Linda Darling-Hammond of the Stanford Center for Opportunity Policy in Education (SCOPE) is leading a comprehensive study of the teaching quality systems used by top-performing education systems across the globe. The focus is on policies and practices related to teacher recruitment, preparation, retention, and professional learning. These elements of teacher development are analyzed within a broader context that includes how school organization and management supports teachers, how teacher career ladders structure and provide incentives for teacher development, and how teacher compensation systems and school funding underpin these systems. The study examines the implications of all of these policies for the nature, quality, and stability of the teaching force; the skills developed by and tools regularly available to teachers; and the kind of learning opportunities and classroom practice encountered by students in different settings. Concerns about equity in the distribution of teaching talent and student and teacher learning opportunities are central to the analysis. The jurisdictions included are: Finland, Singapore, Australia (Queensland and Victoria), Canada (Ontario and Alberta), and China (Shanghai). The study will be published by Josey Bass/Wiley. They will publish a cross-case book and a set of ebooks of detailed case studies of each jurisdiction. In addition, a set of country and policy briefs, video clips, and authentic tools illustrating particular practices will be available on NCEE’s website. This full set of materials will be released in spring 2017.
Sharon Lynn Kagan of Columbia University’s Teachers College is leading an international comparative study of early childhood education (ECE) in the world’s top-performing education systems. This study will analyze the nature, scope and promising practices of ECE in a select group of high-performing jurisdictions to better understand how they serve as a building block of student achievement and success. Kagan and her team of experienced researchers will analyze how education, health and social welfare systems intersect with one another and affect children from birth through their first year of formal schooling. Jurisdictions being studied include Australia, Finland, Hong Kong, Singapore, South Korea, and the United Kingdom.
In addition to a series of policy and practice briefs, detailed case studies of each system will be produced along with the collection of authentic tools and video vignettes. The centerpiece of the research will be a cross-case book on the study’s major findings as well as an analysis of common and distinct principles and practices found in the leading ECE systems.
Ben Jensen, CEO of Learning First in Australia, is leading an international study of how high-performing systems develop great school leaders. The project combines case studies of leadership development in four high performing jurisdictions — Ontario, Canada; Hong Kong; Shanghai; and Singapore — with an analysis of the trends and challenges with leadership development programs in business and other industries. The study will have a particular focus on systems’ reform journeys and decision points, and what can be learned from those stories to develop a system-level school leadership development strategy, drawing out implications for policy makers in the United States. These cases will illustrate a general trend away from ad hoc traditional training courses towards an integrated balance of leadership development programs for aspiring leaders and ongoing school-based leadership development for current teacher leaders and for principals. The study is schedule to be released in 2017 and will include a cross case analysis and case studies of each of the four jurisdictions.
Dylan Wiliam, Emeritus Professor of Educational Assessment at the University of London’s Institute of Education, is writing a book analyzing the knowledge and skill requirements for the 21st century. The book will discuss what this means for schools, including implications for standards, assessment and curriculum. Wiliam will also address what these new knowledge and skill requirements means for what teachers need to know and do and how their work should be organized. The book is slated for release in 2017.