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Lessons from International Benchmarking for Teacher Recruitment, Training and Support

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by Susan Sclafani

by Susan Sclafani

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  • 1. Lessons from International Benchmarking for Teacher Recruitment, Training and Support Susan Sclafani Chartwell Education Group [email_address]
  • 2. What has changed ?
  • 3. Challenges Facing Teaching Profession
    • New Roles for Teachers
      • Preparation of knowledge workers, not factory workers
      • Collaboration with teachers and students
      • Expectation that teachers must help all students succeed
      • Technology as new medium for communication
  • 4. Challenges Facing Teaching Profession
    • Competition for Teacher Candidates
      • More fields open to young women
      • Teaching now requires bachelor degrees for ES teaching, just like other fields
      • Salaries in private sector highly attractive
      • Multinational companies and entrepreneurs creating new opportunities in developing countries/areas of countries
      • Success and esteem more connected to material wealth
  • 5. Challenges Facing Teaching Profession
    • Respect for Teachers and Education System
      • Teachers not as well respected by parents and students
      • Factory model of education seen as obsolete in 21st Century
      • Failures of students attributed to problems in the education system
      • Decentralization of public sector likely
  • 6. Recruitment of Teachers
    • Option One: Selective enrollment into teacher education (Korea*, Singapore)
      • Entry based on best exam scores and grades
      • Small number of candidates prepared well
    • Option Two: Selectivity in hiring teachers (Japan, Korea*, England, US)
      • Many candidates prepared in variety of venues
      • Best performers on employment examination and interview hired
  • 7. Teacher Training: Induction Programs
      • Transition with support into real world of teaching
      • Mentor Teachers observing and advising
      • Release time to observe exemplary teachers
      • Additional coursework and seminars available
  • 8. Teacher Training: Professional Development Strategies
      • Entitlement to specific number of hours of professional development/year
      • Incentive-based participation in PD tied to teacher evaluation,salary increases, or new roles
      • School-based plan linking PD to school improvement goals
  • 9. Teacher Support: Targeting Increased Salary Amounts
      • Starting salaries to attract people to profession (Australia, Denmark, England, Finland, Norway, Scotland)
      • Mid-career increases to retain teachers in years 5-10 (Austria, Japan, Portugal)
      • Reward highly experienced teachers (Greece, Hungary, New Zealand)
      • Reward highly effective teachers (Australia, England)
  • 10. Teacher Support: Related Factors
    • Class Size Trade Offs
      • Low class size/high teaching load (New Zealand 900+hours), USA (1000 hours))
      • High class size/lower teaching load (Korea (600 hours))
      • Low class size/high teaching load (866 hours)/higher salaries/higher costs per student (Switzerland)
      • Low class size/lower teaching load (658,654 hours resp.) /lower costs per student (Austria, Denmark)
  • 11. Teacher Policy Lessons from Singapore
      • Select teachers frm top 30%of graduates
      • Prepare teachers at national teacher’s college to teach Singapore standards
      • Mentor for first five years of teaching
      • Provide 100 hours annually of professional development
      • Provide choice of career paths: master teacher, content specialist, or principal  
  • 12. Teacher Support-Adjustments to Salary
      • Conditions and responsibilities : Management duties (22), more classes (21), special tasks (18), disadvantaged or remote location (19) , extra activities (15), special needs students (14), hard to fill subject areas (9)
      • Teacher qualifications, training, performance : higher initial credential (14), outstanding teaching (11), professional development activities (9)
      • Demography : family status (12), age (6)
      • (n = number of countries)
  • 13. Lessons from England
    • New Teacher Training Agency
      • Removed funding from Higher Ed Funding Council
      • Established link between funding and quality
      • Opened market to new school-based providers
      • Resulted in dramatic increase in candidates for teacher education
      • Independent inspectorate reviews teacher training and quality of graduates in classrooms
      • Continued funding depends on quality of grads
  • 14. Lessons from England
    • Focus on Supply
      • New advertising campaign
      • Financial support for teacher trainees
      • Golden Hello from L2,500-5,000 depending on field
      • Recruitment through Teach First-TFA model
      • Upper Pay Scale and Advanced Skills teachers