Domostroi Wallpaper

Focus is on teacher policy, not the practice and performance level Study did not address teaching/classroom strategies per se Comm.), Canada (Quebec), Chile, Denmark, Finland, France, Germany, Greece, Hungary, Ireland, Israel, Developing teachers’ knowledge and skills Largest source of variation in student learning is attributable differences in what students bring to school – their abilities Of those variables which are potentially open to policy teachers and teaching are the It is difficult to predict who is going to be a good teacher measurable characteristics of • Ability to convey ideas in clear and convincing ways; • To create effective learning environments for different types of • to foster productive teacher-student relationships; • to be enthusiastic and creative; • to work effectively with colleagues and parents. composition of the teaching workforce e.g. fewer “high achievers”, Almost all countries report concerns about “qualitative” shortfalls: • Initiating and managing learning processes; • Responding effectively to the learning needs of individual learners; • Integrating formative and summative assessment. • Teaching in multicultural classrooms; • New cross-curricular emphases; • Integrating students with special needs. • Working and planning in teams; • Evaluation and systematic improvement planning; • ICT use in teaching and administration; priorities: Developing teachers priorities: Developing teachers Provide incentives for lifelong learning of all teachers priorities: Developing teachers priorities: Developing teachers Schools need to have more responsibility – and accountability – Developing school leaders’ skills in personnel management; Opportunity for teachers’ work to be recognised and celebrated and help career ladder based on skills, Other relevant policy priorities Teachers should be , and take The research and data base at national and Essential to successful policy implementation to engage all . Teachers need a sense of “ownership”