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Developing High-Quality Teaching:
 Policy Strategies in Melbourne,
     Singapore, and Toronto




                    Linda Darling-Hammond
       Stanford Center for Opportunity Policy in Education
                            (SCOPE)
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
Common Themes




                3
A Systemic Approach
Educator Career Continuum
                          Testing and Selection           Ongoing    Leadership
Recruitment 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
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
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
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
Professional Standards to Organize Development
Proactive Recruitment
Highly competitive supply in Singapore
Large surpluses in Toronto
General 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
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
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
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
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
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
Evaluation focused on
           professional learning
Toronto’s Annual Learning Plans
-- Goal setting and reflection informed by
   professional, parent, and student input
Victoria’s Performance & Development Framework
-- Individual and collective (team and school)
   analysis and goal setting/ how learning is applied
Singapore’s Performance Management System
-- Analysis of teaching and collegial contributions;
   guide for coaching and talent development
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
NIE Office of Academic Quality
         Management
Developing Teaching Quality

COMMON ELEMENTS
1. Creating an attractive, respected profession
2. Setting professional teaching standards
3. Recruiting proactively
4. Offering intensive clinical preparation
5. Ensuring quality mentoring
6. Supporting collaborative inquiry
7. Connecting evaluation to professional learning
8. Developing leadership
9. Investing in collective capacity

                                                    20

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Global Cities Education Network Teacher Quality Presentation by Linda Darling Hammond

  • 1. Developing High-Quality Teaching: Policy Strategies in Melbourne, Singapore, and Toronto Linda Darling-Hammond Stanford Center for Opportunity Policy in Education (SCOPE)
  • 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
  • 5. Educator Career Continuum Testing and Selection Ongoing Leadership Recruitment 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. 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. 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. 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. Professional Standards to Organize Development
  • 10. Proactive Recruitment Highly competitive supply in Singapore Large surpluses in Toronto General 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. 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. 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. 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. 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. 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. Evaluation focused on professional learning Toronto’s Annual Learning Plans -- Goal setting and reflection informed by professional, parent, and student input Victoria’s Performance & Development Framework -- Individual and collective (team and school) analysis and goal setting/ how learning is applied Singapore’s Performance Management System -- Analysis of teaching and collegial contributions; guide for coaching and talent development
  • 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
  • 19. NIE Office of Academic Quality Management
  • 20. Developing Teaching Quality COMMON ELEMENTS 1. Creating an attractive, respected profession 2. Setting professional teaching standards 3. Recruiting proactively 4. Offering intensive clinical preparation 5. Ensuring quality mentoring 6. Supporting collaborative inquiry 7. Connecting evaluation to professional learning 8. Developing leadership 9. Investing in collective capacity 20