Teacher Education

Teacher Quality

Leadership

Quality and

equity

Aligning politics, policy,

research and

practice

Internal Leadership

External Facilitation

Double and Single Loop

Learning

Networking for Learning

Accelerated change that leads high qualitysustainable school practice

Finland

CanadaNew Zealand

Australia

Korea

Japan

Sweden

Belgium

Iceland

Norway

Denmark

Switzerland

Spain

Czech Rep

Germany

Greece

Luxembourg

Mexico

5Variation across the OECD

Pe

rfo

rma

nce

(in

re

ad

ing

)

Low qualityHigh equity

Low qualityLow equity

High qualityHigh equity

High qualityLow equity

Towards the North East

Drawn from OECD international assessment studies

Girls read better than boys in every country – the gender gap has not improved since 2000

The best schools are also the most equitable – students do well regardless of their socio-economic background

High performing systems tend to prioritise teacher pay over smaller class sizes

Countries where students repeat grades tend to have worse results overall

High performing systems allow schools to design curricula and establish assessment policy but don’t necessarily allow competition

Schools with good discipline and better student – teacher relations achieve better

Public and Private Schools achieve similar resultsCombining local autonomy and effective accountability seems to

produce the best resultsThe percentage of students who said they read for pleasure has

dropped

ImprovedStudent/Learning Outcomes

Learner participatio

n and involvement

Teacher Educatio

n

Teacher Quality

Leadership and

Governance

Families and

Communities

Resources and

Organisation

Influenced by New Zealand Best Evidence Syntheses

Ben Levin, University of Toronto

Policy and Practice Variables

Action strategy Outcomes

Double loop learning

Single loop

Adapted from Argyris

Strategies:• Clear and explicit

parameters•Shared control•Participation in

design, implementation,

evaluation• Objective and valid

data

Policy and practices made explicit, challenged and

changed as needed:•Valid baseline

information•Goals based on needs

and expectations•Informed and

collaborative scoping •Commitment to collective action

Intended and Unintended impact

and influence:•Minimally defensive

response•Critical mass of

understanding and knowledge, capacity and

capability •Increased likelihood of

success

Dialogue and

Learning Conversations – Policy, Research

and Practice

Collaborativ

e

enquiry

Knowledge

animatio

n

Meta learning with

peers

Supported

practice

Supportive

structu

res

Learner-friendly context specific

culture

Respectful

trusting

relationships

Leadership and External Facilitation

Leadership and External Facilitation

Adapted from Louise Stoll

Inte

rnal

Prof

ession

al

Lear

ning

Networ

ks

Country wide

education

Professional

Learning Networks

International Professional

Learning Networks

Improved student learning

outcomes

Improved student learning

outcomes Knowledge and understandingKnowledge and understanding

Capacity and

Capability

Capacity and

CapabilityGoalsGoals

Policy

Practice

Focus Area/s

Teacher EducationTeacher Quality

Leadership QualityCurriculum Assessment

Student Engagement

Family/Community Engagement

Focus Area/s

Teacher EducationTeacher Quality

Leadership QualityCurriculum Assessment

Student Engagement

Family/Community EngagementSingle and

Double Loop Learning

Single and Double Loop

Learning

Networking for LearningNetworking for Learning

Evaluation Research

Leadership provides the energy source for change and ongoing sustainable development within and between

learning communities/networksDistributed and reciprocal leadership supports ownership

and succession Leadership is a collective responsibility

External facilitation and support for connecting learning communities/networks also makes a difference External agents may bring specialist expertise

The roles of external agents can be varied to meet the needs and expectations of the learning

communities/networks involvedFacilitation is a particularly important role in networks

and networked learning communities and can be a key to success

Adapted from Louise Stoll

New ZealandSchool Improvement

QatarTeacher and School Leader Registration and Licencing

A focus on student outcomes

Short and long term achievement – quality and equity outcomes

Short and long term teacher and school leader quality and equity goals

Key influences on enhancing student outcomes

Teacher and Leader qualityCurriculum and assessmentStudent and family/community Engagement

Teacher EducationTeacher QualityLeadership Quality

System wide lasting and deep change

System, regional and individual school expectations and goals /plans based on needs and expectationsHuman resource and financial support provided

System expectations and goals established and communicatedHuman resource support provided – intensive effort to build capacity at every level in the system

Building knowledge and understanding, capacity and capability

Double and single loop learningNational, regional and local policy/research/practitioner networks established

Double and single loop learningInternational, country and policy/sector networks established

Accelerated change that leads to high quality sustainable school practice

Continued improved student outcomes – quality and equity

To date: 8,000 plus registrations of teachers and school leaders in 167 schools

Leadership and External Facilitation

Policy leadership with support from external expertise as required Professional Learning for practitioner leaders

External and internal facilitation Contract requirement to build local capacity and capability

Explicit and unambiguous focus on student outcomes – quality and equity

Primary goals related to teacher education, teacher and school leader quality

Systematic alignment of, and collaboration between policy, research and practice

Emphasis on building new and extended knowledge and understanding as well as international, national and local

capacity and capability

Provision of external facilitation with a clear expectation of the identification and establishment of local leadership,

capacity and capability