The_teacher_profile_for_the_future_-_OECD_presentation

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Unformatted text preview: 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 a c he rs Brus s e ls 12 June 2006 Michael Davidson Senior Analyst, Indicators and Analysis Division Directorate for Education 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? 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. 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. 5 Trends affecting these changing roles More school autonomy More diverse student populations 6 Gr e e c e Finland Hungar y Ge r many A ustr ia Fr anc e Ne w Z e 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 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 % 7 2 0 4 0 6 0 8 0 10 0 Netherlands England New Zealand Hungary Czech Republic Slovak Republic Korea Sweden Italy Denmark Belgium (Fr.) Portugal Norway Luxembourg Germany France Austria Spain Finland Iceland Australia Turkey 1 Japan Mexico Greece 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) % 8 Do these trends improve student learning? ❒ In many of the best performing countries Decentralised decision-making is combined with devices to ensure a fair distribution of substantive educational opportunities...
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This note was uploaded on 11/11/2011 for the course MATH 220 taught by Professor Kearn during the Fall '11 term at BYU.

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The_teacher_profile_for_the_future_-_OECD_presentation - 1...

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