21-September-2016
English
Instructional leadership is the set of practices that principals use in relation to the improvement of teaching and learning. It is a strong predictor of how teachers collaborate and engage in a reflective dialogue about their practice.
21-September-2016
English
The role of the school leader is essential for pupil and staff success, and although good practice exists, there is still room for improvement.
20-September-2016
English
The OECD Teaching and Learning International Survey (TALIS) is the largest international survey of teachers and school leaders. Using the TALIS database, this report looks at different approaches to school leadership and the impact of school leadership on professional learning communities and on the learning climate in individual schools.
It looks at principals’ instructional and distributed leadership across different education systems and levels. Instructional leadership comprises leadership practices that involve the planning, evaluation, co-ordination and improvement of teaching and learning. Distributed leadership in schools explores the degree of involvement of staff, parents or guardians, and students in school decisions.
How are principals’ and schools’ characteristics related to instructional and distributed leadership? What types of leadership are favoured across countries? What impact do they have on the establishment of professional learning communities and positive learning environments? The report notes that teacher collaboration is more common in schools with strong instructional leadership. However, about one in three principals does not actively encourage collaboration among the teaching staff in his or her school. There is room for improvement; and both policy and practice can help achieve it. The report offers a series of policy recommendations to help strengthen school leadership.
20-September-2016
English
Archived webinar - School Leadership for Learning: Insights from TALIS 2013 (September 20, 2016)
6-September-2016
English
Exposure to complex mathematics concepts and tasks is related to higher performance in PISA among all students, including socio-economically disadvantaged students.
6-September-2016
English
PISA 2012 finds that, on average across OECD countries, about 70% of students attend schools where teachers believe that it is best to adapt academic standards to students’ capacities and needs.
12-July-2016
English
Even when all students, including the most disadvantaged, have easy access to the Internet,a digital divide, based on socio-economic status, still persists in how students use technology.
12-July-2016
English
The digital divide has shifted.
7-July-2016
English
Schools nowadays are required to learn faster than ever before in order to deal effectively with the growing pressures of a rapidly changing environment.
7-July-2016
English, PDF, 1,423kb
Today’s schools must equip students with the knowledge and skills they’ll need to succeed in an uncertain, constantly changing tomorrow. But many schools look much the same today as they did a generation ago, and too many teachers are not developing the pedagogies and practices required to meet the diverse needs of 21st-century learners.