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Working and Learning Together

Rethinking Human Resource Policies for Schools

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The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of human resource policies that strengthen, recognise and preserve the positive impact that teachers, school leaders and other school staff have on their students. It offers an in-depth analysis of how human resource policies can make the best use of available resources to create supportive working environments and build both individual and collective professional capacity in schools. This includes the design of entry requirements, career structures, salary schedules and working time arrangements to attract, retain and motivate high-quality staff; the effective and equitable matching of staff with schools through fair and transparent staff funding and recruitment; and informed investments in professional learning, from initial preparation to continuing development. Throughout its analysis, the report looks at implementation challenges and considers under which conditions human resource policy reforms are most likely to have the desired effects on schools and their staff. This report is the third in a series of thematic comparative reports bringing together findings from the OECD School Resources Review.

English

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Promoting powerful professional learning for school staff

Professional learning for teachers, school leaders and other staff is essential to prepare students for success in a rapidly changing world. The chapter first addresses initial teacher preparation, from initial education to induction. Next, it embeds teacher learning, often defined narrowly as professional development, as part of larger continuing adult learning processes in schools. The chapter highlights the particular potential of evaluation to serve as a formative tool for most teachers and leaders. Recognising the centrality of school leadership for quality teaching and learning, the chapter devotes a separate section to leadership capacity development, from principals and middle leaders to teachers. The chapter documents the importance of moving beyond simplified models for improvement to consider professional learning as an evolutionary process. It concludes with a series of policy options that school systems may consider valuable.

English

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