This report summarises evidence from the OECD TALIS and PISA surveys that underpins the three themes of the 2015 International Summit on the Teaching Profession: school leadership, teachers’ self-efficacy and innovation.

There is increasing recognition that teachers will play a key role in preparing students for the challenges of the future. We expect teachers to equip students with the skill set and knowledge required for success in an increasingly global, digital, complex, uncertain and volatile world.

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Characteristics and Conditions for Innovative Teachers: International Perspectives is a must-read for all those with an interest in teacher education and in enabling teacher innovation. It provides a blend of education theory, practice and research and will appeal to a wide audience including teachers, teacher educators, student teachers, school leaders, policy makers and other stakeholders. Drawing on a wealth of international perspectives, this key text provides a unique insight into how innovative teachers are understood and supported in their respective contexts. It provides recommendations and insights into the characteristics of innovative teachers and considers how best to support professional development to ensure innovation is both encouraged and meaningful. Considering the impact of conditions, context and agency on innovative teachers, the book explores the concept of innovation. It provides rationales for the focus on innovative teachers, identifies characteristics of innovative teachers and offers conceptual models underpinned by research, along with an analysis of current international policy on innovation in education. It explores the rich data obtained from research undertaken in 16 different countries and concludes by focusing on how to nurture innovative teachers through professional development.

Wales (United Kingdom) considers the development of schools as learning organisations as vital for supporting schools to put its new, 21st century curriculum into practice. A growing body of research evidence shows that schools that operate as learning organisations can react more quickly to ...

The International Handbook of Teacher Quality and Policy is a comprehensive resource that examines how teacher quality is conceptualized, negotiated, and contested, and teacher policies are developed and implemented by global, national, and local policy actors. Edited by two of the leading comparative authorities in the field, it draws on the research and contributions of scholars from across the globe to explore five central questions: How has teacher quality been conceptualized from various disciplinary and theoretical perspectives? How are global and transnational policy actors and networks influencing teacher policies and practices? What are the perspectives and experiences of teachers in local policy contexts? What do comparative research studies tell us about teachers and how their work and policy contexts influence their teaching? How have various countries implemented policies aimed at improving teacher quality and how have these policies influenced teachers and students? The international contributors represent a wide variety of scholars who identify global dynamics influencing policy discourses on teacher quality, and examine national and local teaching and policy environments influencing teacher policy development and implementation in various countries. Divided into five sections, the book brings together the latest conceptual and empirical studies on teacher quality and teacher policies to inform future policy directions for recruiting, educating, and supporting the teaching profession.

What has changed and what will change in the next decade? Reforming or Re-inventing Schools? revisits some of the key issues in school and system reform, with a reflection on developments in the English education system and internationally. It offers an insightful review and critique of education principles and their relationship to school practice, exploring some of the myths as well as examining the potential value of comparative data. Drawing on new evidence and interviews with a group of policy makers and academics on the British and international stages, this book asks: What do parents, children and ‘society’ want from a system of education? What motivates teachers to join the profession and why do such large numbers leave so soon? What are the roots of misunderstanding and mismanagement in provision, support and accountability? How do teachers communicate, support and exchange ideas with each other? How do we measure positive change? Examining the roots and conditions for growth, and comparing and contrasting the situation in the United Kingdom with innovative development taking place elsewhere in the rest of the world, Reforming or Re-inventing Schools? is an essential read for anyone interested in school and country performance at a national and international level.