What if we created the space to collectively think about the future of teaching? During two workshops in Bangor and Cardiff, a diverse group of professionals with different roles, responsibilities or interests in education took the time to come together and co-create a series of preferred scenarios for the future of teaching in Wales. This chapter presents their work, drawing on the visions, ideas and input from six different working groups.
Constructing Scenarios for the Future of Teaching in Wales
Abstract
The set of four preferred future scenarios described in this chapter form an ambitious combination of ideas to shape a clear future vision for education in Wales. They also provide a range of clear, evidence-based insights that will support the education sector to respond to future challenges. The use of the Ambition loops framework is similar to an argumentative Delphi approach (Cuhls et al., 2022[1]). Distinct from other approaches, such as “scenario planning” (Ramirez and Wilkinson, 2016[2]; OECD, 2020[3]), our focus is on generating a set of alternative descriptions of the future that are preferred by participants. The four preferred future scenarios were distilled from six working groups, as described in Chapter 2.
An important aim of the study is to generate ideas for both long-term and short-term change (Bingham and Burch, 2018[4]; McGrath, 2023[5]). The preferred scenarios draw on the results of the stakeholder survey. This survey provided input for workshop participants to distinguish between big ideas for transformation and first steps towards these in terms of strengths to build on and short-term improvements that could be made (see Box 4.1). Participants worked with the Ambition loops tool (see Chapter 1, Box 1.2), which helped start a constructive and future-focussed discussion on what the future of teaching Wales could look like.
Respondents to the survey and participants in the workshops identified ‘ideas for transformation’ in need of long-term planning, while separating out areas in need of short-term improvement and identifying current strengths to build on. This is known as a two-path approach to policy planning (McGrath, 2023[5]; Bingham and Burch, 2018[4]) and offers the possibility to adopt a longer-term action timeframe which can lessen the likelihood of teachers being overwhelmed by change (McGrath, 2023[5]). At the same time, it can open up opportunities for different types of action that can be used to explore ways of moving forward in the longer term which can complement shorter term action. This facilitates a “backcasting” (Bibri, 2018[6]; Gordon, 2020[7]; McGrath, 2023[5]) approach which starts by defining a desirable future and then identifies steps backward in time to identify the policies and programmes that will connect that preferred future to the present. The two-path planning process demonstrates how futures are “shapeable” (Holfelder, 2019[8]).
The process allowed participants to think about how to reshape current practice to better meet future (and current) needs:
‘Next practice’ is about critically reflecting on how our current practices could work differently, more efficiently, more powerfully, thinking about failures, and taking into account future contexts and scenarios. It is about the process and not the final output (Zimmermann et al., 2021, p. 4[9]).
With a focus on preferences for the longer term, the participatory process helps to generate ‘next practice’ by developing new ideas and innovations. In this way, ‘next practice’ is adaptable, can identify and interpret multiple change signals and privileges discovery, co-creation, and genuine inclusion (Lundy et al., 2021[10]).
Textboxes throughout the chapter highlight examples of ‘next practice’ that currently exist in certain places already. These were shared by stakeholders during their discussions and in the creation of the preferred scenarios.
It is not intended for just one of the preferred scenarios to be chosen. Each preferred scenario intertwines with the others to form strong threads that can be used to navigate a complex and continually changing world. Infographic 4.1 provides an overview of the four big ideas for transformation of teaching in Wales. Ideas for first steps for each scenario are presented in the light blue boxes.
In some cases, stakeholders in different working groups had selected the same ambition loops which indicates that the duplicated ambitions are important for several ideas and visions for the future. This is indicated by white arrows and presented outside the white boxes in Infographic. The full list of selected ambitions to support each preferred scenario is presented in Annex B (ideas for transformation in Table B.2 and first steps in Table B.3).
Note: Ideas outside the light blue boxes are shared by different scenarios and described in this chapter. PL = “professional learning”; LLL = “lifelong learning”.
Material gathered as part of the OECD study on New Professionalism and the Future of Teaching in Wales.
The big ideas for transformation and the ideas for first steps feature twelve key elements, distilled by the OECD team from the selected ambition loops, headings and research that intersect the four scenarios. Box 4.1 summarises each element. Columns 3 and 4 indicate the degree of which element is present on the different preferred scenarios. Highlighting the featured elements helps reduce overlaps across scenarios, ensuring a clear overall narrative. While the detailed descriptions of the featured elements focus on one scenario, the elements are often relevant to other scenarios where the theme is explored to a lesser extent.
Note: * Featured element within scenario description.
Material gathered as part of the OECD study on New Professionalism and the Future of Teaching in Wales
Structure for each preferred future scenario
The remainder of this chapter presents each scenario using a standard structure, as outlined in Infographic 4.2, which provides a visual overview of this approach. Each scenario is introduced and summarised on a “blue” page with a concise description and key points. Following this, the chapter explores how the scenario addresses the research questions specific to the study on the future of teaching in Wales. It then analyses potential responses from teacher personas – the “end users” – developed in Chapter 3. The OECD team and the steering group from the Welsh Government worked systematically with the set of seven Welsh teacher personas to form a judgement about how attractive (or not) the scenario might be from the perspective of each persona. Finally, each scenario outlines suggested actions from stakeholders, including both long-term changes and short-term steps toward transformation. These refer to the research base underlying the ambition loops selected by stakeholders to support the scenario. There are also a number of examples that were shared by stakeholders when developing ideas for transformation and first steps. In addition, there are some examples of how selected teacher personas might react to different aspects of the scenario.
Note: Scenario developed through OECD study on New Professionalism and the Future of Teaching in Wales
This scenario envisions an education system where schools are not isolated institutions but deeply embedded within their communities and society at large. Education and society work in tandem to foster mutual growth and innovation, creating a stronger sense of “doing things together”. This alignment ensures that the education sector is responsive to societal needs, while also contributing to broader goals, such as preparing young people for life and work.
Collaboration lies at the heart of this scenario, both within schools and across communities. Schools serve as dynamic hubs where teachers and learners benefit from partnerships with businesses, families, and public services. Innovation becomes a means to open up schools, inviting external experts and community members to contribute their knowledge and skills. These connections not only enrich teaching and learning but, also reinforce the idea that education is a shared responsibility, creating tangible benefits for learners and their communities.
Teachers are empowered to innovate and are recognised for doing so. Teacher-led initiatives are celebrated as integral to professional practice, with schools and education systems actively facilitating and supporting these efforts. Teachers are given the time, resources, and autonomy to pursue projects that align with their interests and intrinsic motivations. These initiatives are shared widely, allowing other
schools and educators to learn from their success, creating a ripple effect of innovation across the entire system.
Innovation is also seen as a way to elevate the teaching profession and support career development for all school staff. Teachers and other staff are encouraged to pursue creative, research-oriented, and entrepreneurial activities that contribute to their professional growth and the richness of their school’s educational offerings. Career-long professional learning opportunities are designed to help teachers develop the skills needed to innovate effectively, further enhancing their professional identity and satisfaction.
The image overleaf expands on Scenario A by summarising its core elements, how it addresses research questions specific to Wales, and the ambition statements identified as relevant by survey respondents and workshop participants to support its transformation. The ambition loops emphasise partnerships with industries, scaling micro-innovations, and creating spaces for experimentation, aiming to align education with societal and community needs.
How Scenario A addresses the research questions specific to the study in Wales
How do we develop teacher professional identity and a more collaborative profession?
In this scenario, innovation is seen as a core element of teacher professional identity (Suarez and McGrath, 2022[19]). Having the time and space, but also the expectations to develop and create initiatives, undertake research and/or work on other innovative aspects of education were highlighted during the workshops as something that teachers could appreciate. These efforts should not fall solely on teachers; collaboration is essential. Support must come from colleagues, parents, learners, and others within the school community, alongside contributions from the education sector as a whole (other schools, higher education, government services) and the broader societal sector (businesses, families, public services, …). Efforts should also consider the strengths and challenges of local communities.
How could a career development perspective for all staff in schools contribute to a vibrant and thriving workforce?
Having the opportunity for staff in schools to create, build and research is considered as contributing to a more attractive career development perspective. Teachers and other staff are encouraged to pursue their interests, their intrinsic motivations and curiosity to feed into the education programme their school offers. Career-long professional learning could facilitate this, by offering support to develop research skills and capacities or entrepreneurial skills that broaden the programmes and skills teachers can offer their learners.
How can all who work in schools encourage innovation and the examination of professional roles in schools as learning organisations?
To ensure innovation is something that is appreciated and acknowledged in the future, it will be important to clearly define what innovation means, and that it is not something that ‘just’ happens (Hargreaves, 2023[20]). Encouraging innovation requires strong leadership roles and a clear focus on the professional and entrepreneurial aspects of being a teacher. It would also require an approach to define opportunities for innovation in schools and identify the conditions that are needed at different levels for it to flourish. The focus on both individual and collective teacher development and recognising and supporting innovation is more successful in schools that view themselves as learning organisations.
How could investment in the professional identity of teachers, especially in secondary schools, make the profession in those settings more attractive?
Having the time to innovate, participate and develop as an aspect of teacher professional identity would be considered attractive for the teaching profession in Wales. It would allow teachers to keep their practice closer to both their personal and professional interests, intrinsic motivations and qualities, as well as ensuring a sense of autonomy in their work.
Analysis of Scenario A using the teacher personas
Note: Judgements for each persona were made during the Welsh workshop debrief and reviewed as part of the follow up discussion with the Steering Group. Placement on the continuum is indicative, based on the ideas generated below in the analysis. More information about the methodology can be found in Chapter 2.
Material gathered as part of the OECD study on New Professionalism and the Future of Teaching in Wales.
Overall, participants estimated that most of the teacher personas were considered to have a positive stance towards this scenario. Having the opportunity for newly qualified teachers (NQTs) to innovate and experiment with new ways of teaching can be something for Callum and Sayeeda, but also for Amara and Rafiq, and Paul and Joanne to be interested in, provided they are supported to do so. Experienced teachers such as Imogen and Marc, and Gareth and Sara can also see added value, provided their own vision of teaching and sense of autonomy is connected to this scenario. If experienced teachers do not feel they have autonomy in this scenario, especially teacher personas such as Ada and Rhys might consider this scenario invasive, and an attempt to in fact narrow their role as educators.
Specific actions for change
The ideas for long-term transformation and first steps for short-term change presented in this section (see Infographic 4.3 for a summarised version) were identified through collaborative inputs gathered during the workshops conducted throughout the study. These were further refined and enriched through research discussed during the research seminar and the ambition loops selected by seminar and workshop participants. Together, these processes ensured that the actions are both grounded in evidence and reflective of the collective aspirations of the participants.
The proposed actions aim to inspire policy makers by offering pathways to achieve the preferred scenario. They balance long-term transformative ideas with practical, short-term steps that leverage existing strengths within the Welsh education system. By aligning visionary goals with actionable strategies, these proposals provide a roadmap for change that is ambitious yet achievable, guiding stakeholders toward a more vibrant and dynamic future for the teaching profession in Wales.
Note: Material gathered as part of the OECD study on New Professionalism and the Future of Teaching in Wales.
Ideas for transformation (long-term change)
Scenario A includes three big ideas for transformation:
A1. Innovation should lead to a stronger sense of “doing things together” and a healthier teaching profession: teachers feel supported by their communities in their teaching. In addition, teachers would have the time and space to work on areas of education that feed into their intrinsic motivation, personal and professional interests.
A2. Innovation opens up the school. Greater involvement of communities, often considered a ‘missing piece’ in education in Wales, can enhance learner outcomes and foster stronger connections between schools and their surrounding communities. This idea highlights the value of education not just for learners but also for communities, helping them recognise the broader societal benefits.
A3. Teacher-led initiatives are facilitated, appreciated, and recognised. Schools and education systems actively support innovative projects led by teachers, ensuring they receive the necessary resources and attention to succeed. These initiatives are shared across the wider education system, enabling others to learn from and build on successful practices. While innovation becomes an integral part of teaching, its value is explicitly acknowledged and celebrated, rather than being assumed or overlooked.
Innovation should lead to a stronger sense of “doing things together” and a healthier teaching profession
Supporting school culture and maximising feelings of autonomy, relatedness and competence is linked to teacher well-being (Brady and Wilson, 2021[21]; OECD, 2020[22]). While innovation could constitute a strength of a school system, the participants that developed the scenario stressed that innovation should not only be considered the sole responsibility of the education sector. Instead, it should involve contributions from communities and partners around schools, fostering a sense of shared purpose. Scaling up micro-innovations and encouraging teachers to undertake projects within school and/or with their surrounding communities must be accompanied by efforts to ensure a balanced and supportive working environment for teachers.
In addition, innovation would require sufficient autonomy, allowing teachers to undertake projects that sufficiently align with the intrinsic motivation (Ryan and Deci, 2000[23]) that (i) led them to become teachers in the first place and (ii) motivate them to put in the time and effort, without teachers considering it as ‘just another’ task in their workload (Kunter and Holzberger, 2014[24]). It is essential to design innovations in ways that bring meaningful benefits to learners, fostering improved outcomes, while simultaneously supporting teachers’ professional engagement.
It was also highlighted during the session that innovation and collaboration with other partners could – if well implemented – contribute to a more balanced distribution of responsibilities. Additional capacity and support from adjacent services and local authorities could create more space and time for teachers to focus on their core tasks (also see Scenario D: What if… teachers benefit from integral and structural community support, redefining schools as community hubs?) (Borg and Drange, 2019[25]). For instance, local authorities and school leaders could work together to streamline financial support, Human Resources (HR) policies, school strategy and other responsibilities, providing schools with the resources needed to operate effectively as modern workplaces (De Witte, De Cort and Gambi, 2023[26]; De Witte and Schiltz, 2018[27]). Box 4.2 addresses the provocation, “What do schools as modern workplaces look like and why is it important to think about this for the future of the teaching profession?” This would give school leaders a primary role in creating a healthy work environment (Engels et al., 2008[28]) while supporting teachers. Local authorities should support school leaders to develop their own well-being and provide them with the support they need (Scott, Limbert and Sykes, 2021[29]).
As we look to the near future, the positive effects of good teaching look more necessary than ever as we seek to build resilient communities of engaged citizens who can rise to the challenges of our times.
So, what will modern school workplaces look like? As an optimist, I believe that they will be deeply relational places, where the significance of schools as community anchors becomes widely appreciated. They will be places that attend to inclusion and belonging and provide a sense of identity and pride across the communities that they serve.
Quality leadership will be the hallmark of successful schools, with a generation of school leaders supported to build effective relational skills, behaviours and practices. Through supportive leadership and ruthless prioritisation they will direct teacher time to the activities that add the greatest value for students. Leaders will routinely facilitate workload reviews and actively weed out the least valuable activities to protect staff from excessive workload. This won’t be easy, but it will be necessary to optimise the impact that an engaged workforce can make for their communities.
We will see high regard for excellent teaching in schools, with the best practitioners encouraged to stay in the classroom rather than migrate to administration and management. Structural collegiality will be embodied in team teaching and peer-led professional development.
We will see much more intentional culture-making in schools to ensure that professionals feel supported, appreciated and developed. Professional judgement will be valued and developed as teachers flex curricula and evolve their practice to best meet the needs of the particular children and young people in front of them.
Flexible working will be normal with technology deployed to manage the complexity across school timetables. Integrated support for families and children will be delivered by appropriate services aligned to the school site.
Professional development and reflective practice will explicitly make time for educators to take stock of their achievements and to recognise the value of their work. As a result, teacher efficacy will be high, and teacher job satisfaction will be high.
In a world of AI and automation, the magic of what can occur through relationships and learning will mean that teaching becomes a highly attractive career choice. Motivated by the impact of their work, mid-career teachers will remain engaged in their work and career in the profession.
Source: Original contribution by Sinéad Mc Brearty, CEO at Education Support, the mental health and well-being charity for everyone working in education in the UK.
Innovation opens up the school
Cross-sectoral partnerships can contribute to innovations in curriculum and pedagogy, but also ‘open up’ the school. Involving families and communities, in particular in those that are most disadvantaged, is considered important in improving both educational, as well as community outcomes in Wales. Greater flexibility and access to expertise on a local, regional, and even global scale via technology, provide new opportunities to connect the work of teachers, the learning of children and young people (Egan, 2016[30]; ESTYN, 2013[31]) and the specific expertise of other professionals. This can include supporting learner voice and choice in their learning (Bron, Emerson and Kákonyi, 2018[32]; Charteris and Smardon, 2019[33]) to access sustained, enrichment experiences inside or outside the school building that build on talents or interests. One critical factor is creating more space for strengths-based approaches for young people (Shek et al., 2019[34]) that emphasises co-construction between teachers and learners, compared with traditional approaches.
At the same time, supporting teacher specialisation opportunities and collaborations can have a reciprocal benefit for professionals from other sectors as well as teachers. For example, the cultural sector (OECD, 2022[35]) has sought to reframe its purpose and ways of operating. Partnerships with the cultural sector could enrich classroom teaching by introducing creative methods and new perspectives into schools. These collaborations could also help professionals in the cultural sector rethink their approaches and adapt their practices based on insights gained from working with teachers.
Box 4.3 highlights an example of doing things together, involving both internal and external collaborations to create positive, sustainable changes that meet contemporary educational contexts.
Note: This illustration is intended to provide a concrete example of the scenario in action.
NQT = Newly qualified teacher.
Source: See Chapter 3 for the description of the persona.
Note: This illustration is intended to provide a concrete example of the scenario in action.
Source: See Chapter 3 for the description of the persona.
“How can changing ways of working lead to an enviable and fulfilling career for educators?”
We recognise that teaching is a relentless job; days are intense, and teachers and leaders can feel overwhelmed with the demands of stakeholder expectations. Research shows that teaching and leadership practices can be greatly enhanced when practitioners are provided with opportunities to engage in continuous, career-long reflection and development of their practice, both individually and collaboratively, through evidence-based professional learning activities. When looking at countries globally that were performing well, it was clear there was much more time and focus on professional learning for teachers than there was in Wales.
During the early stages of constructing the New Curriculum for Wales, we were a Pioneer School for Professional Learning and were encouraged to be brave, to innovate, and to think outside the box. With this in mind, we introduced the Asymmetric Week at Pembroke Dock Community School to invest in staff well-being and development, which in turn would impact positively on learners.
What is it? Extending the school day slightly Monday – Thursday allowed us to finish teaching on Fridays at 12.15pm. Friday afternoons: Broadly, week A is dedicated to training and week B – staff go home for their well-being. We provide enrichment activities for pupils on Friday afternoons for any remaining pupils. The training and well-being arrangements are for both teaching and support staff.
In-service training (INSET) days, Planning Preparation and Assessment (PPA) time, and weekly staff training and development meetings remain as normal. The training on Fridays is therefore in addition. The school has been able to treble the amount of training time for staff, at no extra cost to the school or parents, plus every other week given staff a half day for well-being.
We have seen improvements in both teaching and learning which has directly impacted on improving standards. Because the school invests significantly in developing staff and considers their well-being, staff are highly motivated, and morale is high. Staff are well trained, research informed and using pedagogical skills that are up to date. We have created the space and time for staff to network and collaborate. We have a culture of enquiry, innovation and exploration, where staff are all involved in professional research enquiry projects, so that new pedagogies and interventions used in the class are research informed and evidence based. Staff findings have informed our curriculum, assessment, policy and practice. Dedicated time for staff to collaborate to make continuous improvements have supported the school to be self-improving. We have been able to meet, test and review new pedagogies.
In addition, because the majority of our cluster schools work to the same timetable, we have increased the opportunities to have professional learning together strengthening transition and continuity of provision from primary to secondary school.
Another positive of the timetabling of the week, is that we’ve reduced the amount of time teachers are taken out of the class, for example attending training, or scheduled Professional Learning Community meetings, as these now all take place on Friday afternoons, which in turn improves the continuity in teaching and pupils learning.
We introduced the Asymmetric Week to raise standards and improve outcomes for learners across the school. We have increased professional learning and development time for staff, further upskilling the whole workforce, and have been able to give dedicated well-being time to all staff. We have achieved a more supportive and enriched teaching and learning environment for both staff and learners.
Source: Original contribution by Michele Thomas, Headteacher Pembroke Dock Community School/Ysgol Gymunedol Doc Penfro
Teacher-led initiatives are facilitated, appreciated and recognised
Having the space to develop bottom-up innovations is associated with greater job satisfaction in the public sector (Demircioglu, 2021[36]; OECD, 2015[37]). In addition, it has the potential to better respond to the needs of society (OECD, 2015[37]) and learner needs (OECD, 2013[38]). The idea of facilitating teacher-led initiatives is not ground-breaking in the sense that teachers have found innovative ways of teaching and organising education without being asked or expected to do so (Muijs and Harris, 2006[39]). It can even be said that innovation is very much a core competency of teaching already (Kettler, Lamb and Mullet, 2021[40]; Vincent-Lancrin et al., 2019[41]). But to nourish, facilitate and appreciate initiatives, innovation would also need to be recognised as a key element of education in schools and in communities. This includes examining ways for these initiatives to have an influence beyond individual schools, such as in policy making or school inspection frameworks.
The first steps: Building on current strengths and ideas for improvement
In working toward the bigger ideas for transformation, Scenario A highlights two areas for short-term improvement and is supported by a selection of ambition loops (see Table B.2 in Annex B).
Wales has numerous policies in place that can benefit and facilitate innovation
Over recent years, Wales has considered education to be its national mission (Welsh Government, 2023[42]). The education system has seen innovative and bold moves towards renewal, aiming to build a society that reflects the importance that is attached to education. The efforts and investments in a teaching workforce that mirrors this ambition is reflected in policies such as the Curriculum for Wales, Schools as Learning Organisations, Teacher Professional Standards and the National Professional Learning Entitlement. Scenario A can greatly benefit from achievements that have already been accomplished, which could serve as a platform to facilitate bottom-up innovation, now and in the future.
For example, the Curriculum for Wales has highlighted the relevance of pupil learning autonomy, seeking to develop learners who can set themselves high standards, question and enjoy solving problems and challenges, and explain the ideas and concepts they are learning about (Bristow, 2021[43]; OECD, 2020[44]). The Curriculum for Wales awards greater autonomy to teachers to choose how to deliver the curriculum, which provides opportunities to innovate. However, innovation can be daunting for individuals when they lack the necessary support (Evans, 2021[45]; Egan et al., 2024[46]).
Initial implementation of the Schools as Learning Organisations policy in Wales highlighted that 96% of head teachers indicated that teachers were encouraged to experiment and innovate in their practice (OECD, 2018[47]). Teacher Professional Standards stipulate that “The teacher is a professional learner and commits to continuous engagement in career-long development, collaboration and innovation” (Welsh Government, 2017[48]). These reforms collectively create an environment where innovation is both encouraged and valued as an integral part of teaching.
Another way in which teachers are encouraged to develop professionally is through the National Professional Learning Entitlement, which allows (and requires) teachers to embark on an ‘individual professional learning journey’ (Welsh Government, 2024[49]; Welsh Government, 2024[50]).
Focusing on innovation has the potential to stimulate more creative learning. PISA 2022 has performed research into the creativity and the problem-solving skills of 15-year-olds. Traditionally, countries such as Korea and Singapore have prioritised creative skills as it is thought that these skills will prove important for future labour markets, but also for a world where change is considered a constant (OECD, 2024[51]). Previously Wales has similarly been identified in prior OECD analyses as having the policy framework and potential to embed creative thinking more deeply into its schools (Cignetti and Fuster Rabella, 2023, p. 8[52]).
Guide learning by undertaking initiatives
Being innovative and entrepreneurial requires teachers to remain flexible and to have the room to undertake initiatives. By developing flexible and non-linear approaches (Iyengar, 2021[53]), schools can harness the professional expertise of their learners’ families and local networks to support learning while also contributing to stronger, more connected communities. This could include engaging directly with the expertise of individuals within the community or leveraging their professional and social networks. Exploring new models of participation can help schools tap into these resources, enhancing learning outcomes while simultaneously building and reinforcing social capital. These efforts can support both formal learning – which occurs within structured school settings – and informal learning approaches that take place in less traditional environments (Iyengar, 2021[53]).
Furthermore, critical engagement with learning communities beyond the school is a powerful element of teacher professional learning (Jones, 2022[54]). It can also help to address poverty and equity issues by forming partnerships between schools and societal partners (ESTYN, 2024[55]; Mertens et al., 2021[56]), especially when the focus is on how approaches to mitigate poverty can impact on learning (ESTYN, 2024[55]).
Policy makers can facilitate efforts to explore the opportunities and challenges of integrating formal learning and non-formal learning (Mujtaba et al., 2018[57]; Villalba-García, 2021[58]). One example is the Transition Year option in Ireland (NCCA, n.d.[59]). This includes defining the role of teaching to develop lifelong learning skills (Munro, 2019[60]; Day, 2002[61]) and examining how technology can expand access to provide non-formal learning opportunities (OECD, 2022[62]; Carraro and Trinder, 2021[63]). An equity focus would assess how non-formal learning opportunities affect groups traditionally underrepresented or disadvantaged in education (OECD, 2022[62]).
In this scenario, all teachers, and particularly new ones, benefit from a structured and nurturing support system that guides them through initial teacher education (ITE) and their early-career years. Teachers are provided with a solid foundation through ITE programmes that are designed with both essential pedagogical knowledge and the flexibility to adapt to local school contexts. A rigorous and well-defined induction program helps new teachers navigate the challenges of the profession, providing practical, on-the-job training alongside experienced mentors. This structured start enables teachers to build their confidence, develop a strong sense of professional identity, and gain the skills needed to progress in their careers.
Professional learning communities are established early in a teacher’s career, enabling them to collaborate with peers, local mentors, and senior educators to address classroom challenges, benefit from shared insights and practical advice specific to their level of experience, refine their practice and thrive throughout their careers. The system is designed to meet diverse needs, enhancing both teaching practices and teacher well-being in the teachers’ first years. Schools are equipped with the necessary resources and structures to support new teachers, with local authorities and higher education institutions working closely to ensure consistency in the quality of teacher training and ongoing support.
This system encourages experienced teachers to mentor their newer colleagues, fostering a culture of mutual support, collaboration, and reflective practice. This system is rooted in practical insights from educators, creating a dynamic, responsive professional learning environment that benefits both teachers and their learners.
By prioritising mentorship and early-career development, teachers are better prepared to handle the demands of the profession and are set on a path toward long-term success and fulfilment.
Education partners – including policy makers, higher education institutions and school leaders – collaborate to ensure the continuous, evidence-informed development of teachers' content knowledge, pedagogical skills, and classroom management techniques. The foundational professional identity fostered through this scenario helps new teachers feel valued and confident in their role within the school community.
The image overleaf elaborates on Scenario B by summarising its key elements, illustrating how it addresses the research questions specific to Wales, and highlighting the ambition statements deemed significant by survey respondents and workshop participants to support transformation. The ambition loops emphasise fostering structured professional learning communities, empowering teachers to shape their career trajectories, and ensuring collaboration with higher education and other partners to support teacher growth and adaptability in a rapidly changing world.
How Scenario B addresses the research questions specific to the study in Wales
How do we develop teacher professional identity and a more collaborative profession?
The scenario promotes a professional identity (Suarez and McGrath, 2022[19]) rooted in continuous learning, mutual support, and a commitment to collective improvement. This would ensure that teaching remains a dynamic and evolving profession. It enhances a collaborative culture from the early-career years onwards, to establish a comprehensive support system that emphasises peer-to-peer and school-to-school interaction, exchange and collaboration.
By facilitating regular interaction among teachers through professional learning communities, the scenario encourages a culture of shared knowledge and collective problem-solving. The inclusion of high-quality, well-trained mentors who work closely with both early-career and experienced teachers further strengthens the collaborative component that shapes a strong professional identity. These mentoring relationships not only provide valuable guidance and support but also create opportunities for teachers at all career stages to learn from one another, thereby fostering a sense of belonging and shared purpose within the profession.
Additionally, induction, support, and mentoring programmes for new teachers, alongside networked schools, help foster a positive work environment and alleviate teacher shortages. Such induction programmes contribute to higher teacher retention, quicker professional growth, and improved learner outcomes (Abdallah and Alkaabi, 2023[64]). Moreover, offering mentor training and allowing mentors to have partial release from regular duties can enhance new teachers' practice by providing personalised coaching and support (De Witte, De Cort and Gambi, 2023[26]).
How could a career development perspective for all staff in schools contribute to a vibrant and thriving workforce?
This scenario envisions a career development perspective that prioritises comprehensive support for teachers right from their first steps in the profession, from ITE through to early induction years. By focusing on the foundations of a teacher's career, this scenario ensures new educators are equipped with the skills and support needed to thrive. Early-career teachers benefit from structured, needs-driven professional learning and mentoring, laying the groundwork for long-term success and making the profession more attractive to new entrants.
Moreover, the emphasis on peer collaboration and support allows teachers to engage with common challenges and contexts while recognising the broad diversity within the profession. This collaborative approach not only addresses the specific needs of individual teachers but also contributes to a collective sense of shared goals and mutual growth. As a result, the scenario cultivates a vibrant and thriving workforce, where teachers feel valued, supported, and motivated to continue their professional development, ultimately contributing to the overall health and dynamism of the teaching profession.
How can all who work in schools encourage innovation and the examination of professional roles in schools as learning organisations?
In this scenario, the comprehensive support system encourages bottom-up innovation by incorporating local community-based solutions into a structured framework of professional learning communities. These communities provide a platform for teachers to share insights, experiment with new approaches, and collaboratively refine their practices. The collaboration across schools and educational institutions ensures that innovative ideas are not only generated but also scaled up and disseminated effectively.
To support this, adequate time and resources, including investment to cover the necessary workload adjustments, are essential. By embedding continuous professional growth within the everyday practices of teachers, the scenario encourages innovation and ensures that schools remain dynamic, adaptive learning organisations.
How could investment in the professional identity of teachers, especially in secondary schools, make the profession in those settings more attractive?
Investment in the professional identity of teachers through a supportive professional learning system can enhance the attractiveness of the profession. By investing in support and structured mentoring for (secondary) schoolteachers in their early-career years, this scenario helps new teachers feel confident and capable in the classroom. The profession becomes more attractive and aspirational, as teachers see clearer opportunities for success. Ensuring that new teachers have access to supportive environments, with targeted skill-building and peer-based professional communities, promotes long-term retention and satisfaction in the field.
Note: This illustration is intended to provide a concrete example of the scenario in action.
Source: See Chapter 3 for the description of the persona.
Analysis of Scenario B using the teacher personas
Note: Judgements for each persona were made during the Welsh workshop debrief and reviewed as part of the follow up discussion with the Steering Group. Placement on the continuum is indicative, based on the ideas generated below in the analysis. More information about the methodology can be found in Chapter 2.
As illustrated, in Scenario B is likely to be most appealing to starting primary teachers, future teachers, and middle leaders. Callum and Sayeeda, as starting primary teachers, and Alfie and Maisie, as student teachers, would be particularly well-positioned to benefit from the robust induction and mentorship systems outlined in this scenario. These systems would provide them with the tools and confidence to navigate their early career. The inclusion of professional learning communities would also resonate with them, providing opportunities to collaborate and learn from experienced educators.
Middle leaders like Imogen and Marc would value the chance to contribute as mentors and leaders within these systems. Their role in supporting new teachers and fostering a collaborative school culture would align with their professional aspirations and personal motivations, making the scenario highly attractive to them.
That said, the response from experienced teachers like Ada and Rhys is likely to be more cautious. While they may recognise the benefits of mentoring for the profession, they could be concerned about the additional workload and whether their contributions are adequately supported or recognised. In addition, not all senior teachers would value such a role. For these teachers, building trust in the system's implementation process and ensuring that mentoring responsibilities are manageable, as well as optional, would be essential to gaining their full participation.
Paul and Joanne, as part time returning secondary school teachers, might feel less aligned with the scenario initially. Their primary concerns could link to whether the professional learning systems cater to the flexibility they require and whether they would feel fully included in the collaborative culture. Ensuring accessibility and adaptability of support systems for part time educators would help address their reservations.
Specific actions for change
The proposed actions for change in this section (see Infographic 4.4 for a summarised version) stem from the workshops held during the study, supported by research insights and ambition loops developed by stakeholders. These ideas aim to inspire policy makers with practical steps and long-term transformations, building on the existing strengths of the Welsh education system to realise the preferred scenario.
Note: Material gathered as part of the OECD study on New Professionalism and the Future of Teaching in Wales.
Ideas for transformation (long-term change)
This scenario includes two big ideas for transformation:
B1. Enhancing teacher training with key focuses aligned with early-career needs ensures that new teachers develop essential skills in child development, collaboration, and student empowerment. By integrating participatory approaches and interdisciplinary methods into training, early-career teachers gain both theoretical and practical expertise that supports their long-term professional growth. Collaboration between schools and ITE institutions ensures that these foundational skills are reinforced throughout a teacher’s career, bridging initial training with ongoing development.
B2. Diverse learning opportunities and experiences for educators provide early-career teachers with structured, hands-on experiences across various educational settings. Rotations through different schools and non-traditional learning environments help teachers develop adaptability, leadership, and innovative teaching practices. A coordinated effort between policy makers, local authorities, and school leaders ensures these experiential opportunities are equitably implemented, fostering a more dynamic and resilient teaching workforce.
Enhancing teacher training with key focuses aligned with early-career needs
Teacher training can better prepare new educators by focusing on key skills needed in their early careers. These include understanding child development and learning how to work effectively with others.
One area for development is empowering students. Research shows that involving children in participatory activities improves their inclusion, well-being, and engagement (Gottschalk and Borhan, 2023[65]; McQueen et al., 2024[66]), underscoring the value of integrating these themes into teacher training. With this, early-career teachers gain both theoretical and practical knowledge to foster children’s rights and involvement in learning, bridging theory with applied practice (Ulferts, 2021[67]).
As interdisciplinary approaches become core to the teaching profession in response to contemporary and future challenges, professionals need skills to collaborate effectively with others. Learned collaboration skills are valued in work and teachers and schools can model practices for learners (Bax et al., 2023[68]). Training should extend beyond schools to include programmes for adults and other community learning spaces (Lawson and Veen, 2016[69]).
These essential skills will be revisited and reinforced throughout a teacher's career, ensuring they remain relevant and useful. Schools and ITE institutions will collaborate to ensure that this foundational knowledge is not only acquired but also continually applied and refined in practice, providing ongoing opportunities for teachers to refresh and deepen this knowledge.
Note: This illustration is intended to provide a concrete example of the scenario in action.
ITE = Initial teacher education
Source: See Chapter 3 for the description of the persona.
Creating diverse experiential learning opportunities tailored to early-career teachers
Structured, hands-on learning opportunities allow early-career teachers to build versatility and adaptability within the first five years. Under this model, early-career teachers could gain experience by working across various educational environments. By having the opportunity to rotate through diverse schools, educational institutions, or even non-traditional settings, early-career teachers would develop skills suited for different teaching contexts, helping them become adaptable, innovative practitioners. Research highlights that diverse experiences in early-career stages help foster collaboration and flexibility, both are considered essential in modern teaching (Lawson and Veen, 2016[69]).
This experiential approach aligns with the scenario’s emphasis on bespoke support and professional learning communities, as it provides early-career teachers with the opportunity to collaborate with a wide network of peers and mentors. The cross-pollination of ideas and practices between different settings will foster a culture of continuous learning and improvement, benefiting both teachers and the learners they serve. Additionally, offering diverse career pathways during early-career stages motivates teachers and promotes long-term professional growth (European Commission, 2020[70]; Harris and Muijs, 2002[71]).
Such experiences also contribute to the development of leadership skills early in a teacher’s career, ensuring that the education system in Wales has a steady pipeline of well-rounded leaders who are prepared to guide the profession through future challenges. Furthermore, exposing teachers to a range of professional environments can challenge traditional constraints, opening up new thinking and innovation in teaching practices (Elliott, 2020[72]).
Policy makers, local authorities, and school leaders would each have a critical role in realising this vision. Policy makers should design the programme's framework, setting clear guidelines and ensuring the necessary resources are in place to support structured experiential learning opportunities. Local authorities would oversee the coordination of these exchanges, ensuring equitable access and alignment with broader educational goals. School leaders, in turn, would play a key role in facilitating the smooth integration of teachers into new environments, fostering a welcoming and collaborative culture.
The first steps: Building on current strengths and ideas for improvement
In working toward the bigger ideas for transformation, this scenario highlights two areas for short-term improvement and is supported by a selection of ambition loops (see Table B.2 in Annex B).
Leveraging peer-to-peer and school-to-school collaboration for induction years
Building on existing strengths of peer-to-peer and school-to-school collaboration is a crucial first step for early-career teachers. This includes harnessing the existing collaborative practices already found in many schools in Wales. These already engage in sharing resources, strategies, and insights to address common challenges. By formalising early-career-focused collaborations, these practices can become an integral part of the professional learning framework across all schools in Wales.
Strengthening these partnerships offers mutual benefits to schools and teachers alike, particularly when extended to include broader collaborations such as school-university partnerships (Forester, 2020[73]; Oates and Bignell, 2022[13]). Both organisations can gain from sharing expertise and building long-term relationships founded on trust and respect. Collaborative networks between schools themselves are equally significant, as they allow for tailored professional learning opportunities within local contexts, foster joint problem-solving and build collective expertise. The integration of intellectual property and social capital (Nilsson Brodén, 2022[74]) between different schools and learning organisations can create innovative educational solutions. Although more complex forms of collaboration are less common, they are associated with higher levels of teacher satisfaction (OECD, 2020[22]).
Mentorship is also key to strengthening this collaborative culture. Support from experienced teachers encourages reflection, aids professional development (Shanks et al., 2022[75]), and enhances both new and experienced teachers' sense of professional identity (Tonna, Bjerkholt and Holland, 2017, p. 218[16]). Mentorship helps develop "professional agency" and offers practical and emotional support (Shanks et al., 2022[75]; Dreer-Goethe, 2023[76]; Goodwin, Lee and Pratt, 2023[77]), leading to increased job satisfaction, reduced attrition, and greater feelings of support (Shanks et al., 2022[75]; Kelchtermans, 2019[17]; Backers, Tuytens and Devos, 2020[18]; Beaufort Research and NFER, 2019[78]; Bristow, 2021[43]). Policies that foster a culture of collaboration and reflection, while providing formal mentor training, will maximise benefits for teachers at all stages of their careers (Tonna, Bjerkholt and Holland, 2017[16]).
Expanding the School as Learning Organisation model
The School as Learning Organisation (SLO) model, already adopted in Wales (briefly described in Box 4.4), provides a strong foundation for the continuous professional development and collaborative culture envisioned in the scenario. The SLO model encourages schools to become dynamic environments where all staff are engaged in ongoing learning and development, with a focus on improving teaching practices and learner outcomes. This model aligns perfectly with the scenario's goal of creating a nurturing support system for teachers, as it emphasises the importance of collective learning, shared leadership, and a commitment to continuous improvement.
To build on the strengths of the SLO model, the education system in Wales can take further steps to embed this approach across all schools. This would involve providing additional resources and training to help schools fully embrace the SLO principles, ensuring that every school becomes a hub of professional learning. Creating environments conducive to innovation requires both time (Yang, Chou and Chiu, 2014[14]) and the development of long-term partnerships (Anderson et al., 2005[15]). Regular opportunities to revisit and strengthen core skills throughout teachers’ careers will help align individual growth with whole-school development, ensuring teaching practices remain relevant and impactful.
Additionally, fostering professional development for teachers should go hand in hand with the development of school leadership (Mombaers, Vanlommel and Van Petegem, 2020[79]; Brinckman and Versluys, 2021[80]), ensuring that teachers have the necessary support and space to innovate within their roles.
Wales views the development of schools as learning organisations (SLOs) as a crucial strategy for empowering schools to implement the new curriculum effectively. A school operating as a learning organisation is one that can continuously adapt and evolve in response to new environments and circumstances. This is achieved as its members, both individually and collectively, engage in ongoing learning to realise their shared vision. The Welsh Government has committed to developing all schools into learning organisations to support the ongoing curriculum reform.
OECD Assessment of SLOs in Wales
An OECD assessment of the SLO model in Wales highlighted that while the majority of schools are progressing well towards becoming learning organisations, challenges remain. The findings revealed that:
1. A significant number of schools are still far from fully realising the SLO model.
2. Schools are engaging unevenly with the seven dimensions that define Wales’ SLO model.
3. Secondary schools, in particular, face greater difficulties in developing as learning organisations.
4. There is a need for more critical reflection to foster deep learning and sustained progress, which might be affected by the pressure from high-stakes assessment, evaluation, and accountability systems.
The Seven Dimensions of the SLO Model
The SLO model for Wales directs the efforts of school leaders, teachers, support staff, parents and policy makers towards realising seven key dimensions. These action-oriented dimensions outline both the aspirations for schools and the processes necessary for transforming them into learning organisations. The seven dimensions are:
Modelling and growing learning leadership
Developing a shared vision centred on the learning of all learners
Creating and supporting continuous learning opportunities for all staff
Promoting team learning and collaboration among all staff
Establishing a culture of enquiry, innovation, and exploration
Embedding systems for collecting and exchanging knowledge for learning
Learning with and from the external environment and wider learning system
The Four Purposes of the New Curriculum
At the heart of the SLO model in Wales is the realisation of the "four purposes" of the Curriculum for Wales, that intend to guide the transformation of schools into learning organisations, ensuring that the new curriculum not only imparts knowledge but also fosters the holistic development of students. These purposes aim to develop children and young people into: Ambitious, capable, and lifelong learners; Enterprising and creative individuals; Informed citizens; and Healthy and confident individuals.
Source: (OECD, 2018[47]), Developing Schools as Learning Organisations in Wales, Implementing Education Policies, https://doi.org/10.1787/9789264307193-en; (Welsh Government, 2017[81]), “Schools in Wales as Learning Organisations”, http://gov.wales/topics/educationandskills/schoolshome/curriculuminwales/curriculum-for-wales-curriculum-for-life/schools-in-wales-as-learning-organisations/?lang=en (accessed on 7 March 2025).
In this scenario, teachers experience a career shaped by flexibility and continuous, bespoke professional learning, allowing them to pursue personal interests, experiment with new teaching approaches, and continually adapt to changing educational needs. Teachers benefit from a system that emphasises career-long development, including opportunities for horizontal and vertical career progression, ensuring that teachers remain engaged and inspired throughout their careers.
Schools foster a culture of collaboration across school networks and beyond, where teachers work closely with higher education institutions and various external organisations to co-create innovative practices. These partnerships offer teachers opportunities to engage in joint research, develop their leadership skills, and expand their professional expertise, enriching their teaching experience.
Teachers are seen as vital contributors to policy development and educational reform, enhancing their sense of professional identity and influence within the sector. School community and the broader society deeply values the diverse roles educators play and their evolving contributions. Teachers take pride in their work, and their positive impact is widely recognised, creating a sense of fulfilment and professional satisfaction.
Teachers are supported by a dynamic professional learning community where they can access tailored development opportunities that reflect their individual career goals. Digital tools, including AI, play a significant role in reducing administrative burdens, freeing up time for educators to focus on their core work – teaching and learning – and balance their workload. As a result, teachers can shape their own career pathways, balance personal and professional commitments, and contribute meaningfully to their schools' development.
The image overleaf elaborates on Scenario C by summarising its core elements, showcasing how it addresses research questions relevant to Wales, and highlighting ambition statements deemed vital by survey respondents and workshop participants to enable its transformation. The ambition loops focus on fostering diverse career opportunities, encouraging partnerships for professional growth, and empowering teachers to experiment with innovative methods and take ownership of their professional development.
How Scenario C addresses the research questions specific to the study in Wales
How do we develop teacher professional identity and a more collaborative profession?
In this scenario, teacher professional identity is strengthened through flexibility, autonomy, and meaningful collaboration. Teachers are empowered to shape their own career paths, pursue personal interests, and contribute to educational reform, which reinforces their sense of professional purpose. By participating in partnerships with higher education institutions, external organisations, and school networks, teachers gain access to diverse learning experiences and joint research opportunities, which further solidifies their identity as valued professionals and leaders in education.
Collaboration is embedded into the daily practice of educators, supported by a culture of continuous professional learning. Schools’ foster environments where teachers can engage in shared learning through professional learning communities, with structured time dedicated to collaboration and reflection. The integration of digital tools, including AI, help to reduce administrative burdens, ensuring that teachers have more time and energy to invest in collaborative efforts that drive innovation and improve learner outcomes. This collective approach to professional growth not only enhances individual teaching practices, but also builds a more connected and supportive educational community.
How could a career development perspective for all staff in schools contribute to a vibrant and thriving workforce?
A career development perspective that emphasises flexibility and lifelong learning helps create a vibrant and thriving workforce by giving educators control over their career progression and work-life balance. Flexible pathways allow teachers to explore horizontal and vertical career moves, ensuring their roles remain dynamic and fulfilling. By empowering educators to pursue personal interests, experiment with new teaching methods, and shift between roles within the education sector, schools foster a sense of ownership and enthusiasm among staff.
This flexibility contributes to a more engaged workforce where teachers feel valued and motivated to continuously develop their skills. With tailored professional development opportunities and digital tools that reduce administrative tasks, educators can focus on both personal and professional growth. The result is a workforce that is not only more adaptable and resilient but also deeply invested in the success of the school and the broader educational system.
How can all who work in schools encourage innovation and the examination of professional roles in schools as learning organisations?
In this scenario, schools foster a culture of continuous innovation by encouraging all staff to take part in reflective practices and collaborative learning. Teachers are given the time and space to explore new teaching methods, examine their roles, and engage with research and development. By working in partnership with other schools, higher education institutions, and external organisations, educators can experiment with new approaches, contributing to a dynamic and evolving learning organisation that prioritises both learner outcomes and professional growth.
How could investment in the professional identity of teachers, especially in secondary schools, make the profession in those settings more attractive?
Investing in the professional identity of secondary school teachers makes the profession more attractive by enhancing their sense of value, autonomy, and recognition within the educational community. This scenario promotes opportunities for teachers to engage in meaningful professional development, lead initiatives, and collaborate with external partners, thereby elevating their role beyond the classroom if they choose. As teachers see their contributions recognised and their professional growth supported, the profession can become more fulfilling, fostering long-term commitment, and attracting new and diverse talent.
Analysis of Scenario C using the teacher personas
In Figure 4.7 , the strongest support for this scenario comes from the starting primary school teachers and the future second-career teachers with industry connections. Callum and Sayeeda (starting primary school teachers) would find the flexible career paths appealing because it allows them to build careers around their strengths and interest. They would also value the opportunity to connect with other school, professionals and to develop a wider perspective. Similarly, Amara and Rafiq (future second-career teachers with industry connections) would feel at home in this scenario, as it aligns with their adaptive mindset and comfort with continuous learning. Their varied career experiences would enable them to contribute unique perspectives to professional discussions and teaching innovation.
Note: Judgements for each persona were made during the Welsh workshop debrief and reviewed as part of the follow up discussion with the Steering Group. Placement on the continuum is indicative, based on the ideas generated below in the analysis. More information about the methodology can be found in Chapter 2.
The experienced teachers and middle leaders would view this scenario as a balance of positive and negative aspects. For Ada and Rhys (experienced teachers), the recognition of their knowledge and expertise within a flexible career system would be a positive feature. However, they might feel uncertainty about how flexibility impacts long-term career stability and the clarity of professional expectations. Imogen and Marc (middle leaders) would appreciate the opportunity for interdisciplinary collaboration and leadership development but might worry about being distanced from classroom teaching and direct engagement with learners, which remain core to their professional identity.
In contrast, Alfie and Maisie who are training to be teachers, would have a more negative reaction to this scenario. They might view the emphasis on flexibility as creating ambiguity in career pathways, leaving them concerned about the lack of clear guidance and structure early in their professional journeys. As they prepare to enter the profession, they would likely prioritise straightforward, well-defined support systems that help them transition confidently into teaching. This perspective highlights the need to balance flexibility with stability and robust mentoring for newcomers to the field.
Specific actions for change
The proposed actions for change in this section (see Infographic 4.4 for a summarised version) stem from the workshops held during the study, supported by research insights and ambition loops developed by stakeholders. These ideas aim to inspire policy makers with practical steps and long-term transformations, building on the existing strengths of the Welsh education system to realise the preferred scenario.
Note: Material gathered as part of the OECD study on New Professionalism and the Future of Teaching in Wales.
Ideas for transformation (long-term change)
This scenario includes three big ideas for transformation:
C1. Ensuring lifelong engagement with professional learning provides teachers with continuous opportunities to develop expertise, explore new areas, and reflect on their practice. A career-long approach to professional growth fosters adaptability, strengthens professional identity, and enhances the attractiveness of teaching. Leadership strategies that support diverse teacher profiles play a crucial role in sustaining this culture of ongoing learning, ensuring that professional development remains a dynamic and valued aspect of the teaching profession.
C2. Attracting professionals from other sectors to diversify the teaching workforce creates flexible entry pathways that recognise prior experience, enabling professionals from diverse fields to transition into teaching. This approach enriches learning by integrating real-world expertise into education while fostering innovation and adaptability in schools. Providing tailored support and mentoring for these professionals ensures they effectively contribute to the profession, strengthening the teaching workforce and broadening career pathways within education.
C3. Valuing diverse professional relationships and contributions within schools recognises the essential roles of all staff members, from teaching assistants to administrative personnel and external collaborators. A cultural shift towards a more collaborative and egalitarian school environment enhances the sharing of expertise, supports learner well-being, and fosters a stronger sense of professional identity for all staff. A formalised system of recognition and reward encourages innovation and ensures that every contribution is acknowledged, reinforcing the adaptability and inclusivity of the education system.
Ensuring lifelong engagement with professional learning
Ensuring opportunities for lifelong professional growth can nurture expertise and passions as well as development in new areas. Recognising individual strengths within the collective expertise of teachers offers greater flexibility in career development options (Elchardus et al., 2009[82]; De Witte, De Cort and Gambi, 2023[26]). The opportunity to continually reflect on and enhance their practice will allow teachers to diversify their skills, fostering a dynamic and adaptive teaching workforce. Leadership approaches that support this diversity of teacher profiles are essential, as school leaders can play a key role in promoting professional development as an ongoing, forward-thinking endeavour (OECD, EI and Ministry of Education and Vocational Training of Spain, 2022[83]). The regular engagement with professional learning would also contribute to teachers’ sense of professional identity and pride, making the profession more attractive to both current educators and prospective entrants.
Note: This illustration is intended to provide a concrete example of the scenario in action.
Source: See Chapter 3 for the description of the persona.
Box 4.5 highlights the potential to develop different, visible career paths that can contribute to sustainable professional fulfilment of educators and benefit school education and higher education systems. It is also an example of identifying current bottom-up innovation that already exists that the system can learning from.
Benefits and Challenges of Diverse Learning Opportunities and Experiences for Educators
As both a teacher and researcher in Wales, I have spent much of my career moving between practice and research, applying evidence-informed practices to the classroom while using real-world experiences to shape and explore meaningful research questions. My journey began as a researcher in psychology with a specific interest in education. Initially I focussed on reading and effective strategies for teaching reading and, importantly, the impact of strengthening knowledge and skills. My PhD focussed on adults with a history of offending behaviour, exploring methods to improve their reading skills, later leading to research on reading with teenagers at risk of academic failure and exclusion, ultimately drawing me to work with primary-age pupils.
I took the decision to train as a primary school teacher through a graduate training route. Since gaining QTS, I have cycled between research and practice, using each to inform and support the other. This approach is particularly meaningful in a rapidly evolving educational landscape, in line with the national vision, teachers in Wales are encouraged to engage in enquiry cycles, acting as both ‘consumers and producers of research’ (Furlong, 2015) as a means of continuously refining and enhancing our practice.
Over the last several years, I have worked with colleagues at The Collaborative Institute for Education Research, Evidence and Impact (CIEREI), at the School of Education Bangor University. CIEREI bridges the gap between research and practice, and I have worked collaboratively with the institute on various research projects that include evaluating evidence-informed approaches to teaching health and well-being, reading, and whole-school approaches to creating positive nurturing school cultures.
My background as a researcher allows me to embed research skills practice, but perhaps even more important is the perspective I bring as a practicing teacher into research. Together, we have aimed to create a model that bridges the gap between teachers and researchers, ensuring that research addresses real, practical issues faced in classrooms ('close-to-practice') while giving teachers access to the latest developments and insights in their fields (bridging the 'knowledge-to-practice' gap). In this model, the boundaries between these roles are intentionally flexible, enabling a more collaborative and responsive approach to educational improvement.
When researching, I am continually reflecting on classroom practice, shaping questions that emerge from my experiences as a practitioner. Similarly, in the classroom, I embed evidence-informed techniques and bring insights from research into my teaching. This cyclical model allows me to embody the roles of both teacher and researcher, fostering a dynamic exchange where each role enriches the other.
When teaching, I frequently reflect on the impact of research on practice. I find that embedding evidence-informed techniques enriches classroom instruction, and my experiences in the classroom serves to inspire critical questions that I can bring back to research. Teachers, as frontline practitioners, hold unique insights into learners' needs, school contexts, and the day-to-day challenges of implementation. This perspective ensures that research remains relevant and grounded in the realities of practice.
If we are to enhance the research-to-practice relationship, it is important for teachers to have opportunities to work more closely with Higher Education Institutes (HEIs) and equally, for researchers to spend more time in classrooms. Close collaborations between researchers and practitioners serve to ensure that research remains relevant and beneficial to learners, with HEIs supporting teachers in developing “close-to-practice” projects that focus on key issues like literacy, behaviour, and well-being.
Collaboration with researchers also enhances my professional development. Access to the latest research has helped me refine strategies for literacy, well-being, and behaviour management. Importantly, sharing my practical knowledge with researchers creates a two-way exchange that ensures both systems—education and research—work in tandem for the benefit of learners.
Providing Continuous Professional Development (CPD) opportunities for teachers on designing, conducting, and assessing research that is aligned with teachers' professional goals covering enquiry cycles and evidence-based strategies could potentially transform the research-to-practice dynamic. High-quality CPD would empower teachers to engage in enquiry cycles and evidence-based strategies, equipping them to address key issues such as literacy, behaviour, and well-being. Such professional learning can foster a culture where teachers feel confident to take ownership of research projects that align with their classroom needs, improving both engagement and outcomes. Furthermore, CPD in research enhances teachers' critical appraisal skills, enabling them to effectively evaluate and apply research findings to their unique school contexts.
It is also important the school education and higher education systems work together to create visible career paths between the two-systems in a way that recognises the benefits to all for supporting educators. Teachers interested in combining teaching with research might consider several potential pathways. One novel and innovative option is the National Doctor of Education (EdD) programme in Wales, which supports educators in conducting doctoral-level research directly relevant to their practice. Additional ideas could include introducing sabbaticals that allow teachers time away from the classroom to focus on key research projects or offering similar sabbaticals for researchers and Initial Teacher Education (ITE) lecturers to collaborate closely with teachers in school settings.
Another idea is to create secondment opportunities for teachers to work within university research teams, allowing them to build expertise and later bring these insights back to their schools. Joint posts between Local Authorities (LAs) and universities could also be explored, as is common in Health, Medicine and Psychology, to bridge the gap between research and practice, giving teachers a unique role in translating educational research into effective classroom strategies. These possibilities could support a dual role in teaching and research, helping teachers advance both their practice and educational knowledge more broadly and helping research to focus on important close-to-practice issues and closing the knowledge-to-practice gap.
Fostering joint reflection and enquiry between teachers and researchers enables teachers to access the latest research insights, while researchers gain a richer understanding of classroom dynamics. By supporting these collaborative efforts, Wales can create a more responsive, evidence-informed educational system that benefits teachers and students alike.
Source: original contribution by Dr Amy Hulson-Jones, Honorary Senior Research Fellow; Research Officer Bangor University.
Attracting professionals from other sectors to diversify the teaching workforce
A key strategy to enhance the diversity and expertise within the teaching profession is to attract professionals from other sectors who bring valuable life and work experiences into education. By creating flexible entry pathways that recognise prior learning and professional achievements, the education system in Wales can harness the unique skills and knowledge that these individuals offer. For example, professionals from fields such as industry, business, or healthcare could transition into teaching roles, provided that there are teacher education programmes in place that offer tailored support and mentoring (Baeten and Meeus, 2016[84]). There is also opportunity to recognise and utilise the support that experienced teachers can provide within schools that would contribute to ensuring expertise in areas such as pedagogy are shared (Dreer-Goethe, 2023[76]; Shanks et al., 2022[75]).
This approach would enrich the educational experience for learners by exposing them to a wider range of perspectives and expertise, making learning more dynamic and relevant to the real world. Furthermore, teachers with experience in other sectors could become role models for both learners and fellow educators, demonstrating the value of continuous professional growth and adaptability. The inclusion of such professionals within the teaching workforce also aligns with the scenario’s emphasis on diverse career pathways and lifelong learning, ensuring that teachers are not limited by traditional career trajectories but can contribute to the profession in various ways (European Commission, 2020[70]). This cross-sector approach will make the teaching profession more attractive, especially for those seeking a meaningful second career, while also promoting a culture of innovation and adaptability in schools.
Valuing diverse professional relationships and contributions within schools
To foster a more inclusive and dynamic school environment, it is essential to recognise and celebrate the diverse relationships and contributions made by all staff members, not just classroom teachers. This idea calls for a cultural shift in schools, where teaching assistants (TAs), higher-level teaching assistants (HLTAs), administrative staff, and external collaborators are all acknowledged for their vital roles in supporting learning and development. By promoting a more collaborative and egalitarian approach to school staffing, the education system in Wales can create a richer and more cohesive educational community.
A formalised system of recognition and reward, tailored to various roles within the school, would encourage the sharing of best practices and innovative ideas. For example, teaching assistants who foster strong relationships with learners could be celebrated for their contributions to learner well-being, while teachers who collaborate with industry professionals could be recognised for bringing external expertise into the classroom. Such recognition would not only enhance the professional identity and satisfaction of staff but also support a more integrated approach to teaching and learning. This system aligns with the scenario’s focus on adaptability and collaboration, ensuring that all staff members feel valued and empowered to contribute to the school’s development and success.
Note: This illustration is intended to provide a concrete example of the scenario in action.
Source: See Chapter 3 for the description of the persona.
The first steps: Building on current strengths and ideas for improvement
In working toward the bigger ideas for transformation, this scenario highlights two areas for short-term improvement and is supported by a selection of ambition loops (see Table B.2 in Annex B).
Strengthen existing collaboration between schools
Building on the strength of existing collaboration between cluster schools, particularly between primary and secondary schools, could have immediate benefits (Beaufort Research and NFER, 2019[78]). Regular, structured meetings between educators across different school levels would help bridge gaps in understanding learner progress and needs as they transition between phases of their education. This collaboration could also involve joint professional development sessions, where teachers from different schools share effective practices and insights. By fostering a culture of knowledge-sharing and collaboration across educational stages, schools can create a more cohesive learning experience for learners and provide mutual professional support for teachers.
Encourage flexible sabbaticals and secondments
Offering mid- and late-career opportunities for short-term, flexible sabbaticals or secondments for teachers would allow them to gain valuable insights from different professional settings, both within and outside the education sector. For example, a teacher could spend half a term working in a different industry, community organisation (MEGA Bildungsstiftung, 2024[85]), or another educational institution. These experiences would not only broaden their perspective and bring fresh ideas back to their own classrooms but also allow them to reflect on their teaching practices in light of new skills and perspectives (De Bruyckere, 2017[86]). Providing such career-long opportunities supports teacher motivation, career satisfaction, and personal growth by allowing them to explore new methodologies and engage with the evolving educational landscape.
Some systems, such as New South Wales (NSW) in Australia and across many professions in Germany, provide options for educators to shape their current path over a five-year period which leads to the fifth year as paid leave.
As an example, in NSW, participants defer payment of 20% of their salary for four years and then take a year of paid leave where they receive the salary they deferred. In effect, they receive approximately 80% of their salary over five years, including during the year that they are on leave.
According to the scheme, “the purpose of the scheme is to allow participants to take a year away from their position in the Department for professional development and renewal experiences such as industry experience, post graduate study, working in overseas education systems or other activities” (NSW Department of Education, n.d.[87]).
Deferred salary schemes are an example offering visible career paths that include sabbaticals.
Source: (NSW Department of Education, n.d.[87]), Deferred Salary Scheme, Extended Reality (https://education.nsw.gov.au/about-us/careers-at-education/roles-and-locations/roles-at-education/teaching/teachers-handbook/chapter-4-leave/deferred-salary-scheme (accessed on 7 March 2025).
In this scenario, schools in Wales evolve into vibrant community hubs, where educators, families, and local organisations collaborate to support learners' holistic development. Rooted in strong, nurtured community relationships, these schools go beyond traditional education, actively engaging with community leaders,
local authorities, and diverse agencies to address the broader social, emotional, and practical needs of both learners and their families.
This approach fosters a multi-agency framework that seamlessly integrates formal education with community resources, allowing for personalised and flexible learning experiences that extend beyond the classroom. Teachers, as central figures in the community, redefine their roles – not only as educators but also as facilitators who connect learners and families to local opportunities and services, supported by (and relying on) the school and the community structures. This vision also acknowledges the complexity of geographical and social barriers, seeking innovative ways to bridge these divides and ensure that all learners have access to quality education and support.
By embracing shared community values and fostering a culture of mutual support, this model promotes long-term, transformative relationships between schools and the communities they serve. Local authorities are held accountable for facilitating these partnerships, ensuring that community involvement becomes a key indicator of school quality. Teachers are supported in their dual roles as educators and community members, with opportunities for more flexible career paths and greater professional autonomy.
This holistic approach prioritises the quality of relationships within the school community, valuing collaboration over competition, and focusing on the growth and well-being of individuals rather than narrowly defined academic outcomes. Schools become inclusive spaces where learners, parents, and teachers collectively contribute to a supportive, thriving community, creating a shared vision for success and well-being.
The image overleaf elaborates on Scenario D by summarising its core elements, illustrating how it addresses research questions relevant to Wales, and presenting ambition statements identified by survey respondents and workshop participants to enable its transformation. The ambition loops emphasise enhancing schools as community hubs, fostering healthy work environments to support teacher well-being, establishing intergovernmental collaborations for key partnerships, and evolving the purpose of education to help individuals thrive in a rapidly changing world.
How Scenario D addresses the research questions specific to the study in Wales
How do we develop teacher professional identity and a more collaborative profession?
In this scenario, teachers benefit from increased support from community partners and within the school itself, allowing them to focus more on their core teaching responsibilities. As schools become community hubs, teachers work alongside multiple agencies and partners, fostering a more collaborative environment. This approach not only reduces the pressure on teachers but also strengthens their role within the community, enhancing their professional identity.
With schools becoming more open and transparent, teachers gain greater visibility, working together with community members and partners to achieve shared goals. Collaboration becomes central to their work, but it is essential that this co-operation is built on clear values and benefits all stakeholders, including teachers, learners, parents, and the wider community.
How could a career development perspective for all staff in schools contribute to a vibrant and thriving workforce?
In this scenario, bringing community partners into schools helps elevate the visibility and understanding of the teaching profession. Teachers become more recognised and valued within the community, enhancing their professional identity. As teachers collaborate with different organisations, they gain exposure to new opportunities, such as secondments or alternative career paths, enriching their career development and professional growth.
Additionally, this increased interaction with community partners opens up both vertical and horizontal career progression, where teachers can explore diverse roles or leadership opportunities. The involvement of external partners also allows those outside the education system to appreciate the complexities and rewards of teaching, fostering a more vibrant and respected workforce.
How can all who work in schools encourage innovation and the examination of professional roles in schools as learning organisations?
Having more adults in the school should leave more time for headteachers to serve as educational leaders. The responsibility of getting people into the school should therefore be clearly defined and directed to a ‘community engagement officer’, for example, and should not be added on to the already significant workload of school leadership. Investing in more time and space for teachers would give them more time to focus on their educational role.
Working with community needs to be ‘learned’ in itself, it cannot be taken for granted in every school. For community engagement to work it is required that schools are aware of their role and place in their community, discover ways of working that are effective and have a ‘growth mindset’ towards community engagement. If it is to become a key pillar of the work of education there needs to be time and space for teachers and others to examine their role and see what works.
How could investment in the professional identity of teachers, especially in secondary schools, make the profession in those settings more attractive?
Investing in the professional identity of teachers, particularly in secondary schools, can make the profession more attractive by positioning teachers as community leaders and key contributors to learner development. By strengthening partnerships with businesses and other organisations, teachers gain increased visibility and recognition for their essential role, enhancing the profession's status within the community.
This scenario also offers greater career openness and validation, allowing teachers to engage with other professions. As teaching becomes more connected to the broader community, the day-to-day work of teachers can be showcased as both rewarding and impactful, further increasing its appeal to current and prospective educators.
Analysis of Scenario D using the teacher personas
As described Figure 4.10, Scenario D is likely to be most attractive to starting primary teachers and second-career teachers. In particular, Amara and Rafiq could leverage effectively their previous industry experience in schools functioning as community hubs. The structural support provided by the community partnerships would enable them to contribute meaningfully while benefiting from a flexible and dynamic professional context.
Note: Judgements for each persona were made during the Welsh workshop debrief and reviewed as part of the follow up discussion with the Steering Group. Placement on the continuum is indicative, based on the ideas generated below in the analysis. More information about the methodology can be found in Chapter 2.
Material gathered as part of the OECD study on New Professionalism and the Future of Teaching in Wales
Alfie and Maisie, as student teachers, might feel cautiously optimistic about Scenario D. The collaborative culture and focus on community values align with their initial ideals about teaching. However, the complexity of navigating multi-agency partnerships and the redefined teacher role may feel overwhelming without sufficient training and mentorship. Ensuring that teacher preparation programs emphasise these aspects of the profession would be crucial for their successful integration.
Paul and Joanne, as part time returning teachers, along with Ada and Rhys, as experienced teachers, and Imogen and Marc, as middle leaders, all occupy a neutral position on the axis. While they may recognise the potential benefits of stronger community integration, their response to this scenario depends heavily on its practical implementation. Experienced teachers and middle leaders might feel cautious about the additional responsibilities required to manage community partnerships, and part time teachers may question whether they would have equitable access to these opportunities. Clear communication about workload distribution, sustained support, and administrative simplicity would be essential to gain their trust and participation.
Overall, Scenario D provides a compelling vision for transforming schools into community hubs, with the most positive response coming from those who value collaboration and holistic approaches to education. Addressing concerns about role clarity, workload, and practical implementation would be key to ensuring broad support and successful adoption across all teacher personas.
Specific actions for change
The proposed actions for change in this section (see Infographic 4.4 for a summarised version) stem from the workshops held during the study, supported by research insights and ambition loops developed by stakeholders. These ideas aim to inspire policy makers with practical steps and long-term transformations, building on the existing strengths of the Welsh education system to realise the preferred scenario.
Note: Material gathered as part of the OECD study on New Professionalism and the Future of Teaching in Wales.
Ideas for transformation (long-term change)
This scenario includes three big ideas for transformation:
D1. Strengthening community partnerships to support holistic education positions schools as central hubs that connect learners, families, and community resources. By building sustained partnerships with local agencies, businesses, and non-profits, schools can provide comprehensive support addressing academic, emotional, and social needs, particularly in under-resourced areas. These collaborations help schools develop social capital and facilitate coordinated service delivery, ensuring that education remains deeply embedded in and responsive to the needs of the wider community.
D2. Creating flexible personalised learning pathways for learners shifts the focus from traditional academic success to a broader view of learner achievement. Schools would work closely with local businesses, higher education institutions, and vocational agencies to offer diverse learning opportunities, such as apprenticeships, community projects, and online platforms. This approach supports learner autonomy while ensuring equitable access to personalised pathways, particularly for those who may need additional guidance in making educational and career choices.
D3. Promoting cross-sectoral collaboration for efficient public services provision integrates education with health, social services, and employment sectors, positioning schools as access points for essential community support. By fostering coordination between ministries, local authorities, and public service providers, this approach ensures that schools are well-equipped to address challenges such as mental health and poverty. Strengthening these collaborative structures enhances the effectiveness of public services while reinforcing the role of education in promoting individual and collective well-being.
Strengthening community partnerships to support holistic education
The idea of strengthening community partnerships to support holistic education aligns well with research that highlights the school’s potential as a central hub for connecting learners, families, and broader societal support. Schools can become critical points of connection by developing deep, sustained partnerships with local agencies, businesses, and non-profits (Nilsson Brodén, 2022[74]). This transformation would involve schools actively engaging with these partners to create a cohesive support network that addresses academic, emotional, social, and practical needs. In rural or under-resourced areas, such partnerships can be particularly effective in leveraging local expertise to provide comprehensive services, such as mental health support, vocational training, and family outreach (OECD, 2025[88]; Mælan et al., 2020[89]), all of which are crucial for addressing the complex challenges faced by learners (Lawson, 2013[90]; Lawson and Lawson, 2020[91]).
Research supports this approach by showing that schools can develop social capital within communities by offering both formal and informal opportunities to connect and expand support networks (Small, 2009[92]; DeMatthews, 2018[93]). This emphasises the school’s role as a place where different stakeholders, including government bodies and community organisations, can exchange information and align practices (Fazey et al., 2014[94]; Siarova and van der Graaf, 2022[95]). Such collaboration can help tackle complex challenges, like poverty and the need for family support services (Egan, 2016[30]), by positioning the school as a trusted, central institution where these services are coordinated and delivered (Mertens et al., 2021[56]). Furthermore, when schools serve as community anchors, they contribute to the community's well-being while also enhancing the respect and value accorded to teachers within society (Halsey, 2018[96]; Giles-Kaye et al., 2022[97]). This reinforces the teaching profession’s status, as educators are seen not only as instructors but also as vital community leaders who facilitate access to essential resources. At the same time, these partnerships support teachers in their work.
Note: This illustration is intended to provide a concrete example of the scenario in action.
Source: See Chapter 3 for the description of the persona.
Creating flexible personalised learning pathways for learners
To further align with the vision of schools as community hubs, the education system in Wales could introduce flexible, personalised learning pathways that extend beyond traditional academic routes. Schools would collaborate with local businesses, higher education institutions, and vocational agencies to provide learners with diverse career and life opportunities, allowing them to explore non-academic pathways that better suit their interests and skills. This transformation could include apprenticeships, community-based learning projects, and online learning platforms, particularly useful for overcoming geographic barriers in rural areas. For instance, the Welsh Government has committed to ensuring high-quality teaching and leadership in education that support the success of all learners, especially those in socio-economic disadvantage areas (Welsh Government, 2023[42]).
This shift would require rethinking how success is measured in schools, moving away from a narrow focus on academic outcomes and toward a more holistic view of learner achievement, considering aspects such as health, well-being, technology (OECD, 2021[98]), equity (Darling-Hammond, 2024[99]) and ethics. This includes placing school within a framework of lifelong learning (Munro, 2019[60]; Day, 2002[61]; Welsh Government, 2023[42]), including connecting with non-formal learning opportunities (El Bedewy, Lavicza and Lyublinskaya, n.d.[100]; Holroyd, 2022[101]) and valuing capacities in learning to learn. Teachers would play a key role in guiding learners through these personalised learning experiences, working closely with local agencies to ensure learners receive the support and resources they need. This would not only empower learners to take ownership of their education but also enrich the role of teachers, positioning them as facilitators of broader life opportunities for their students.
An important consideration when examining ways to empower learners is to not assume that all learners are motivated to the same levels (Charteris and Smardon, 2019[33]). Some learners will need greater support to be able to make choices or contribute ideas about their learning (Charteris and Smardon, 2019[33]; Istance and Kools, 2013[102]). This is especially the case for children with a less advantaged background (Brinckman and Versluys, 2021[80]) or those whose families are not necessarily involved in their education as much as schools and teachers would wish (Egan, 2016[30]).
Promoting cross-sectoral collaboration for efficient public services provision
A key transformation for the education system in Wales would involve fostering cross-sectoral collaboration to create a more integrated and efficient provision of public services within the community hub model. This approach would bring together various sectors – such as education, health, social services, and employment – to work together towards shared goals that support learners’ holistic development. By aligning policies and resources across these ministries, the Welsh Government can ensure that schools are well-equipped to meet the diverse needs of learners and families, addressing issues like mental health, poverty, and career readiness more comprehensively. From an innovation perspective, cross-sectoral approaches offers opportunities to bring together expertise from multiple fields to co-develop solutions (Holroyd, 2022[101]) and improve service delivery through use of common approaches.
To make this transformation effective, formal mechanisms for coordination between ministries, local authorities and public service providers are essential. These mechanisms would ensure services are not siloed but rather designed and delivered cohesively, with schools acting as central access points for integrated services. Teachers and school leaders would work closely with public service providers to identify and address community needs efficiently. These collaborative structures can contribute to a thriving work environment (Goh et al., 2022[103]) and enhance the success of teacher education programmes (Glover et al., 2023[104]).
Local authorities would play a crucial role in bridging the efforts of different sectors, providing on-the-ground insights and ensuring accountability for the success of these joint initiatives. There is significant value in policy makers articulating a clear, shared purpose for education that connects the work of teachers with broader societal goals, strengthening partnerships with learners, parents, and communities. Purposes of education have changed over time within education systems but also vary at the micro level of individual schools, teachers, learners and families. Reviewing the purposes of education could examine the need for broader educational goals that focus on individual and collective well-being (OECD, 2019[105]).
For example, Box 4.7 describes the parliamentary Speaker’s programme in New Zealand, highlighting the role of cross-sectoral collaborations between teachers, schools, ministries, and other institutions, such as Parliament. One of the benefits is the opportunity to utilise an outreach model where people engage with young people and communities in their space and school, reinforcing a shared commitment and respect for the importance of making connections.
The Speaker’s Outreach programme demonstrates how schools can act as anchor institutions, connecting other entities with students and communities in a familiar environment. The initiative fosters civic engagement and helps students understand democratic governance.
Launched in 2018 in South Auckland, the programme sees Members of Parliament (MPs) from various political parties accompany the Speaker of Parliament on day trips to schools and community groups across the country. By visiting local communities, the programme aims to make Parliament more accessible and reinforce the message that it belongs to the people. The Right Honourable Trevor Mallard, former Speaker, stated, "Communities are at the heart of our country, and we want everybody to know they have a voice at Parliament".
The outreach usually begins with a school visit, where the Speaker and MPs engage in debates or Q&A sessions on topics such as wealth tax, plastic use, or water conservation. These sessions encourage students to explore pressing issues and discuss potential policies. Additionally, small group discussions sometimes focus on increasing youth engagement with Parliament.
Lunch often takes place with local community groups, where MPs answer questions about their roles and experiences. Technology also plays a role, with the Parliament Extended Reality (XR) App offering virtual tours, and online visits being facilitated for those unable to attend in person.
Since 2021, the programme has expanded to focus on educating young people about parliamentary processes, using mock debates and workshops to build understanding of how select committees’ work.
Source: (New Zealand Parliament, 2023[106]), Speaker’s Outreach Programme, https://www.parliament.nz/en/visit-and-learn/speakers-outreach-programme/ (accessed on 7 March 2025).; (New Zealand Ministry of Education, 2023[107]), School Leavers’ Toolkit for Teachers, https://sltk-resources.tki.org.nz/curriculum-resources/ (accessed on 7 March 2025).
The first steps: Building on current strengths and ideas for improvement
In working toward the bigger ideas for transformation, this scenario highlights two areas for short-term improvement and is supported by a selection of ambition loops (see Table B.2 in Annex B).
Enhancing teacher-learner relationships through family liaison roles
To enhance teacher-learner relationships without overburdening educators, schools in Wales could introduce or expand family liaison roles. These roles would act as a vital bridge between the school, families, and the broader community, taking on tasks that would otherwise fall on teachers, such as coordinating with parents and connecting learners to community resources. Working together with parents is not always an easy task and has to be learned (Leenders et al., 2019[108]). Teacher learning must support working effectively with individual parents and developing an understanding about how the professionalism of teachers plays a role in creating a welcoming school (Epstein, 2018[109]; Epstein and Sheldon, 2022[110]; Ryan, 2021[111]) Developing expectations and ways for teachers’ collaboration with parents and other partners should be strengthened, starting in initial teacher education to support development of new approaches (Epstein, 2018[112]; Perälä-Littunen and Böök, 2019[113]; Goodall, 2018[114]). By having a dedicated family liaison officer, even if just one day per week, schools can ensure that strong, supportive relationships are maintained without adding to teachers' workloads.
This approach leverages the existing strength of teacher-learner bonds in Wales, allowing educators to focus on their core teaching responsibilities while still contributing to a holistic, community-centred education model. Teachers are in a unique position to identify potential issues (Nilsson Brodén, 2022[74]), such as mental health, which may require other professional expertise to address. Teachers can maintain strong relationships with learners and families which can add to the overall support available for a learner (Giles-Kaye et al., 2022[97]).
Box 4.8 describes some of the current challenges to strengthening the relationships between teachers and families.
On average, the best predictor of satisfaction with life for students is the quality of the relationship they have with their parents, which is just one of the many reasons why it is important for schools to connect with families (OECD, 2023[115]). One challenge for strengthening the relationships between teachers and families relates to its relatively low priority for initial teacher education (ITE) and continuing professional learning (CPL). While there has been increased interest in promoting family-school partnerships within policy the fidelity of implementation has often been viewed as limited (Ryan, 2021[111]; Gordon and Louis, 2009[116]; OECD, 2023[115]). There has also been limited focus within initial teacher education programs (Ryan, 2021[111]; Froiland and Mark, 2021[117]; Alanko, 2018[118]; Epstein, 2018[109]) and school development priorities, despite evidence of its contribution to outcomes for learners (Ryan, 2021[111]; Gordon and Louis, 2009[116]; Alanko, 2018[118]) and support for families (Ryan, 2021[111]; Froiland and Mark, 2021[117]) and schools (Ryan, 2021[111]; Gordon and Louis, 2009[116]).
For teachers, addressing parent or guardian concerns was reported as a source of stress by a third of lower secondary teachers on average in the OECD Teaching and Learning International Survey (TALIS) 2018 (OECD, 2020[22]). While teacher-parent/guardian co-operation is a feature of Early Childhood Education and Care (ECEC) and early years of schooling (Moss, 2012[119]), it is less of a priority in older years of schooling. For example, the share of 15-year-olds in schools where most parents discussed their child’s progress with a teacher shrank by ten percent between 2018 and 2022, and on their own initiative or on the initiative of one of their child’s teachers by eight percentage points (OECD, 2023[115])
For parents, some argue that family life has become more intense generally, including more interest in being involved in their children’s learning (Gordon and Louis, 2009[116]). As well as changes within families, the role of parents to support their child as part of their schooling has changed (OECD, 2022[62]). This includes a paradox whereby parent engagement is becoming more intensive but with the aim of supporting young people to be self-regulated and to lead their own learning (Jezierski and Wall, 2019[120]). As part of the PISA 2018 survey, nine OECD systems collected feedback from parents on some of the issues hindering their involvement in school-led activities. The most frequent barriers reported on average were inconvenient meeting times or not being able to get away from work (over 30% of students' parents reported this) (OECD, 2020[22]).
Leveraging established community-focused schools
Wales can also look to existing successful community-focussed schools both within the country and internationally for immediate improvements. These schools often have well-established practices for integrating community resources into the school environment, and their experiences can provide valuable lessons. By studying these models, schools in Wales can adopt proven strategies for building stronger community ties, such as creating dedicated spaces within schools for community activities or establishing regular forums for dialogue between educators, parents, and community leaders.
Note: This illustration is intended to provide a concrete example of the scenario in action.
Source: See Chapter 3 for the description of the persona.
These short-term actions can demonstrate the value of community involvement in education, helping to build trust between schools and their local communities. Schools can also open up opportunities for community representation and connect with community representatives, adding vibrancy to the school’s connections with its community (Lewandowsky, Facer and Ecker, 2021[121]). This includes supporting the inclusion of voices that may not always be represented in debates (Southgate, Reynolds and Howley, 2013[122]; New Zealand Ministry of Education, 2023[123]).
The Federation of Blenheim Road Community and Co-ed Eva Primary Schools is deeply rooted in its community, placing it at the core of its vision and purpose. Drawing on Simon Sinek’s framework from Start with Why (2009[124]) the Federation’s vision aims to: grow thriving learners, lead people to excellence, and contribute to improving the community and country. This aligns closely with the Curriculum for Wales (Welsh Government, 2021[125]), which highlights community engagement's vital role in enhancing educational practices and fostering resilient communities. Research suggests schools embedded in their communities enrich pupils' experiences and build stronger social connections (Biesta, 2009[126]). The Federation’s focus on community collaboration integrates authentic, context-driven learning experiences, ensuring alignment with the Curriculum for Wales' four purposes. This shared commitment to community-focussed education highlights the Federation's role as both an educational institution and a hub for community development, supporting learner outcomes and broader societal progress.
Curriculum Design in Context: A Community-Focussed Approach:
Designing an ambitious curriculum requires a deep understanding of the local context, community, and the unique identity of The Federation of schools. To shape a curriculum that raises aspirations and supports holistic development, The Federation conducted a community mapping exercise, revealing: 25% of residents lack a passport, Torfaen ranks 18th out of 22 in the Youth Opportunity Index, 71% of young people do not enter higher education, 20.5% of residents aged 25–65 have no qualifications, 35.2% of households live in poverty and only 10.2% of residents speak Welsh, below the national average (19.0%). With these insights, The Federation co-constructed their school vision in February 2020, aligning the curriculum with the community's needs and aspirations while embedding the four purposes of the Curriculum for Wales. Nine key concepts that form its structure.
Broad Concepts and Contexts for Learning:
The Federation’s curriculum is structured around broad, overarching concepts that address learners' and the community’s needs, ensuring authentic, purposeful learning experiences. Learning is enriched through (a) childhood experiences, memorable events that leave a lasting impression; (b) projects, planned collaborative or individual enterprises with specific aims, and (c) community experts, specialists who provide real-world knowledge and skills. These elements culminate in high-quality events or products that learners can take pride in, benefiting both themselves and the community. This approach ensures that learning remains cross-curricular, authentic, and impactful, fostering engagement and aspiration while addressing community challenges.
Harnessing Community Expertise Across Projects:
The Federation has collaborated with local experts and organisations to deliver impactful, community-driven projects that extend learning beyond the classroom. For example, pupils explored the concept of ‘cynefin’ (a Welsh term for belonging and place) by creating their own art pieces inspired by a local Welsh artist. This project encouraged creative expression while deepening their connection to Welsh culture and heritage. By anchoring the curriculum in the lived realities of our community, it empowers learners to achieve their potential and contribute meaningfully to society.
Family and Community Engagement:
Family and community engagement lies at the core of the Federation’s ethos, fostering belonging and inclusivity for all families. Recognising families as the "golden thread" running through school activities, the Federation adopts a personable, non-judgemental approach to connect with parents, particularly those who find traditional school interactions challenging. This approach aligns with the Welsh Government’s Family and Community Engagement framework (2015) (Welsh Government, 2015[127]), highlighting strong family-school partnerships' critical role in improving pupil outcomes, particularly in addressing deprivation. Embedding engagement into the school ethos and plans, supported by leadership, staff training, and clear roles, ensures meaningful collaboration with agencies and organisations, enriching resources to meet learners' diverse needs.
Workshops and family learning programs equip parents with tools to support children’s education while fostering trust. These efforts improve behaviour, attainment, and long-term outcomes, enhancing the school’s reputation and strengthening connections. Teachers benefit from insights into pupils’ backgrounds, allowing tailored strategies and access to community expertise, enriching lessons. Professional development opportunities help teachers develop communication, cultural awareness, and partnership skills, vital for thriving in diverse environments. This dynamic approach nurtures a positive cycle: thriving children support engaged communities, happy families, and effective educators, exemplifying the Federation’s commitment to inclusive education.
Asymmetric Clubs:
The Federation has adopted the Asymmetric Week, dedicating Friday afternoons to enrichment opportunities grounded in community collaboration. Pupils participate in diverse clubs, including woodwork, karate, dance, football, crafts, and choir, offered in partnership with local community members and organisations. Research by Epstein (2001) highlights that school-community partnerships enhance student learning, skill development, and engagement by leveraging local expertise. These Friday activities provide real-world learning experiences not typically available in traditional classrooms. They not only build pupils’ skills and confidence but also expose them to varied opportunities.
By establishing strong community links, the Federation has cultivated meaningful partnerships that enrich pupils’ education and support local organisations, creating a shared sense of purpose. Community connections are a catalyst for flourishing schools and communities, fostering enriched learning, stronger social cohesion, and mutual growth. For teachers, these partnerships offer access to real-world expertise, collaborative opportunities, and resources to deepen pupil engagement and enhance professional practice.
Source: Original contribution by Fran Jordan, The Federation of Blenheim Road Community and Co-ed Eva Primary Schools.
Maximising community use of school facilities
Schools in Wales often serve as central points in their communities, and there is significant potential to maximise the use of these facilities for the benefit of all. By opening up school spaces for broader community use – such as making school halls available for events, sports facilities accessible outside of school hours, and classrooms used for adult education or community meetings – schools can become even more integral to local life. This not only makes the school a more vibrant hub of activity but also fosters stronger connections between the school and the local community, building trust and a sense of shared ownership.
The physical presence of schools within a community is more important than ever, especially in today’s world where the value of on-site learning and social interaction has been underscored by the COVID-19 pandemic (Parry, 2022[128]; Tesar, 2021[129]). The physical place of a school within a community can address the needs of local contexts (Parry, 2022[128]; Welsh Government, 2023[42]). This includes the important role of schools as an anchor institution (Halsey, 2018[96]) in the local community that can bring together people, and the transformative role that teachers can play to enrich connections between formal and informal learning (Parry, 2022[128]; Day, 2002[130]). Changing working arrangements for some adults, such as de-urbanisation and teleworking, has facilitated a potential increase of the availability of people to contribute to their local communities as they may spend less time in commuting (OECD, 2022[62]).
Physical space can also bring together family and professionals who are in the lives of children and young people in ways that can foster the recognition that all adults play a role in caring for children and young people (J. Epstein, personal communication, 2022). This increased use of school facilities can help to build trust and a sense of shared ownership, laying the groundwork for deeper, more collaborative relationships between schools and their communities. By working together adults can enhance the lives of children and young people in greater ways than working separately (Iyengar, 2021[53]).
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