Constructing Scenarios for the Future of Teaching in Austria

Annex B. Ambitions to support future scenarios

Presentation of the ambition loops selected by participants

The two tables below present the ambitions that were selected by workshop participants to support the development of their preferred future scenario for the future of teaching in Austria. Table A ‎B.1. includes ambition loops to support ideas for transformation; Table A ‎B.2. includes ambition loops to support building on strengths and short-term improvements. The tables show data from the ambition loops survey (columns 2 to 6).

Table A ‎B.1. Ambition loops to support ideas for transformation

	Percentage of survey respondents who think:
Ambition statement	Very important	Less important	Not important	Strength	Improve-ment	Transfor-mation	Main focus
Policy makers adopt a forward-looking approach that acknowledges the advanced technology skills that an intergenerational workforce possesses	100%	0%	0%	0%	0%	100%	Scenario I
Policy makers develop the role of schools to play an active role as social agents in addressing contemporary social problems such as climate change	80%	20%	0%	0%	0%	100%	Scenario IV
Schools partner with successful professional industries to offer leadership opportunities for school leaders and teachers	57%	43%	0%	0%	14%	86%	Scenario IV
(Overarching) What if... we see schools as centres for learning and connecting with the community?	89%	11%	0%	0%	22%	78%	Scenario IV
All partner groups work together to enhance the role of the school as the centre of the community	89%	0%	11%	11%	11%	78%	Scenario IV
All partner groups work together to enhance the role of the school as the centre of the community	89%	0%	11%	11%	11%	78%	Scenario IV
(Overarching) What if... we see teachers as pedagogical innovators?	100%	0%	0%	0%	22%	78%	Scenario V
All partners value the place of technology in exploring links between formal and informal learning, including implications for learning, teaching and preparing lifelong learners	75%	0%	25%	0%	25%	75%	Scenario V
Teacher education contributes to teacher leadership development and school leadership throughout teachers' careers	97%	0%	3%	4%	22%	74%	Scenario II, III, VI
Teacher education contributes to teacher leadership development and school leadership throughout teachers' careers	97%	0%	3%	4%	22%	74%	Scenario III
(H&R) All partner groups set combined health education targets	75%	13%	13%	0%	29%	71%	Scenario II
Policy makers create space for interdisciplinary relationships between education partners	77%	23%	0%	0%	29%	71%	Scenario IV, V
Policy makers create space for interdisciplinary relationships between education partners	77%	23%	0%	0%	29%	71%	Scenario IV, V
Education policy makers respond to the specific challenges of teaching in different contexts by focusing on a healthy working environment (especially for teachers working in schools with students from less advantaged backgrounds)	98%	2%	0%	2%	28%	70%	Scenario I, II
Teachers are expected to be open and curious and explore pedagogical approaches that innovate learning opportunities	89%	11%	0%	0%	33%	67%	Scenario I, IV/VI
Higher education partners and policy makers create opportunities for interested teachers to conduct research on issues important to their work	62%	33%	5%	10%	24%	67%	Scenario IV
There should be more focus on developing collaboration skills to current and future professionals in the education sector to benefit cross-sectoral/ interprofessional collaboration in their work	86%	14%	0%	0%	33%	67%	Scenario IV, V
All partners adopt a cohesive and coherent approach to support collaborations between organisations and accompany children and young people through their learning journey	89%	11%	0%	0%	35%	65%	Scenario IV
School authorities and school leaders prioritise the importance for protecting and promoting a healthy working environment for all employees	95%	5%	0%	5%	30%	64%	Scenario IV
(HR) All partner groups value the provision of school-based health resources to support students and community	89%	11%	0%	0%	38%	63%	Scenario I, IV/VI
All partner groups value the provision of school-based health resources to support students and community	89%	11%	0%	0%	38%	63%	Scenario IV
All partners seek ways to create a shared, equal space to work collaboratively as partners with schools, teachers and other experts	79%	21%	0%	8%	31%	62%	Scenario I
All partners support scaling up of micro-innovations through lighthouse projects and other similar approaches	64%	23%	14%	5%	33%	62%	Scenario V
Teachers protect and promote a healthy working environment and take responsibility for themselves, each other, their students and the school they work for	95%	5%	0%	6%	34%	60%	Scenario I
Schools can provide opportunities for their community to connect with sustainability initiatives, and vice-versa	100%	0%	0%	0%	40%	60%	Scenario IV
Policy makers value the role teachers can play in providing a bridge to support lifelong formal and non-formal learning for children and young people	85%	10%	5%	0%	42%	58%	Scenario I
Developing collective action for specific and complex problems	81%	12%	7%	2%	40%	58%	Scenario I
Education policy makers promote and invest in leadership within schools [Delete from here Sc2 to help foster and implement partnerships with families and the local community]	78%	22%	0%	2%	40%	58%	Scenario III
All partners value partnerships with schools as ways to innovate by pooling expertise on topics of mutual interest (e.g. school-university partnerships to research on curriculum innovation regarding green technology)	80%	17%	3%	4%	39%	57%	Scenario IV
Education policy makers support collaboration between teachers and wider community partners that build on mutual expertise	100%	0%	0%	11%	33%	56%	Scenario I
Teachers take advantage of opportunities to strengthen student choices and action (agency) so that they can shape their learning	100%	0%	0%	0%	44%	56%	Scenario I
Education policy makers, together with teachers and wider community partners, develop partnerships that enable teachers to further develop their interests and expertise	78%	22%	0%	0%	44%	56%	Scenario IV
All partners co-construct approaches that support teachers to include student voice and local perspectives and opportunities within the flexibility that the curriculum provides	82%	18%	0%	0%	45%	55%	Scenario IV
Education policy makers and school leaders provide structural support (e.g. infrastructure, curating processes, time) to enhance teacher collaboration inter- and intra-schools	96%	4%	0%	6%	40%	55%	Scenario IV
Schools ensure teachers have time and space to support transitional moments in their students' learning journey (e.g. when moving from Early Childhood Education and Care to primary school)	81%	19%	0%	5%	40%	55%	Scenario IV
(Principal) Creating space at all levels to think about the future people want to build together	89%	11%	0%	2%	43%	54%	Scenario II
All partners, working from mutual respect, value the collective work between teacher education and schools to nurture the teacher talent already in education	81%	19%	0%	15%	35%	50%	Scenario IV
(EDT) Policy makers, together with teachers and EdTech industry, co-create the development, trialling and implementation of technology tools that could assist the work of teachers	100%	0%	0%	0%	50%	50%	Scenario IV
(Overarching) What if... we form partnerships to strengthen teachers' professional identity throughout their careers?	87%	13%	0%	0%	50%	50%	Scenario IV, V

Table A ‎B.2. Ambition loops to support building on strengths and short-term improvements

	Percentage of survey respondents who think:
	Very important	Less important	Not important	Strength	Improve-ment	Transfor-mation	Main focus
The capacity to work with families and other partners is an important feature of the teaching profession	87%	11%	2%	8%	61%	31%	Scenario I, II, IV/VI
Education policy makers support school leaders to enable teacher collaboration	94%	6%	0%	6%	60%	34%	Scenario III
Teachers exercise professional autonomy to develop education that is relevant and meaningful to their students	86%	14%	0%	5%	59%	36%	Scenario III
All partners recognise the value of being physically together on site to have personal, physical and social interactions	86%	14%	0%	24%	58%	19%	Scenario IV /VI
Teachers are empowered to make decisions about their professional development and career trajectories	85%	5%	10%	11%	58%	32%	Scenario V
All partners value the opportunity to connect with each other to build joint professional knowledge and skills	86%	14%	0%	5%	57%	38%	Scenario II, V
(Culture) All partners support partnerships that create high-quality, collaborative approaches and resources	100%	0%	0%	0%	57%	43%	Scenario II
Education policy makers create time and space for interested schools with similar micro-innovation ideas to share development of their approaches by collaborating together	88%	12%	0%	2%	56%	42%	Scenario IV
Teachers and other education partners develop their students' skills to be lifelong learners	95%	3%	2%	4%	54%	43%	Scenario II
School leaders promote a culture of positive feedback and developing shared goals	98%	2%	0%	14%	54%	32%	Scenario II, III, IV
Teacher educators and researchers recognise their role to strengthen critical thinking skills of teachers and provide access to research that is relevant and accessible	77%	23%	0%	5%	52%	43%	Scenario I
Education policy makers, school leaders and teachers jointly define and support the non-teaching roles staff members might assume (e.g. social worker, IT needs) and how they can learn from other sectors (e.g. coaching, counselling)	83%	17%	0%	4%	52%	44%	Scenario IV/VI
School authorities and school leaders ensure that teachers have the opportunity and are comfortable to participate in decision making on relevant school issues	93%	7%	0%	9%	51%	40%	Scenario I
Teachers strengthen their understanding of teacher professional identity to support their individual and collective work	86%	14%	0%	5%	50%	45%	Scenario III, V, VI
School leaders co-construct with all partners, a shared understanding of the school leader’s role	67%	33%	0%	10%	48%	43%	Scenario V
Teachers have the space and resources to experiment with new ways of teaching to enhance student agency in the learning process	94%	6%	0%	9%	43%	48%	Scenario I, V
Schools support production of high-quality student work that could be published or disseminated by wider community partners	67%	22%	11%	38%	38%	25%	Scenario IV