Workforce Development

On this page you will find a collection of resources generated for, and used by the Workforce Development working group (facilitated by Al Bertani and Tom Bentley). Firstly, to kick off the working group a horizon scan on existing innovative initial teacher training and professional development programs was carried out by Innovation Unit. This horizon scan looked at 8 programs across the world, some of which have won awards in innovation, and which provide different models of teacher professional development and initial training.

You can also find a set of slides presented by Robert King at the Workforce workshop San Francisco Event. Robert King introduced the Vanguard Project in Kentucky, which is looking at transforming teacher preparation and development across a whole system. You can also find the Project Guidance Document, and the Executive Summary produced earlier this year outlining the program.


Additional resources produced by other groups:

Teacher Preparation and Education

Trends in Initial Teacher Education is a background paper prepared by the Australian Institute for Teaching and School Leadership (AITSL) for the Asia Society’s Global Cities Education Network (GCEN). The paper discusses and considers existing effective practices in initial teacher education and draws on a recent paper prepared by Linda Darling-Hammond, Professor of Education at Stanford University (2013), which identified common features that contribute to developing and sustaining a high quality teacher workforce,  also developed for the  Asia Society’s Global Cities Education Network (GCEN).

The National College for School Leadership's (now National College for Teaching and Leadership) prospectus on National Teaching Schools sets out the rationale for, and a vision of Teaching Schools in the UK along with a number of case studies.

On-going Professional Learning

Teaching Professional Learning Development, by Helen Timperley et al is one of a series of best evidence synthesis iterations (BESs) commissioned by the Ministry of Education in New Zealand. BES draws together bodies of research evidence to explain what works and why to improve education outcomes and to make a bigger difference to education.

The EdSurge report How Teachers are Learning: Professional Development Remix is the result of a year of research and talking to teachers in the U.S. about how their professional learning is changing. The report focusses on the many tools and platforms that are now supporting U.S. teachers (and others elsewhere) to learning in relevant and useful ways, anytime, anywhere. While we are still lacking robust ways of fully evaluating these kind of tools (which are really making a killer difference for teachers?) the report has some useful forms of categorisation that help to sort the wheat from the chaff.

Time for Teachers, published by the National Centre on Time and Learning is a study focussing on 17 schools that are trying to radically change the way they teach. The report analyses how these schools are finding ways to provide their teachers with more time to reflect on, develop, and hone their craft, by very explicitly leveraging an expanded-time school schedule and calendar. This expanded time affords not only more time focused specifically on classroom instruction, but also a full array of professional learning opportunities.

The US National Staff Development's Council status report on Teacher Development in the US and Abroad considers how we create effective professional learning systems to bolster teaching quality and student acheivement.

In 'Culture Cycle' - How to shape the unseen force that transforms perfomance, James Heskett describes a direction for successful organisations of the future built on an organisational culture founded on excellence.

Focusing on technology enabled professional learning

How eLearning and Related Trends are Impacting Teacher Professional Development, a paper written by EduPlanet 21 compares the 'Flipped' or 'Blended' Professional Development Model of teacher professional development with traditional models.

Mobile Learning for Teachers in Latin America is a working paper from UNESCO, part of their Mobile Learning series, and compares and reviews in depth, three main projects which aim to provide in-class support for teachers via mobile phones.