The_teacher_profile_for_the_future_-_OECD_presentation

The_teacher_profile_for_the_future_-_OECD_presentation - 1...

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1 The teacher profile for the future Organisation for Economic Cooperation and Development (OECD) ETUC E C o nfe re nc e Euro pe  Ne e ds  Te ac he rs Brus s e ls 12 June  2006 Michael Davidson Senior Analyst, Indicators and Analysis Division Directorate for Education
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2 Factors shaping the teacher profile for the future Teachers’ roles are changing Factors influencing this include: More autonomy for schools More diverse student population What do we know now about the impact of these and  how well teachers are coping with these challenges? What do we still need to learn to help prepare teachers  to meet these challenges?
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3 Teachers are now expected to have much broader  roles At the individual student level   Initiating and managing learning processes;  Responding effectively to the learning needs of individual learners;  Integrating formative and summative assessment . At the classroom level   Teaching in multicultural classrooms;  New cross-curricular emphases;  Integrating students with special needs.
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4 Teachers are now expected to have much broader  roles (continued) At the school level   Working and planning in teams;  Evaluation and systematic improvement planning;  ICT use in teaching and administration;  Projects between schools, and international cooperation;  Management and shared leadership. At the level of parents and the wider community   Providing professional advice to parents;  Building community partnerships for learning.
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5 Trends affecting these changing roles More school autonomy More diverse student populations
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6 Gr e e c e Finland Hungar y Ge r many Austr ia Fr anc e Ne w Ze aland Be lgium (Fr .) S pain Nor way De nmar k Por tugal I taly Ne the r lands England Cze c h Re pub lic Kor e a T ur ke y More centralised in 2003 More decentralised in 2003 60 0 10 20 30 40 50 10 20 30 40 50 60 General move towards decentralisation of decisions  Percentage of decisions in lower secondary education taken at more centralised/decentralised levels in  2003 than in 1998 %
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7 0 2 0 4 0 6 0 8 0 10 0 Ne th e r land s England Ne w Ze aland Hungar y Cze c h  Re pub lic S lovak Re pub lic Kor e a S we d e n I taly De nm ar k Be lgium  (Fr .) Por tugal Nor way Lux e m b our g Ge r m any Fr anc e A ustr ia S pain Finland I c e land A ustr alia T ur ke y 1 J apan Me x ic o Gr e e c e School Regional and local Central and state More and more decisions are taken at the school level Percentage of educational decisions taken  at each level of government Lower secondary education (2003) %
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8 Do these trends improve student learning?  In many of the best performing countries Decentralised decision-making is combined with devices to ensure a 
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