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International Summit on the Teaching Profession (CTF Report)

Paul Taillefer
Summer 2012

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The second International Summit on the Teaching Profession held in March in New York included national teacher unions and education officials from 24 countries/regions with high-performing and rapidly improving educational systems. Hosted by Education International (EI), the Organization for Economic Cooperation and Development (OECD), Asia Society, the U.S. Secretary of Education, the National Education Association (NEA), and the American Federation of Teachers (AFT), and by other U.S.-based partners, the Summit examined common characteristics of outstanding education systems, highlighted benefits of joint government and teacher union discussions, and underscored the importance of properly funded education systems and policies that empower teachers. The theme “Preparing Teachers and Developing School Leaders for the 21st Century” touched on developing school leaders, preparing teachers to deliver 21st century skills, and ensuring that teachers can succeed where they are most needed. An OECD background document, “Preparing Teachers and Developing School Leaders for the 21st Century,” (oecd.org/dataoecd/4/35/49850576.pdf) provided an international backdrop for discussions. The summit dovetailed with CTF’s research priority (See CTF report entitled The Voice of Canadian Teachers on Teaching and Learning, ctffce.ca/Documents/publications/ catalog/TeacherVoice_OrderForm_EN.pdf.) On “Leadership development,” CTF as first responder noted:

  • School leadership and the principal as “first teacher” are vital to professional learning and development.
  • All-staff PD should not replace teacher-initiated PD. School leaders must create a climate of confidence for individuals to innovate and involve colleagues.
  • Developing teacher quality as the core of effective leadership must be “done with teachers, not to teachers.”

On "Preparing  teachers for the delivery of 21st century skills," there was some consensus a round the following:

  • Teachers need constant  learning and growth as they reposition themselves in a rapidly changing world.
  • More incentives need to be developed for innovation but should not be monetary or punitive.
  • Schools must be learning organizations where teachers  learn from each other (lacking according to OECD).
  • ICTs are only as good as the teacher-supplied pedagogy.

On "Preparing  teachers  to work  and succeed  where most needed," CTF stressed:

  • While supply in Canada is a problem in remote areas, no silver bullet exists for the challenge  of maintaining staff.
  • Respect for teaching helps address matching supply to demand.
  • Respect stems from high teacher qualifications and fitting compensation.

The global financial  crisis currently dominates  policy discussions and is affecting collective bargaining. Many jurisdictions around the world are attempting  stringent  controls, including pre-selection of teacher candidates and evaluation  of teachers  based on student  achievement. The Summit highlighted  the many paths towards supporting and nurturing student success, and that it is unwise to impose a formula. It was universally acknowledged that  the voice of  teachers is important for reform and innovation, and that teachers and their unions should not be. As John Bangs  of  EI puts it, "ghosts at the feast." Many practices  in Canada support teachers as professionals. It is up to us to ensure that our input informs the positive evolution of education reform.