Global Cities Education Network Teacher Quality Presentation by Linda Darling Hammond


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Presentation by Linda Darling Hammond at the Seattle Symposium of the Global Cities Education Network in January 2013.

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Global Cities Education Network Teacher Quality Presentation by Linda Darling Hammond

  1. 1. Developing High-Quality Teaching: Policy Strategies in Melbourne, Singapore, and Toronto Linda Darling-Hammond Stanford Center for Opportunity Policy in Education (SCOPE)
  2. 2. The Three Cities• Melbourne / Victoria – 850,000 students 64% government; 23% Catholic; 13% independent > 100 languages; 48% of city residents born overseas• Singapore – 510,000 students ~80% public (government schools) Chinese, Malay, Tamil + dozens of other languages• Toronto / Ontario – 260,000 students in TDSB Of 1.3 million Ontario students, ½ are in Catholic schools French and English public and Catholic school sectors > 80 languages spoken by 53% of TDSB students
  3. 3. Common Themes 3
  4. 4. A Systemic Approach
  5. 5. Educator Career Continuum Testing and Selection Ongoing LeadershipRecruitment Preparation Induction Roles Licensure And Hiring PD Compensation Evaluation Career Development • Elevate teaching as a profession •Ensure effective instructional leaders • Recruit high potential candidates •Identify best practices & build capacity • Prepare them well • Support, sustain, retain, & reward effective educators • Sharelearning communities within andteachers, schools, the profession • Build knowledge and expertise across across schools • 6
  6. 6. Respect“Our teachers are simply the most important asset we have. Their commitment to excellence, their caring eye and the passion they put into nurturing their students are what allow us to provide the best possible education to every young Singaporean.” Minister for Education, Mr Tharman Shammugaratnam, 2007
  7. 7. A Turn-Around in Ontario• In 2004, Ontario changed the province’s approach from teacher bashing to a “policy of respect and recognition for teachers as professionals.”• Teacher development – self-directed, relevant, sustained, and job- embedded – was posited as the single most important factor in the improvement of teacher quality and student achievement and became the focus of investments.• Leadership development has been a related focus. 7
  8. 8. A Framework for Teacher Development Professional Learning Supports for Ontario Teachers• A coherent framework of teacher development programs and resources implemented to support teachers in improving student achievement.• All programs respect principles of self-directed learning and are modeled on best instructional practices.• Programs also reflect various stages, roles, profiles that teachers move through during their professional career. 8
  9. 9. Professional Standards to Organize Development
  10. 10. Proactive RecruitmentHighly competitive supply in SingaporeLarge surpluses in TorontoGeneral balance in Victoria, with some shortages• Teacher labor market planning differs• Teacher attrition rates differ <3% in Singapore <2% in Toronto for beginners; 4.5% in Ontario overall (including veterans) >5% in Victoria, excluding contract hires
  11. 11. Recruitment and Retention Factors• Design of the Profession -- “Positive culture with a strong sense of mission -- Good compensation and rewards -- Opportunities for professional growth & learning”• Competitive and Equitable Salaries -- Relative wages especially high in Singapore• Teacher Education Funded for Candidates -- Completely in Singapore; mostly in other 2 cities -- New service scholarships in Victoria• Induction Supports
  12. 12. Increasingly Intensive Preparation• Move toward more graduate level training -- 2/3 of teachers at NIE / Singapore -- Virtually all in Ontario -- Various institutions in Melbourne• Moves toward more intensive, collaborative clinical training in ‘teaching schools’ -- Major shifts at U Toronto & U Melbourne to 2 year programs associated with much greater preparedness -- Ambitious initiatives in Victoria: School Centers for Teaching Excellence (6 universities & 50 schools) and Charles La Trobe Teaching School will spread the residency approach
  13. 13. Purposeful Induction• Mentoring for beginners expected: -- 1+ year in Victoria (75% report receiving mentoring) -- 2 years in Singapore, with reduced load & classes -- Up to 4 years in Toronto, with additional PD• Mentor training / support offered -- Through VIT and Victoria Department (voluntary) -- Through NIE and Singapore Ministry (master teachers on career ladder) -- Through Ontario Ministry plus support from TDSB
  14. 14. Toronto’s highly successful induction program includes:• Ontario’s New Teacher Induction Program supports: orientation, mentoring, and PD in key areas, e.g. classroom management, parent outreach, assessment, special needs students• Job-embedded learning initiative (1st & 2nd year)• Job-associated mentoring (3rd and 4th year)• Demonstration Classroom Learning: observations, debriefing, action planning, co-teaching• Professional learning for mentors
  15. 15. Inquiry-Based Professional Learning• Collaborative inquiry through professional learning communities, networks, action research -- Singapore’s Academy for Teachers, MOE and NIE -- Ontario’s Teacher Learning and Leadership Program -- Australia Quality Teacher Program; Bastow Institute• Time for Collaborative Learning -- Singapore: 15-20 hours per week + 100 hours per year -- Ontario: 6 professional learning days per year
  16. 16. Evaluation focused on professional learningToronto’s Annual Learning Plans-- Goal setting and reflection informed by professional, parent, and student inputVictoria’s Performance & Development Framework-- Individual and collective (team and school) analysis and goal setting/ how learning is appliedSingapore’s Performance Management System-- Analysis of teaching and collegial contributions; guide for coaching and talent development
  17. 17. The Ontario Leadership Framework (OLF) • Identifies practices and competencies that describe effective leadership –Setting goals –Aligning resources with priorities –Promoting collaborative learning cultures –Using data –Engaging in courageous conversations • Guides Principal Training Program and 2 years of mentoring for principals and vice- principals 17
  18. 18. 18
  19. 19. NIE Office of Academic Quality Management
  20. 20. Developing Teaching QualityCOMMON ELEMENTS1. Creating an attractive, respected profession2. Setting professional teaching standards3. Recruiting proactively4. Offering intensive clinical preparation5. Ensuring quality mentoring6. Supporting collaborative inquiry7. Connecting evaluation to professional learning8. Developing leadership9. Investing in collective capacity 20