“Good relations between teachers and their colleagues and between teachers and their students can mitigate the negative effects of challenging classrooms…”
In March 2015 the OECD released a report from the International Summit on the Teaching Profession: Schools for 21st Century Learners (2015) by Andreas Schleicher. It identified some good news, and some not-so-good news:
The good news: The most successful education systems are those in countries whose society values the teaching profession.
The not-so-good news: Fewer than one in three teachers believe that teaching is a valued profession in society.
On my ongoing development there are some key areas that I have been working on in my leadership in SLT in 2017.
- Distributed leadership, provides opportunities to participate in decision making at school.
- Positive interpersonal relationships between teachers and their colleagues and teachers and their students
- Meaningful appraisal and feedback that recognises and celebrates teachers’ strengths while simultaneously challenging teachers to address weaknesses in their pedagogical practices.
- Provide a culture of collaboration among teachers through:
- jointly teaching the same class
- observing and providing feedback on other teachers
- engaging in different classes and age groups
- professional learning
“The strongest association with teachers’ job satisfaction appears to be participating in collaborative professional learning activities five times a year or more.”
- Quality professional development. A focus on the three components of self-efficacy – classroom management, instruction and student engagement. Learner agency has been a common term for me this year.