Constructing Scenarios for the Future of Teaching in Wales

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 Wales. 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:						Main focus
	Very important	Less important	Not important	Strength	Improvement	Transformation
(Overarching) What if… we learnt from the most successful professional industries?	75	17	8	0	18	82	Scenario B
Schools partner with successful professional industries to offer leadership opportunities for school leaders and teachers	75	17	8	0	27	73	Scenario A, D
All partner groups work together to enhance the role of the school as the centre of the community	90	0	10	0	30	70	Scenario D
(Overarching) What if… every school had space and time to collaborate with higher education?	78	18	4	2	31	67	Scenario B
Policy makers make connections between practice, policy and networks within the EdTech industry that increase teachers' voice and enable teachers to further develop their interests and expertise	83	17	0	0	33	67	Scenario C
(Overarching) What if… we start thinking about diversifying career opportunities for teachers?	95	5	0	4	30	66	Scenario C
(Overarching) What if … a healthy work environment was a priority for supporting teacher well-being?	98	2	0	2	32	66	Scenario C, D
Wider community partners work together to address specific, complex needs around the school community	86	14	0	0	36	64	Scenario D
Wider community partners work together to address specific, complex needs around the school community	83	17	0	0	36	64	Scenario D
Wider community partners work together to address specific, complex needs around the school community	86	14	0	0	36	64	Scenario D
Local authorities and school leaders prioritise the importance for protecting and promoting a healthy working environment for all employees	98	2	0	7	30	63	Scenario A
(Overarching) What if... we create space to collectively think about the future and develop new ideas?	82	18	0	2	36	62	Scenario C
Policy makers create time and space for interested schools with complementary needs to share development of their approaches by collaborating together and with support from researchers	85	15	0	11	29	61	Scenario C
All partners support scaling up of micro-innovations through lighthouse projects and other similar approaches	65	33	2	0	40	60	Scenario A
All partners analyse barriers and opportunities to diversify professional roles for teachers	78	22	0	2	38	60	Scenario C
Policy makers set up collaborations between different ministries to promote key partnerships for schools	75	22	3	2	38	60	Scenario D
Collaborative structures have clear governance processes that include decision making to ensure ideas can be developed	76	24	0	6	34	60	Scenario D
Wider community partners value and contribute to developing the role of schools as community hubs	64	36	0	7	36	57	Scenario D
(Overarching) What if... we see schools as centres for learning and connecting with the community?	79	21	0	7	36	57	Scenario D
(Overarching) What if... we see schools as centres for learning and connecting with the community?	79	21	0	7	36	57	Scenario D
(Overarching) What if... we see schools as centres for learning and connecting with the community?	79	21	0	7	36	57	Scenario D
Policy makers promote and invest in leadership within schools to help foster and implement partnerships with families and the local community	93	7	0	5	38	56	Scenario D
Teachers have the space and resources to experiment with new ways of teaching to enhance student agency in the learning process	100	0	0	5	42	53	Scenario A, B, C
Teachers are empowered to make decisions about their professional development and career trajectories	91	9	0	12	35	53	Scenario B, C
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	79	21	0	4	43	53	Scenario B
Policy makers, together with teachers and other education partners, develop partnerships that enable teachers to further develop their interests and expertise	87	13	0	4	43	53	Scenario C
School leaders are supported to foster individual teacher growth and harness a combination of diverse teacher profiles as part of the school of the future	90	8	2	3	45	52	Scenario B
(Overarching) What if… we value external expertise from across society to broaden learning experiences in school?	100	0	0	0	50	50	Scenario A
Policy makers work with other partners to ensure that the purpose of education evolves to develop people who can thrive in a complex and rapidly changing world	100	0	0	0	50	50	Scenario B, D
All partners value a focus on making schools ready for children, and not only children ready for school	100	0	0	8	42	50	Scenario D
(Overarching) What if… we learnt from the most successful professional industries?	75	17	8	0	18	82	Scenario B
Schools partner with successful professional industries to offer leadership opportunities for school leaders and teachers	75	17	8	0	27	73	Scenario A, D
All partner groups work together to enhance the role of the school as the centre of the community	90	0	10	0	30	70	Scenario D
(Overarching) What if… every school had space and time to collaborate with higher education?	78	18	4	2	31	67	Scenario B
Policy makers make connections between practice, policy and networks within the EdTech industry that increase teachers' voice and enable teachers to further develop their interests and expertise	83	17	0	0	33	67	Scenario C
(Overarching) What if… we start thinking about diversifying career opportunities for teachers?	95	5	0	4	30	66	Scenario C
(Overarching) What if … a healthy work environment was a priority for supporting teacher well-being?	98	2	0	2	32	66	Scenario C, D
Wider community partners work together to address specific, complex needs around the school community	86	14	0	0	36	64	Scenario D
Wider community partners work together to address specific, complex needs around the school community	83	17	0	0	36	64	Scenario D
Wider community partners work together to address specific, complex needs around the school community	86	14	0	0	36	64	Scenario D
Local authorities and school leaders prioritise the importance for protecting and promoting a healthy working environment for all employees	98	2	0	7	30	63	Scenario A
(Overarching) What if... we create space to collectively think about the future and develop new ideas?	82	18	0	2	36	62	Scenario C
Policy makers create time and space for interested schools with complementary needs to share development of their approaches by collaborating together and with support from researchers	85	15	0	11	29	61	Scenario C
All partners support scaling up of micro-innovations through lighthouse projects and other similar approaches	65	33	2	0	40	60	Scenario A
All partners analyse barriers and opportunities to diversify professional roles for teachers	78	22	0	2	38	60	Scenario C

Note: Compiled from survey responses to the OECD study on New Professionalism and the Future of Teaching in Wales.

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

	Percentage of survey respondents who think:						Main focus
	Very important	Less important	Not important	Strength	Improvement	Transformation
Schools make sure teachers receive organisational support, including time and space, to facilitate communication between schools and parents	100	0	0	0	73	27	Scenario D
Schools offer support to students who need help to become more independent in their own learning	93	7	0	11	70	19	Scenario A
Schools seek out external experts in the community because they appreciate that they can bring valuable knowledge and skills to help students	75	22	3	8	69	22	Scenario A
Schools and community partners look for ways to strengthen links with families, culture and facilities within the community (e.g. libraries, sports clubs)	81	19	0	8	68	24	Scenario D
The capacity to work with families and other partners is an important feature of the teaching profession	90	10	0	13	63	24	Scenario D
The capacity to work with families and other partners is an important feature of the teaching profession	90	10	0	13	63	24	Scenario D
Pedagogical guiding principles provide a structural framework for innovation [Sc5 replace innovation with collaboration]	87	13	0	7	62	31	Scenario A, C, D
School leaders promote a culture of positive feedback and developing shared goals	95	5	0	12	62	26	Scenario C
School leaders co-construct with all partners, a shared understanding of the school leader’s role	81	19	0	4	58	38	Scenario C
Recognise the value of interactions with partners	73	22	4	14	57	30	Scenario D
All partners value a collaborative approach between professionals to fill potential gaps in support for students during transition periods	91	9	0	6	56	38	Scenario D
Schools create an environment for innovation through long-term partnerships between teachers and wider community partners	83	17	0	0	55	45	Scenario B, D
Schools can provide opportunities for their community to connect with broader societal initiatives, and vice-versa	75	17	8	9	55	36	Scenario D
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	93	7	0	7	52	41	Scenario A
Policy makers clarify the teacher's role within a system of support for learners and communities	100	0	0	10	50	40	Scenario D
Focus on sustainable partnerships	83	15	2	5	49	47	Scenario D
Experienced teachers who wish to provide support to novice teachers are facilitated to do so	90	10	0	21	48	31	Scenario B, C
Policy makers and school leaders support the continuous development of teacher’s content knowledge, pedagogical knowledge and classroom management skills to enhance teacher authority	95	5	0	14	47	40	Scenario B
(Overarching) What if... we value schools as a physical place for community interactions and student learning?	79	21	0	7	47	47	Scenario D
School-university partnerships provide mutual benefits to help focus on teacher development throughout their career	78	22	0	7	46	46	Scenario B, C
School-university partnerships provide mutual benefits to help focus on teacher development throughout their career	78	22	0	7	46	46	Scenario C
All partners appreciate the added value of a diverse teacher workforce, with different roles and expertise that collectively contributes to the development of children and youth	92	8	0	7	46	46	Scenario C
Teachers are given the space and learn to value to take their professional development seriously	93	7	0	7	45	48	Scenario A, B, C
Policy makers create time and space for interested schools with similar micro-innovation ideas to share development of their approaches by collaborating together	77	23	0	7	45	48	Scenario C
Policy makers, school leaders and teachers examine the priorities for teachers work through the frames of face-to-face classroom teaching, other professional duties and administration	82	18	0	9	44	47	Scenario A

Note: Material gathered as part of the OECD study on New Professionalism and the Future of Teaching in Wales.