniversallegalright.

DISCUSSION

Participantsdiscussedsomeoftheproblemsthataccompanydecentralizationofresponsibilitytoschools.InHungary,forexample,aftertheendoftheCommunistera,everythingineducationwasdecentralizedtotheschools;schoolsemployedteachers,developedthecurriculum,andmaintainedthebuildings.Thisdidnotworkverywellandthereisnowanefforttorebalancenationalandlocalresponsibilities.Insomesystems,unregulatedchoiceandcompetitionamongschoolshasledtounintendedethnicorsocio-economicsegregation,

whichaffectsthelearningenvironmentforstudents.Inothersettings,however,controlled-choicesystemdesignsmanagetocombinethegoalsofchoiceandequity.ArecurringproblembroughtupbySummitparticipantsisthatpoorparentsoftenlackinforma-tionorotherresourcestoaccessbetterschools,andthatmoreattentionneedstobepaidtothisinde-

“�You�cannot�overestimate�the�importance�of�quality�teachers�for�excellence�and�equity.”

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centralizationschemes.Competitionamongschoolscanalsocausegreattensionbetweenschoolsinlocalareas,asexists,forexample,inAustralia,betweensubsidizedprivateandautonomouspublicschools.

TheNetherlandsandCanadabothreflectedonthedifficultiesofgettingtherightbalancebetweengiv-ingfreedomtoschoolstoenablepersonalization,innovation,andtheexerciseofteachers’profes-sionaljudgment,andthegovernment’sneedforaccountabilityandquality-assurancemechanisms.Thisisabalancethatnocountryisyetsatisfiedwith.Teachers’perceptionsarethat,indecentralizedsystems,governments’needforaccountabilityoftenleadstoanoverloadofpaperwork,whichcreatesenormoustimeburdensforteachersandmaynotcontributetoeffectiveimprovement.Whataretherightaccountabilitymeasures?Hasanycountrygottenthisright?Itisalsocriticaltodeveloptrustbetweenthegovernmentandteachers;noaccount-abilitysystemwillworkwithoutthat.

Themoredevolveddecisionmakingisineducationsystems,thegreaterthecapacitythatisneededattheschoollevel.Researchinmanycountrieshasshownthatstrongschoolleadership,bothbyprincipalsandteacherleaders,isessentialtosuc-cess.Variationsincapacitybetweenschoolscansignificantlyexacerbateinequity.Alsosinceagreatdealofvariationinachievementiswithinschools,itisessentialthatschoolleadersandteacherlead-ershaveaclearvisionoftheeducationaloutcomestheyaretryingtoachieve,knowhowtousedatatoidentifystudentlearningdifficulties,andknowhowtosupportteachersinworkingintentionallyand

collectivelytoaddressproblemsandmeettheschool’slearninggoals.Leadershippreparationprogramscanbeanim-portantleverforequityiftheyhelpleaderslearnhowtoachievethis.

Thereisalsosignificantvariationincapacityandperformancebetweenschoolsand,inrecentyears,therehasbeenagrowthofattentiontonetworks,clusters,andpartnershipsofschools-intentional,well-specifiedwaysofschools

workingtogether.Forexample,inspiredbypreviousSummits,Denmarkhasdevelopednationalteamsofconsultantteachers,recruitedfromschoolsandkin-dergartens,tohelpspreadbestpracticesandtrytobuildnetworksbetweenschoolsandbetweenearlychildhoodprograms.Theefforthasbeenpilotedsuc-cessfullyandisnowgoingnational.

Earlyeducationisanotherimportantleverforeq-uityandexcellence.Manycountriesareincreasingtheirinvestmentsinthisarea,somesubstantiallyso,butdecentralizationinthissectorcausessignificantqualityproblems.Differenttypesofproviders,eachwithdifferentlyqualifiedoroftenunqualifiedstaffandoftenreportingtodifferentministries,aswellasalackofconnectionbetweenearlychildhoodpro-gramsandelementaryschools,reducesthebenefitsthatmightotherwiseflowfromthisinvestment.

Theseproblemscanbeaddressed.InJanuary2014theHongKonggovernmentannounceditsintentiontoprovidefifteenyearsoffreepubliceducation,startingatthreeyearsofage.Inanticipationofthisexpansion,itbeganapilotprogramsixyearsagotoincentivizetrainingofpreschoolproviders,work-ingwithfivelocaluniversities.Today,96percentofpreschoolteachersarequalified,with32percentholdingdegrees.

Therewasalsoasubstantialdiscussionofneededsupportforequityoutsideofschoolsandearlyeducationprograms.InBrazil,whichisrampingupitslargeeducationsystemtobetterserveitsfifteenmillionstudents,fundsareprovidedtoschoolstomobilizecommunityresourcestoextendthehours

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ofschoolinginhighpovertyareasandofferawiderrangeofafter-schoolactivities.Incometransfersarealsomadeavailabletofamiliestokeepchildreninschoolwhowouldotherwisegotowork.

Japan,whichhasalsograduallydecentralizeditseducationsystemovertheyearswithinaframe-workofnationaleducationstandards,hasrecentlytakenactiononchildpovertymorebroadly.A2011OECDreport,entitled“GrowingUnequal?IncomeDistributionandPovertyinOECDCountries”3shockedJapanbyrevealingthatithadthefourthhighestpovertyrateamongOECDmembernationsandthatincomedisparitieswerebecomingmore

entrenched.TheJapaneseMinistryofEducationconductedtheirownstudyin2013ontherelation-shipbetweenfamilysocio-economicstatusandscholasticperformance,inconjunctionwiththeNationalSurveyofScholasticAptitude.Thisstudyshowedabiggapinknowledgeandperformancebasedonsocio-economicstatus.Forexample,chil-drenfromthehighestendofthesocio-economicladderscored39percenthigherthanchildrenatthelowestendonmeasuresofjuniorhighschoolmathematics.

ThesereportsofgrowinginequalitiesinJapanledtotheenactmentofananti-childpovertylaw,whichtookeffectinJanuary2014.Thecentralaimofthelawistocreateanenvironmentinwhichchildrenfrompoorfamiliescanbegivenasound

andhealthfulupbringingandtoensureequalityofeducationalopportunity,sothatachild’sfutureisnotdeterminedbytheenvironmentinwhichheorsheisraised.Thelawoutlinesacomprehensivesetofmeasurestoprovidesupporttopoorfamiliesineducation,socialwelfare,employmentandfinancialassistance,andtomonitorchildpoverty.Withintheeducationsector,theMinistrystudyalsoexaminedschoolswherestudentssucceedacademicallydespitefamilypovertyandfoundthateffectiveeffortsincludedafter-schoolacademicsupport,smallgroupguidanceinclass,andworkingwithparentstoimprovestudyathome.Moreef-fortsalongtheselineswillthereforebeundertaken.

Participantsrecognizedthatequityis“alongjourney”andthatmanyalternativeapproachesarebeingtried.InNewZealand,amajorfocushasbeenontargetingsupporttoprioritygroupssuchasMāoriorPasifika,but,someparticipantsargued,therecanbeastigmaattachedtonaminggroupsandthereissometimesmorevariationwithingroupsthanbetweenthem.Ontario,Canada,tookadifferentapproach,focusingitsmajorreformeffortssince2004onmeasurestohelpallstudentsratherthantargetingspecific,high-needgroups.

Whereshouldthefocusofequityeffortsbe?Whataretherightandwrongdriversforreform?Participantsdebatedwhetherindividuallyfocusedstrategieswereantitheticaltocollectivelyfocusedones.Forexample,dosystemsofteacherevalua-tionandrewardsbasedonindividualperformanceunderminecollaborativeculture?Orcanhumancapitalandsocialcapitalapproachesbemarried?Dosomestrategieshavebiggerpayoffthanothers?

Therearenodefinitiveanswers,butsomekeylessonsemergedabouttheleversforequityinsystemsthataredevolvingauthoritytoschools.Marketmechanismsworkonthedemandsideandcandrivedownequity.Astrongsystemprovidesanappropriatebalancebetweenlocalresponsibilityandsystemoversight.Resourcesneedtobeequitablydistributedbetweenschools.Therealsoneedstobeaseriouscommitmenttodevelopingthecapabilityofteachersandschoolleaderstoidentifyandcollectivelyrespondtoproblemsinstudentlearning.Finally,certainkeylevers,suchashighacademicstandards,mechanismstoproduceahigh-qualityteachingandleadershipprofession,a

“Across�OECD,�a�more�socio-economically�advantaged�student�scores�39�percent�higher�on�junior�high�schools�mathematics�than�a�less�advantaged�student,�the�equivalent�of�nearly�one�year�of�schooling.”

3TheOECDreport,“GrowingUnequal?:IncomeDistributionandPovertyinOECDCountries,”canbefoundathttp://www.oecd.org/els/soc/41527936.pdf.

21


Te Marautanga o Aotearoa

“A country of open spaces and open minds”; this

is how New Zealand represented its aspirations for

education to delegates at the fourth International

Summit on the Teaching Profession. A small

country of 4.2 million people, New Zealand is also

very diverse, with 68 percent of the population

of European origin, 15 percent Maori, 10 percent

Asian, and 7 percent Pacific Islanders. It also has

considerable numbers of international students at

the tertiary level. New Zealand invests significantly

in education (7.3 percent of GDP) and is a high-

performing country in global terms, scoring

well above the OECD average on PISA. Its early

childhood and tertiary enrollments are also above

the OECD average. However, it has a long “tail” of

low achievement among some groups, which it is

now trying to address. New Zealand’s geography

means that many of its schools are small (under

one hundred students), and the defining feature of

its education system is that most of the authority is

devolved to the school level.

The fundamental structure of modern elementary

and secondary education in New Zealand was

established in 1989, through the set of reforms

known as Tomorrow’s Schools. These reforms

decentralized authority to the school level, defined

specific roles for the national government, and led

to a greater diversity of schools—public schools,

private schools, integrated (religion-based)

schools, Maori-medium, and partnerships (charter-

like) schools in low-achieving areas. Each school

is governed by a board of parents and other

community members. Schools hire their own staff

from qualified teachers and develop their own

budget and character.

There are only two levels in the elementary

and secondary education system, the Ministry

of Education and the schools. The roles of the

national government are to develop and support

a national curriculum framework, set system-wide

national education goals, manage quality-assurance

mechanisms, set teacher requirements and

salaries, supply schools with operational funding,

and administer the New Zealand Qualifications

Framework.

One problem with this marked decentralization

is the paucity of structures for collaboration

among schools. This is now being addressed

by the Investing in Education Success Initiative,

the most important new phase in New Zealand

education in the past twenty years, currently being

designed with input from the teachers’ unions and

representatives of other sectors. This initiative,

which is informed by New Zealand’s international

benchmarking research, will create pipeline

clusters of ten to twelve schools that incorporate

early childhood, primary, secondary, and tertiary

institutions. Clusters will be led by “executive”

principals—successful principals on leave from their

own school—with a focus on raising achievement

of the cluster. Along with the clusters, career

pathways are being developed that will allow new

roles for excellent teachers without them having to

leave teaching. “Lead” teachers will be enabled to

work with other teachers in their school to improve

performance while “expert” teachers will share

expertise across schools in the cluster.4

4Formoreinformation,seewww.minedu.govt.nz/.

publicaccountabilitysystem,andpoliciestopreventextremesocio-economicsegregationofschools,needtobeheldcentrally.

The Host Country: Education in New Zealand

22

Thefirstsessionofthe2014Summitdiscussedhowtogethigh-qualityteachersandleadersintoschoolswiththegreatestneed.Thesecondsessiondebatedsystemdesign:Inincreasinglydecentralized

educationsystems,whatuniversalmechanismsareneededinordertopreventdecentralizationfromexacerbatinginequality?Thethirdsessionturnedtothemoremicrolevel:Whatkindsoflearningenvironmentswithinschoolscanpromoteexcellenceandincreaseequityofoutcomes?

SingaporeandFinland,twooftheworld’shighestperformingsystems,ledoffthispartofthediscussion

SINGAPORE

Singapore’sapproachtocreatinglearningenvironmentsthataddresstheneedsofallyoungpeopleistostartwithacommonvisionofoutcomessothateveryonepullsinthesamedirection.TheSingaporeoutcomesare:

• To develop each child to his or her full potential

• To create young people of character who embody good citizenship

• To ensure strong fundamentals in literacy, math, and science

• To develop twenty-first-century competencies to prepare students for the world of tomorrow

• To prepare students for change—a future that is volatile, uncertain, complex, and ambiguous (“VUCA”)

HowdoesSingaporedothis?Educationisanationalpriority:Educationspendingis3percentofGDPand20percentofgovernmentexpenditure.Singapore’ssystemdiffersfromsomeoftheothersystemsattheSummitbecauseitisanationalsys-tem,butorganizationallyittriestobalancecentralizationandschoolautonomy.TheSingaporeMinistryofEducationisresponsibleforcurriculum,assessment,

CREATING LEARNING ENVIRONMENTS THAT ADDRESS THE NEEDS OF ALL CHILDREN

23

EXCELLENCE, EQUITY, AND INCLUSIVENESS–HIGH QUALITY TEACHING FOR ALL: THE 2014 INTERNATIONAL SUMMIT ON THE TEACHING PROFESSION

policy,teachertraining,andprofessionaldevelop-ment,whileindividualschoolshaveconsiderableautonomyastohowtousetheirresourcesandhowteachersteach.

Collaborationacrosstheboardiscentral.Itisessen-tialtohaveallstakeholdersonboard—fromschoolstogovernmentministriestoparentstotheNationalInstituteofEducation,whichtrainsSingapore’steachers,andemployers.Thereisaconsultationpro-cessbetweenallofthesesectors.TeachersandschoolleadersarealsopostedtotheMinistryofEducationforperiodsoftimetoensurethatschools’perspec-tivesarebroughtintopolicymaking.

Philosophically,thegoalofeducationistobringoutthebestineverychild“ineverydomainoflearning,ineveryschool,ateverystageofthelearningjourney,whateverthestartingpoint.”Evenifachilddoesnotstartwellinlife,itdoesnotmeanheorshecannotendwell.

Singaporerecognizestheimportanceofstartingearlytohelpallchildrensucceed.Preschooleduca-tionisprovidedbytheMinistryofSocialandFamilyDevelopment,whichdealswithchildcareandearlychildhoodpolicy,buttheMinistryofEducationisresponsibleforthecurriculum.Tostrengthenearlychildhoodlearning,Singaporeisnowrestructuringthissectoraroundakindergartenframework,withthegoalofcreatingasmoothlearningpathfrompre-schooltoprimaryschool.TheMinistryofEducationisalsostartingitsownkindergartens.

Theschoolcurriculumisholistic.Singaporeisknownforitsrigorousacademicsubjects,butthecurriculumalsoincludesmusic,arts,physicaleducation,andawiderangeofco-curricularactivitiestocatertoindi-vidualstudentinterestsandhelptobuildcharacterandcitizenship.Schoolsareencouragedtohavedif-ferentstrengthsandthemes,whichprovidechoicesforparentsandstudents.Allschoolsreceiveequalresourcesintermsofbuildings,informationandcommunicationstechnology,andteachingresources.

Schoolsalsoprovideextensiveacademicandsocialsupportforstudentswhoarepoororwhohavelearn-ingdifficulties.Learningsupportprograms,inwhichteachersworkregularlywithsmallgroupsofstudentssothattheydonotfallbehindinliteracyandnumera-cy,areprovidedfromthefirstyearsofprimaryschooluptosecondaryschool.Therearealsostudentcarecentersatschoolsintheafter-schoolhoursforstu-dentswithfamilyproblems.Schoolsworkwithself-

helpvoluntaryorganizations,manyfromdifferentethnicgroups,andwithotherministriestointegratesocialservices.Andschoolshavefull-timecounselorsandspecialservicesinschoolstoassistchildrenwithsocialandemotionalneeds.Financialassistanceisavailabletopoorerfamilies,sothatincomeisnotabarriertostudentswhowishtoparticipateinanyoftheschoolorafter-schoolactivities.

Noneofthesesystemelementswillworkwithouthigh-qualityteachers.Singaporehascreatedacom-prehensiveandcoherentteacher-developmentsys-tembyrecruitingstudentsfromthetop30percentoftheiracademiccohort;benchmarkingentrysalariestomarketconditionsforcollegegraduates;providingastrongteachertrainingprogramthroughaclosecollaborationbetweentheMinistryandtheNationalInstituteofEducation;providingonehundredhoursofprofessionaldevelopmentperyeartoeveryteach-er;andprovidingawell-developedsetofcareerpaths(masterteacher,curriculumspecialist,andprincipal).Allbeginningteachersreceivesystematicmentor-ingfromanexperiencedteacherandteacher-ledprofessionalnetworksinandacrossschoolsprovidemechanismsforcontinuousimprovement.

InSingapore’sview,agoodlearningenvironmentisacomprehensiveecosystem,inwhich:

• Every school is a good school

• Every teacher is a caring educator

• Every parent is a supportive partner, and

• Ultimately, every student is an engaged learner

FINLAND

Finland’sgoalistoprovideaninclusivelearningenvironmentforallchildren,onethatencouragesallstudents,regardlessoftheirbackgroundorlearningstyle,toachievetheirfullpotential.InFinland,thedesignofphysicalspaceisconsideredanimportantelementofthelearningenvironmentthatcanaffectstudents’self-esteemandparticipation.Butlearningenvironmentsarenolongerdefinedjustasschools;modernlearningenvironmentscanbephysical,so-cial,ordigital,andareincreasinglyhybrid.

Researchinthelearningscienceshasdemonstrated

24


thatlearningisahighlysocialactivity.Finnishschoolsputstudentsatthecenterasactivemem-bersofthecommunity.Everychildbuildstheirownlearningladderandgoodteacherssupportthem.

AcentralobjectiveofFinnisheducationisequalopportunity.EverystudentinFinlandhasac-cesstoahighlyqualifiedteacher,irrespectiveoftheirsocialbackground.TheteachingprofessioninFinlandishighlyselec-tive,teacherpreparationisrigorous,andteachershaveconsiderableautonomytodeterminewhatandhowtheyteach.Thesystemisbasedontrustofteachers.Finland’shighperfor-manceoninternationalcomparisonssincetheyear2000hasshownthatinvestinginqualitypaysoff.

Still,thesystemisnotperformingaswellasitcould.Pastsuccesscanbedangerous.Peopleexpectcontinuingresultswithoutinvestment.Fundingforprimaryschools,forexample,hasbeencut.

TherecentdeclineinFinland’sinternationalstandinghasledthegovernmenttostartanopenconversationwithFinnishcitizensabouteducationinthefuture.Thisdiscussion,entitled“TheFutureSchoolofFinland:ANewBeginning,”waslaunched

inFebruary2014andwillengageteachersandthepublicinabroad-rangingdiscussionofnewwaystostrengthenqualityandequity.Forexample,interna-tionalcomparisonsshowthatFinnishstudentshaverelativelyhighperformance,butdonotenjoyeduca-tion,especiallytheboys.Schoolsareexperimentingwithinnovativetoolstomakelearningfunandmo-

tivating,suchasgame-basedlearning.TheFinnishgovernmentisbuildinganewcloud-basedservicetomakelearningresourcesaccessibletoalllearners—toputsoftpressureonschoolstousemoretechnologyandequipstudentswithtwenty-first-centuryskillsandcompetencies.Schoolsneedtobepartoftoday’sdigitalworldandbenefitfullyfromitspotential.Thiswillbeachallengeforteachereducation,butultimately,technologyisjustatool;thekeywillbepedagogyandteachers.

Insummary,Finlandhasastrongeducationtradi-tion,high-qualityteachers,andaconsensusacrosspoliticalpartiesabouttheimportanceofeducation.Butitbecametoosatisfiedwiththestatusquoandnowneedstolooktothefuture.

DISCUSSION

Growingresearchineducationandinthelearningsciencesisshowingwhichpracticesinschoolsandclassroomsaredetrimentaltoexcellenceandequityandwhichprinciplesandpracticesenhancethem.Bothgraderepetitionandearlytrackinghavebeenshowntohavenegativeeffectsondisadvantagedstudents,andschoolsthatusethemshowagreaterimpactofsocio-economicstatusonschoolper-formance.Itisclearfromresearchinthelearningsciences,thatenvironmentsthataremorestudent-andlearner-centered,andpersonalizedtotakeindividualdifferencesandinterestsintoaccount,aremoreeffective.Learningisalsoaninherentlysocial

“�A�good�learning�environment�is�a�comprehensive�ecosystem.”

25


activityandiseffectivewhenlearnerscollaborateasanexplicitpartofthelearningenvironment.

Informationandcommunicationtechnology(ICT)canbeagreatenablerofnewlearningenvironments,wherestudentlearningisdifferentiatedandcol-laborationencouraged.Forexample,intheflippedclassroommodel,studentsreadandworkontheirownathomeandthenparticipateingroupprojectsanddiscussionintheclassroom.ICTcanalsosup-portteachersindisadvantagedschools,especiallythosethataregeographicallyremote.AnumberofsystemsincludingSingapore,Scotland,NewZealand,Australia,andEstoniahavecreatedvirtualplatforms,opentoallteachers,wherebestpracticesandtechnologytoolsarehosted.

AmajorfocusofthispartoftheSummitdiscussionwastheneedforbetterprofessionallearningandsupportopportunitiesforcurrentteachers—tohelpthemmeetthechallengesofincreasinglyhetero-geneousclassroomsandtokeepupwiththerapidchangesinsociety.Theseactivitiesgobydifferentnames—professionaldevelopment,professionallearningcommunities,andcollaborativeschoolcultures—buttheyarerecognizedbyteachersandshownbyresearchtobepowerfulmeansofimprov-ingteachereffectiveness,aswellasstudentandschoolachievement,ifproperlydesigned.Notpro-vidingenoughprofessionallearningopportunitiescandoomawell-meaningpolicytofailure,asHongKongadmittedwithrespecttoitseffortstoincludestudentswithspecialneedsinHongKongclass-rooms.Manysystemsmakelargeinvestmentsin

professionaldevelopment.YettheOECDTeachingandLearningInternationalSurveys(TALIS),aswellassmallerscalestudies,showthatteachersreportoverwhelminglythatcurrentformsofprofessionaldevelopment,primarilyshort-termworkshops,arenotuseful.

Whatkindsofprofessionallearninghelpsteachersdevelopandhasanimpactonstudentachievement?Moreeffectiveformsofprofessionallearningstartfromaclearidentificationofthelearningneedsofstudentsintheparticularschool,asderivedfromdataandassessments:theyallowteacherssufficienttimeandopportunitytointeractwithothereduca-tors;theyintegratetheoryandpracticeandencour-ageiterativeimprovement;andtheyaresponsoredbyaleaderwhosetsavisionoflearningoutcomesandmonitorswhethertheschoolismovingtowardthem.Changingpracticeishardandraisingteach-ers’expectationsofstrugglingstudentscannotbeimposed,butexpectationsdevelopasnewteachingapproachesaremasteredandstudentlearningim-

proves.AccordingtoNewZealand’s“bestevidencesynthesis”ofresearchinthisarea,thesekindsofprofessionallearningcommunitieshaveledtotwoyears’worthofgainsinliteracyandmathinoneyear.Goodlearningconditionsforstudentsandteachers,itseems,aredeeplyintertwined.

Thetraditionofteachingandresearchgroups,whichcollectivelypromotecontinuousimprovementofteach-ing,existinalloftheEastAsianculturesthatper-

“�Modern�learning�environments�can�be�physical,�social�or�digital�and�are�increasingly�hybrid.”


26

formwellonPISA.TheyhavebeentakentoahighartinShanghai,wheretheyhavebeenusedtopro-moteShanghai’sworld-beatingstandardsinmathandscienceandarenowbeingusedtomodernizepedagogyandpromotetwenty-first-centuryskills.Teacherssharetheworkoflessonpreparation;mentorandcoachyoungerteachers;collectivelyexaminestudentprogressanddiagnosestudentlearningneeds;provideregularstructuredfeedbackonclassroomteachingandlearning;andidentify,pilot,andevaluatenewapproachestoproblemsintheirschool.

Acriticalelementinmakingsuchcollaborativeculturesworkistime.AstudyofShanghaiteacherscomparedwithteachersinCalifornia,forexample,showedthatteachersinbothplacesspendaboutthesameamountoftimeonthejob,roughlyfortytwohoursperweek.ButCaliforniateachersspentmorethan70percentoftheirtimeteachingclasseswhereasteachersinShanghaispentcloserto40percentteaching,withtherestofthetimedevotedtolessonpreparation,meetingwithstudentsindividu-ally,gradinghomework,observingclasses,providingfeedbacktootherteachers,andparticipatingintheirteachingandresearchgroups.Bycontrast,arecentgovernmentsurveyofteacherworkloadinEnglandshowedthatprimaryteacherswork,onaverage,sixtyhoursperweek,secondaryteachersfiftyeighthours,andschoolleaderssixtythreehoursperweek.Muchofthistimeisspentonwhatteachersregardasbusywork.Insomeplaces,anotherbarriertothedevelopmentofsuchcollaborativeculturesisthatparentsobjecttostudentsbeingtaughtbysubstituteswhileteachersareinvolvedinprofes-sionallearning.Newdesignsfortheuseoftimeinschoolsneedtobedevelopedtoallowforeffectiveprofessionaldevelopmentwithoutlarge-scaleuseofsubstituteteachers.

NewZealand’snewreforms,announcedinearly2014,willcreatenewrolesandbettercareerpath-waysforteachersandenhancethequalityofteach-ingwithinandacrossschoolsthroughthecreationofcollaborativecultures.TheproposedchangesareinformedbyNewZealand’sinternationalbench-markingandthedesigniscurrentlyunderdiscus-sionwithNewZealand’steachers’unions.Clustersofschoolsarebeingestablishedwith“executiveprincipals”whowillfocusonraisingachievementinthecluster.“Lead”teacherswillworkwithotherteachersintheirschooltoimproveperformanceand“expert”teacherswillbeenabledtoworkacrosstheclusters.Ataskforceisalsoreviewingschoolreport-

ingrequirementstoreduceunnecessarypaperwork.

Learningenvironmentsextendbeyondschoolsandoutside-schoolsupportservicesforchildreninneedareasessentialascollaborativeenvironmentswithinschool.Theseservicescantakemanyforms.Schoolsneedtoenergeticallyreachouttofamilies,sinceengagingparentsencouragesamorepositiveattitudetowardsschoolandhasbeenshowntoreduceabsenteeismanddrop-outrates.Schoolsashubsforcommunityhealth,recreation,youth,po-lice,andotherservicescanhelptoreduceexternalbarrierstolearning.Coachingandmentoringtoraisestudents’confidenceandhopeforthefuturecanbecritical,whetherachildlivesinpovertyorhasbeenaffectedbyanaturaldisaster.Andcounselingatcriticaljuncturestohelpstudentsnavigatediffer-enteducationalpathwayshasbeenshowntoreduceschooldrop-outrates.

ThepresentationofSingapore’scomprehensiveap-proachtocreatingeffectivelearningenvironmentsforallchildrenpulledtogethermanyofthethreadsofthisdiscussionoflearningenvironments:highexpectations;high-qualityteachersforall;earlyintervention;acontinuumofsupportforstrugglingstudents;schoolculturesofcollaborativeandcon-tinuousimprovement;careerladdersandteacherleadershiproles;andeffectivelinksbetweenschools,parents,andcommunities.Allofthisisundergirdedbystrongvalues,trust,andcollaborationbetweengovernmentandteachers.

27

TThisSummit,likeitspredecessors,gatheredleadersfromaroundtheworldtotackleoneofthemostcriticalproblemsofourtime:howtoachievebothexcellenceandequityineducation.Therecanbenodoubt

abouttheseriousnessoftheissue.GrowingincomeinequalityandreducedsocialmobilityinmanyOECDcountriesthreatenthefabricofsocieties.Thekeydriversofthisgrowinginequalityarechangesinlabormarkets,thereducednumberofjobsforlow-skilledandpoorlyeducatedpeople,andthenumbersofsuchpeoplewhoareoutofwork.AcrossOECDcountries,almostoneinfivestudentsdoesnotreachthebasicminimumlevelofskillstofunctioninsociety.Theeffectsofpovertycanbemitigatedthroughsocialwelfaresystems,butineconomiesthatrelyonhighskills,theonlylong-termsolutionistoimprovetheeducationaloutcomesofdisadvantagedstudents.

Moderneconomiesalsorequirehighskillstopropeleconomicgrowthandinnovation.Nolongerareprovidingbasicliteracyskillsforthemajorityofstudentsandhigherorderskillsforafewadequategoals.Instead,schoolingneedstodevelopabroaderrangeofskillsanddispositionsforeverystudent,includingcriticalthinkingskills,problem-solving,creativity,collaboration,andlearninghowtolearn.Thechallengeofachievingexcellenceandequityisthereforeevengreater.

Excellenceandequityareoftenseenascompetingpolicypriorities.Inmanycoun-tries,thereisaverystrongrelationshipbetweenthesocio-economicbackgroundofthestudentandtheiracademicperformance.Inthesecountries,schools’policiesandpracticesdolittletomitigatetheeffectsofpoverty.Thereare,however,high-performingsystemsthatcombinehighlevelsofstudentachievementwithamoreequitabledistributionoflearningopportunities.ThiswasthehopefulnewsandthechallengetoSummitparticipants—educationsystemsneedtoraisethebarandnarrowthegapatthesametime.Itwasnotpossibletocovereveryaspectoftheproblemintwodays,andtherewereareasofconsiderabledisagreement,buttheSummitproducedanumberofbroadlysharedconclusions.

First:Itisimpossibletooverestimatetheimportanceofhigh-qualityteacherstoexcellenceandequity.PreviousSummitshadillustratedthatthehighestperform-ingsystemstakeacomprehensiveapproachtoattracting,training,andretainingtalentedpeopleintheprofession.AtthisSummit,therewasaparticularfocuson

CONCLUSIONS AND NEXT STEPS

28


theneedforteacherpreparationandprofessionaldevelopmentprogramstogiveteacherstheknowl-edgeandskillstobesuccessfulintoday’sincreasinglyheterogeneousclassrooms:theabilitytodiagnosestudentproblems,understandculturaldifferences,anddifferentiateinstructionbasedonstudentneeds.

Wheregoodteachingqualityisnotuniversal,themostvulnerablechildrenoftenhavetheleastexpe-riencedandleastexpertteachers;arecipeforpoor

results.Countriesneedtodeveloparangeofstrate-giestoattractandretainhigh-qualityteachersinthemostchallengingschools.Suchmeasureswillvarydependingonwhetherhigh-needstudentsareinre-moteruralareas,concentratedinhigh-povertyurbanschools,orareinschoolsthatcontainamixtureofadvantagedanddisadvantagedstudents.Hiringandallocationsystems,incentives,scholarshipstotrainteachersfromthelocalcommunity,andtechnologymayallhavearole.Whereschoolsareinareasofconcentratedpoverty,abroaderrangeofongoingsupportsforteachersandstudentswillbeneededtomaketheschoolsuccessfulandtohelptheschoolretainteachers.Otherwise,ifyouputahigh-qualityteacherrecruitintoanunchangedschoolenviron-ment,“thesystemwinseverytime.”

Second: Asmanyeducationsystemsmoveawayfromtop-downadministrativecontrolandtowardsgivingschoolsmoreautonomytoinnovateandmeettheneedsofstudents,therearecriticalelementsthatneedtobeinplaceinthedesignofthesystemforittopromoteequity.Forexample,resourcesneedtobedistributedequitablyamongschools,withadditionalresourcesforthoseschoolsthatservetheneediestchildren.Otherkeyleversthatneedtobeheldcen-trallyincludehighacademicstandards,mechanismstoproduceahigh-qualityteachingandleadershipprofession,someformofpublicaccountabilitysys-tem,andpoliciestopreventfurthersocio-economicsegregationbetweenschools.Aboveall,themoredecentralizedthesystem,thegreaterthecapabilitiesthatareneededattheschoollevel.Collaborativeschoolcultures,inwhichthereisaclearvisionofstudentlearningoutcomes,learningproblemsareidentifiedusingdata,andteachersandschoolleaders

worktogethertoiterativelyimprovepracticehavebeenshowntobeaneffectivewaytoincreasebothteacherandstudentlearninginschools.Anothertrendindecentralizedsystemsisthatnetworks,clusters,andpartnershipsofschoolsarealsoformingtoenablethesharingofbestpracticesandpromotemoreconsistentperformanceacrossschools,espe-ciallythosethatservetheneedieststudents.

Third:Thereisconsiderableresearchonwhatkindsoflearningenvironmentsinschoolsandclassroomscontributetoequity.Practicessuchasearlytrackingandgraderepetitiontendtoreduceequity,whileear-lyidentificationofstudentdifficultiesandprovisionofacademicandsocialsupportsthatkeepstudentsontrackincreaseequity.Researchinthelearningsciencessuggeststhatdesigninglearningenviron-mentsaroundthestudent—environmentsthatarepersonalizedtotakestudentinterestsandculturalcontextsintoaccountandthatbuildonthefactthatlearningisaninherentlysocialactivity—canpromotebothexcellenceandequity.Learningenvironmentsextendbeyondtheclassroomdoorandtheschoolday,soextendingtopoorstudentsthekindsofout-of-schoolsupportsandlearningopportunitiesthatmiddleclassstudentsreceivecancontributetostu-dentmotivationandsuccess.Learningenvironmentsarealsoincreasinglyhybrid,withtechnologyenablinggreatlyexpandedlearningtime,learningresources,andlearningstyles.Technologyhastransformedmanyindustries,buthasyettotransformeducation.Someparticipantsarguedthatmorefundamentaltechnologically-enabledtransformationoflearningenvironmentswillbeneededtoachievesocieties’ambitiousgoalsforeducation.

Fourth: Athemeacrossthewholeofthedelibera-tionswastheimportanceofearlychildhoodeduca-tionforequityandexcellence.Thedataonhowfarbehinddisadvantagedstudentsarewhentheyenterschoolisstark,andnumerousstudiesaroundtheworldhavedemonstratedthathigh-qualityearlychildhoodprogramsenhancestudents’overalldevelopmentandacademicachievement.Insomecountries,middleclassparentshaveaccesstoearlychildhoodprogramstoagreaterdegreethanpoorerparents,sotheydonotcontributesubstantiallytowardequity.Inaddition,earlychildhoodprogramsareoftenfragmentedamongdifferentproviders,havedifferentstandards,teachersofvaryingquality,andaredisconnectedfromprimaryschools.TheneedtoexpandaccesstoandstrengthenthequalityofthissectorwassuggestedasapossibletopicforafutureSummit.

“�We�need�to�raise�the�bar�and�narrow�the�gap.”

29


Fifth:Thechallengeofachievingexcellenceandequityonawidescalecannotbemetbyanyonepartyalone.Itisalong-termagenda,onethattranscendsgovernmentterms.Itwillbeessentialforgovern-mentsandtheeducationprofessionstoworktogeth-er.Equityneedstobetackledatmultiplelevels—fromsystemdesignandmanagement,tolocalschools,toindividualclassrooms.Environmentsthatproducehighlevelsoflearningarecomprehensiveecosystems,inwhichschoolsarecentralorganizersbutparents,acontinuumofsocialandemotionalsupportforstu-dents,andsometimeshealthandothercommunityservicesneedtobeinvolved.Tosolvetheproblemoflowperformancebylow-incomestudentswillrequirepartnerships—betweenteachers,betweenschools,andbetweenschoolsandthewidercommunity.

NEXT STEPS

Ascomplexasthechallengesare,ministersandteacherleaderstookawayimportantlessonsfortheirowncountries.Attheendofthe2014Summit,countrydelegationsidentifiedtheprioritiesthattheyintendtoworkonoverthenextyearandreportbackonatthe2015Summit.

Canada:Proposestostrengthenearlychildhooddevelopmentbyraisingthequalityofteachersintheearlyyears;promotecollaborativeculturesinschoolstostrengthenteachingandteachers;andmobilizewiderresourcestosupportlearnersandteachersbyintegratingsocialandhealthservices,exploringpart-nerships,andengagingfamiliesandcommunities.

China-Hong Kong:Proposestoprovidecompre-hensivesupportforethnicminoritystudentsineducation;tomodernizeteachingandlearningenvi-ronmentsthroughtheuseofinformationandcom-municationtechnology;andtopromotecareerandtechnicaleducationtoprovidediversityinstudents’careerdevelopment.

Denmark:Aimstore-establishdialogueandcooper-ationbetweenthegovernmentandteachers’unions.

Estonia:Proposestodevelopsystemsofprofessionaldevelopmentforteachers;createamechanismtoexchangeorrotateexperienced/excellentteacherstoensuremoreconsistencyofpracticebetweenschools;anddevelopteachers’competenciesinearlyidentificationofchildrenwithspecialneeds,includ-ingthegiftedandtalented.

Finland:PremisedonFinland’sstronginitialteachereducation,butrecognizingthatsocietyisconstantlychanging,Finlandproposestodevelopmodalitiestostrengthenteachers’lifelongdevelopmentofskillsandtoclarifywhattheschoolisresponsibleforandwhatotherinstitutionsinsocietyshouldtakerespon-sibilityfor.

Germany:Germany’sgoalistoprovideeverychildwiththenecessarysupporttoreachthehighestlevelofeducation.Inparticular,theyproposetoupgradescientifically-basedteachertrainingtogiveteacherstheknowledge,skills,andtimetoprovideindi-vidualsupporttoeverychild,andtoimproveschoolsthroughbettercollaborationbetweengovernmentandeducationunions.

Japan:Proposestomaintainthesystemthatenablestransferofteach-ersacrossprefecturestoequalizethedistributionofexperiencedteachers;tosupportboardsofeducationinimprovingquality;and,undertheChildAnti-PovertyLaw,toestablishbenchmarkstomeasurechilddevelop-ment,suchashighschoolenrollmentrates.

Netherlands:Proposestocreatealearningculturethroughform-

30


ingprofessionallearningcommunitieswithinandamongschoolsandteachereducationprogramstolearnfrombestpracticesandcreatetheflexibilitytomeettheneedsofalltalents;tostimulateadaptiveeducationalpartnershipsthatwilltakeresponsibilityforlocalpupilswhoneedadditionalsupport;andtostimulatelifelonglearningopportunitiesandcareerincentivesforteachers.

New Zealand: Proposestointensifyitscommitmentto“systemshiftandlift”;toestablishasystemicapproachtoprofessionallearningcommunitiesinschools;andtomakevisiblethechild-centeredpath-wayforeachlearnerfromearlylearningtotertiaryeducation.

Poland:Proposestofocusondevelopingtheprofes-sionalcapacityofteachers;supporttheleadershiplevelofschools;andbetterincludethecommunityineducationalprocesses.

Singapore: Proposestomakechangesonmultiplelevels:Atthesystemslevel,Singaporeproposestoreviewtheteachersperformancemanagementsys-temtobemorealignedwiththeteachersprofessionaldevelopmentframework;attheteacherslevel,toenhancecapabilitybuildingthroughthedevelopmentofteacherleadermilestoneprogramsforsenior,lead,andmasterteachers;andatthestudentlevel,tocre-ateanonlinestudentlearningspacetosharebestles-sonsandmorepreciseanalysisofstudents’progresstofacilitateappropriateinterventions.

Sweden: Willcontinuetofocusonattractingandretaininghighlyqualifiedteachersandschoolleaders

byofferingincentivesandgoodworkingconditionsthatenableteacherstoconcentrateonteaching;improvetheallocationofresourcestoensurehigh-qualityteachersintheschoolswithgreatestneeds;andincreaseaccesstoteachersforchildrenwithspecialneeds.

United Kingdom (Scotland):TheScottishgovern-mentandteachers’unionswillcollaborativelydevel-optheconceptofanoutcomeagreementtodevelopameasurableprocesstoimprovetheattainmentofyoungpeopleandschools;willembedprofessionallearningflexiblyinthelivesofschools;andseektoincreasebroadergovernmentactionstosecureamorecohesivesociety.

United States of America:Willcontinuetoworktoexpandaccesstohigh-qualityearlylearningoppor-tunities;increaseconcreteopportunitiesforteacherleadershipby20percent;andsupportongoinglabor-managementcollaborationtoimplementhigheracademicstandards.

CLOSING

InherclosingremarksforEducationInternational,SusanHopgoodstressedtheneedforconcretemechanismsforcollaborationwithteachersateverylevel:atthepolicylevel,attheschoollevel,andinrelationtoexpandingearlychildhoodprogramsandcommunitynetworks.Shewelcomedthecontinuingdialogueonthefutureoftheteachingprofession.

BarbaraIschinger,DirectorforEducationandSkills,OECD,reiteratedthehighpremiummodernsocietiesputonskillsandtherapidlydeclininglifechancesofthosewhodon’tmakethegradeintheknowledge-basedeconomy.Unemploymentamongyoungpeoplehasreachedalarmingratesintoomanycountriesinthepastfewyears,hencetheurgencyofraisingboththequalityandequityofeducation.Educationneedstobe

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builtaroundtheneedsofthechildren,nottherulesofthesystem,andthereneedstobeabetterunderstandingandmethodologiesforteachingintoday’sdiverseclassrooms.

NewZealandMinisterofEducationandhostoftheSummit,HekiaParata,declaredthattheSummithadliveduptoitsimageasagatheringofaglobaleducationnetworktoex-plore,chart,andnavigatenewfrontiersinteachingandlearning.Participantswereunitedinacommonvisionofliftingupthemosttalentedaswellasthosewhogetleftbehind,andhaddebatedhowtoinvestwiselybasedondata.TheSummititselfhadbeenanexerciseincollaborationfromitsinception,andinhavingcountriescommittogoalsforthenexttwelvemonths,wasaspiringtobeaformofcollectiveaccountabilityaswell.

AttheendoftheSummit,JeffJohnson,ChairoftheCanadianCouncilofMinisters,offeredtohostthe2015SummitinBanff,Alberta.Hesaidthattheseinternationalsummitshavebecomeaninternationalreferencepointfordiscussionoftheteachingpro-fession.Participationextendsdomesticdialoguesabouttheteachingprofessionandpractice,enablingparticipantstolearnfrompromisingapproaches,considerthecuttingedgeofeducationalpolicy,andshareunresolvedchallenges.Canadahaswell-trainedteachersandisahigh-achievingcountryonPISA,butnomatterhowhighthestatureofteachers,nocountrycanaffordtobecomplacent.Albertahasestablishedataskforceonteachingexcellence,andteachingexcellenceisalsoatopissueforthethirteenCanadianprovincesthatmakeuptheCouncilofMinistersofEducation.Ascountriesrethinkwhatstudentsneedtoknowandbeabletodo,thisalsocompelsthemtorethinkwhatteachersneedtoknowandbeabletodo.Thetransformationofeducationforthetwenty-firstcenturyrequiresthetransforma-tionoftheteachingprofession.HelookedforwardtowelcomingministersandteacherleaderstoCanadanextyear.

Kia kaha tatou ki te whaia i te matauranga tiketike—let’sallpursuethebesteducationpossible.

This report was written by Vivien Stewart, Senior Advisor for Education at Asia Society and author of “A World-Class Education: Learning from International Models of Excellence and Innovation.”

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PARTICIPANTS

HOST COUNTRY

NEW ZEALAND

Hon Hekia ParataMinister of Education

Ms. Angela RobertsPresident, Post Primary Teachers Association

Mrs. Judith NowotarskiPresident, New Zealand Institute of Education

Mr. Tom ParsonsSecondary School Principals Association of New Zealand

OTHER HOST ORGANIZATIONS

ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT (OECD)

Dr. Barbara IschingerDirector for Education and Skills

Mr. Andreas SchleicherDeputy Director for Education and Skills

EDUCATION INTERNATIONAL

Mr. Fred van LeeuwenGeneral Secretary

Ms. Susan HopgoodPresident

Mr. David EdwardsDeputy General Secretary

Mr. John BangsSenior Consultant

MODERATOR

Mr. Anthony MackayCEO, Centre for Strategic Education

CRITICAL FRIENDS

Prof Michael FullanUniversity of Toronto

Dr. Anthony JacksonVice President Education, Asia Society

Prof Sing Kong LeeDirector, National Institute of Education

Prof Viviane RobinsonUniversity of Auckland

Prof Linda SmithPro Vice Chancellor, Maori,University of Waikato

Ms. Vivien StewartSenior Advisor, Asia Society

Prof Tan Oon-SengDean, Teacher EducationNational Institute of Education

Prof Richard TeeseUniversity of Melbourne

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PARTICIPANTS

CANADA

Hon Jeff JohnsonChair, Council of Ministers

Hon Alan McIsaacMinister of Education and Child Development

Calvin FraserSecretary General, Canadian Teachers Federation

Mr. Mark RamsankarVice President, Canadian Teachers Federation

Mrs. Dianne WolschukPresident, Canadian Teachers Federation

CHINA, HONG KONG

Hon Eddie Ng Hak-kimSecretary for Education

Dr. Anne ChanPrincipal, Kwei Wah Shan College

Prof Stephen CheungPresident, Hong Kong Institute of Education

Mr. Eddie Shing Chung SheeVice President, Hong Kong Teachers Union

DENMARK

Hon Christine AntoriniMinister for Children and Education

Mr. Anders Bondo ChristensenPresident, Danish Union of Teachers

Ms. Pia Ewe JensenTeacher

Ms. Brigitte Birkvard PedersenDanish Union of Teachers

ESTONIA

Dr. Jaak AakvisooMinister for Education and Research

Ms. Kristi MikiverHead of Teacher Education

Ms. Margit TimakovPresident, Estonian Association of Teachers

Mr. Toomas KruusimagiPresident, Estonian Association of School Heads

FINLAND

Mr. Pasi PatokallioAmbassador of Finland

Mr. Olli LuukkainenPresident, OAJ

Mr. Anders RuskInternational Coordinator, OAJ

Mr. Esa SuominenSpecial Advisor to Minister

Mr. Jaako MeretniemiTeacher

GERMANY

Mr. Udo MichalikSecretary-General, Standing Conferenceof Ministers

Mr. Udo BeckmannPresident, Verband, Bildung and Erziehung

Mr. Jurgen FischerVerband Bildung and Erziehung

Mrs. Marlis TepePresident, Gewerkschaft Erziehung und Wissenschaft

JAPAN

Mr. Shinichi YamanakaDeputy Minister of Education, Sports, Science, Culture, and Technology (MEXT)

Mr. Yorihisa OhnedaSenior Specialist, MEXT

Mr. Masaki OkajimaDeputy General SecretaryJapan Teachers Union

NETHERLANDS

Dr. Jet BussemakerMinister of Education, Culture and Science

Mr. Joost Kentson President, Education Cooperative

Mrs. Helen Van Den BergChairman, Christian Teachers Union (CNV)

Mr. Walter Dresscher President, General Trade Union for Education( Aob)

INTERNATIONAL DELEGATIONS

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PARTICIPANTS

POLAND

Mrs. Ewa DudekUndersecretary of StatePolish Ministry of Education

Mr. Grzegorz MazurkiewiczJagiellonian University, Krakow

Mr. Slawomir BroniarzPresident, Polish Teachers Union(ZNP)

Ms. Dorota ObidniakInternational Coordinator ZNP

SINGAPORE

Ms. Indranee RajahSenior Minister of StateMinistry of Education (MOE)

Ms. Chua-Lim Yen ChingExecutive DirectorAcademy of Singapore Teachers

Mr. Yi Young LamDeputy Secretary MOE

Mr. Mike ThirumanPresident, Singapore Teachers Union

SWEDEN

Mr. Bertil OstbergState SecretaryMinistry of Education

Mr. Bo JanssonPresident, Swedish Teachers Union

Mrs. Sofi KlangSwedish Teachers Union

Mrs. Eva-lis SirenSwedish Teachers Union

UNITED KINGDOM (SCOTLAND)

Mr. Michael RussellSecretary for Education and Lifelong Learning

Mr. Larry FlanaganGeneral SecretaryEducational Institute of Scotland

Mr. Ian MitchellDeputy Director, Education Department

Mr. Kenneth MuirGeneral Teaching Council for Scotland

Mr. Darren NorthcoteNASUWT

UNITED STATES OF AMERICA

Mr. Arne DuncanSecretary of Education

Ms. Randi WeingartenPresident, American Federation of Teachers

Mr. Dennis Van RoekelPresident, National Education Association

Mr. Chris MinnichExecutive Director, Council of Chief State School Officers

OBSERVER DELEGATIONS

Australia

Brazil

Malaysia

Mexico

Vietnam

PACIFIC ISLAND OBSERVER DELEGATIONS

Cook Islands

Niue

Samoa

Solomon Islands

Tokelau

Tonga

Vanuatu

INTERNATIONAL DELEGATIONS (Continued)

SUPPORT FOR THIS REPORT WAS PROVIDED BY

We thank MetLife Foundation for their support of the preparation and printing of this report. We would also like to thank all of the sponsors of the International Summit for their support.

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