Quality Assurance and Teachers Policy

1. Quality Assurance and Teachers Policy Külli All

2. What makes schools successful PISA, TALIS, PIAAC etc Student performance is associated with various characteristics of individual schools and of school system. • Howpupils/students are selected and/orgroupedbetweendifferentprograms, schools, • educationallevels • finances, • goverment, • human and timeresources , • schools/teachersautonomy, • learningenvironment

3. Teachers and educational quality • Teachers are the essential resource for learning – the quality of school system can not exceed the quality of it’s teachers. • Attracting , developing and retaining of effective teachers is a priority for public policy.

4. Quality and teachers • It’s clear that teachers at all levels of education must be appropriately trained and qualified, so as to achieve any form of quality teaching. • The teaching and learning environment should be designed in such a way that it supports teachers and education employees in their missions.

5. Quality and teachers • Teachers should maintain high professional standards and should be accountable to society. • Professional standards should be established with the full involvement of the teaching profession, so that teachers feel confident that both their professional standards and their professional development are relevant to their teaching.

6. Status of teaching profession The status of the teaching profession is on a steady decline in manycountries, Only a small number of high-performing college students are attracted into the teaching career due to the availability of other career options with more attractive pay and working conditions.

7. PISA 2012 and teachers • Teacher pre-service training, requirements for the teaching professioon, profile and qualification • Student-teacher ratio • Teacher shortages • Teachers’ professional development

8. Teachers salaries • Representthelargestsinglecost in expenditure on education • Lowersecondaryteacherssalaries in OECD countries are of 124% percapita GDP, uppersec 129 % • In all systems, teacherssalariesriseduringthecourse of a career, althoughtherate of ratedifferencegreatly.

9. Requiremetns to enter teaching profession • Competitiveexamination (France, Germany, Greece, Italy, Luxemburg) • A licenceadditionaltodiplomatoentertheprofession (UK, Germany, US etc) –a teachingpracticumneeded • Teachers’ registers • Compulsorycontinuingeducation

10. Teacher profile and qualifications • Fully certified/ only part of teachers fully certified • In OECD countries 85% of teachers have university – level education

11. Teacher training • The system of initial and continuing training for teachers is a key factor • Lack of new teachers, this concerns bringing both young teachers and practitioners with professional experience to schools – legislation amendments ?

12. Some Estonian experience • Competenceprofiles of teachers/teachereducationprograms • Self-assesment/perfomanceanalyse • Flexiblepathwaystoentertheprofession • No state-levelperfomanceassessment • No toformallyregulatedcomplimentarytrainingcourses • VET teachers – practice periood in companies

13. Few questions • VET teachers – masters? • Flexible pathways to teaching profession? • Pedagogical competences ? • Andragogical competencies? • Self-evaluation/self-analyse+ peer evaluation?

14. „Finland has vastly improved in reading, math and science literacy over the past decade in large part because its teachers are trusted to do whatever it takes to turn young lives around“. • Read more: http://www.smithsonianmag.com/innovation/why-are-finlands-schools-successful-49859555/#SUV3GE3OhDS1Ih6w.99Give the gift of Smithsonian magazine for only $12! http://bit.ly/1cGUiGvFollow us: @SmithsonianMag on Twitter

15. ThankYou !