This report presents a holistic conceptual model for teacher professional learning from teachers’ initial teacher education through to their ongoing, collective growth. It was prepared following the request of the Ukrainian Ministry for Education and Science to learn from leading international practice on teacher professional learning. The work was undertaken as part of the OECD Ukraine Country Programme. Alongside the Ukrainian Ministry for Education and Science and EdCamp Ukraine NGO, the OECD helped organise an international peer-learning event on 13-14 May 2025 in Kyiv, Ukraine, bringing together key Ukrainian stakeholders to examine teacher professional learning. The OECD prepared a background document to support this event. A draft of these chapters served as the foundation of this background document.
The report aims to support Ukraine’s ongoing efforts to re-imagine their approach to pre- and in-service teacher professional learning in the context of the New Ukrainian School reform effort. Chapters 1-5 were prepared by the OECD Secretariat and present four high-level ambitions and accompanying levers for change for policymakers. These ambitions and levers are grounded in research and OECD reviews of leading international practice. They may be informative for all systems seeking to strengthen the infrastructure of teacher professional learning. The report concludes with Chapter 6, drafted by external experts on the Ukrainian context, which focusses on the current challenges and opportunities in professional learning in Ukraine and some of the main lessons learned from the international peer-learning seminar.