Certainly not just a problem in Australia, but in whatever country, it is always about three things. First, is it part of the intended curriculum and therefore expected to be taught, learned, assessed and reported on. Second, is it well supported with resources, exemplification and professional learning. Third, is it prioritised and does it have some form of mandate at a system level and therefore at a school level. All three are needed – if one of these is missing (and it tends to be the third one) then the neglect remains.

I applaud the intention of the national education reform In Egypt in the move way from rote learning and focusing on strengthening student’s cross curriculum skills. But the limited focus here on examinations and resources excludes the vital exploration of a commensurate contemporary K-12 curriculum promoting skills as well as knowledge and understanding, and the building of teacher’s pedagogical skills.

Evidence-based instruction is not a new catchphrase, its been around in various iterations for many years. What does it mean for any education system? Well in all those years including now, it means, examine research evidence and reports written by different academics and organisations, and take the bits that suit the latest narrative. Then insist all schools adopt the approach, create projects, employ staff and pour resources into that implementation over 4-5 years. Until a change of government, a new narrative, the next review, and the latest evidence-based initiative to implement. When will we learn there is no one approach to instruction for all schools and all students?

Not just in the US!

Education fads debated by academics and the latest pendulum swing adopted by education departments, with teachers and schools bearing the brunt of another reform. Most of these strategies and approaches to teaching and learning are not oppositional. They are complementary and part of good teaching practice to best meet the needs of the learner and the teaching context.  

Many classrooms have students with learning difficulties, intellectual or physical disabilities, or who are gifted. How all students can be best supported in school to meet or exceed their potential is the ongoing challenge for teachers, schools, and systems. As with all areas, there are specific complexities associated with gifted education and that require system support for teachers, students, and parents. For example: What types of student assessments/diagnoses are available? Who makes these assessments, when and how? In relation to what domains of learning and what specific skills, competencies, and dispositions? Will an instructional focus on the relevant domain(s) result in greater student engagement or achievement across the board? Are teachers adequately trained and resourced to support variously gifted students? Are there opportunities for students with gifts in similar domains to flourish outside mainstream classes? When in mainstream classes are their gifts acknowledged and respected, and can teachers provide personalised opportunities as expected for students with other learning needs?

Some great points. In my experience, providing teachers with direct classroom observation and support including an action learning component, can be highly effective and impactful – much more so than the traditional professional learning training model. As mentioned here there are different approaches to “instructional coaching” but with any approach taken, the four elements of “feedback, modelling, reflection and deliberate practice” are of paramount importance! And whoever the coaches are, external or internal to the school, they need to be highly credible and trained educators. I like the “reciprocal and group-based” model with teams of teachers within the school, or as per my experience, teams of teachers across a cluster of schools.

Whether with teachers, students or in workplaces generally, fostering individual self-efficacy and creating conditions minimising constraints on that, positively impacts performance. This is not so new but knowing how and when to tailor that for each person with their particular background, experience and need, is the real skill. The three examples provided are interesting case studies.

Whether they do it out of fear, for political leverage, or misguided cultural grounds, banning secondary education for girls is unjustified and an abhorrent practice. #LetAfghanGirlsLearn

There are many factors that contribute to teachers leaving the profession. Ones requiring immediate attention are those within the control of government, providers, and education leadership. They specifically relate to the workplace and nature of the work and being proactive in supporting teachers with a focus on well-being; empathetic and supportive leadership; coaching and mentoring opportunities; access to collegial learning communities; effective transition from pre-service training to continuous on-the-job training; and provision of high-quality resources and collaborative time.

An important point or two of reflection here for countries hoping to successfully reform education practice (supported by other research on high performing systems). First, teachers need to be active participants, if not drivers of the reform initiative, where they reflect on what they are doing and how it could be done differently. Second there needs to be a high degree of alignment across policy frameworks, stakeholders and partners working together as a system towards a shared goal for their context.

Apart from the Finnish education example elaborated here, can you think of any other new and newer education reforms (“edu-crazes”) we enthusiastically embraced only to be ultimately disappointed? Maybe one, or two…or three…Some interesting observations here about what I too believe has been “education’s susceptibility to faddishness”.

As a teacher a key challenge ensuring minimal disruptions to the teaching and learning program including distractions from a range of student misbehaviours. Four approaches mentioned here are helpful. For me the critical element for each follows the “BUT” and that is where some teachers may need further support in the form of training, modelling or coaching. Clear expectations should be set BUT need to be communicated, reinforced and modelled. A well thought out learning environment needs to be prepared BUT also maintained and in a way which is dynamic to meet the needs of the students and the learning. Student-teacher relationships need to be built BUT as positive, nurturing relationships and interactions with mutual trust. There needs to be appropriate responses to behaviour BUT positive behaviours need to be reinforced and disruptive behaviours require assertive, confident, fair, consistent and transparent responses.

With the move to online assessments, it is inevitable that AI will be integrated eventually into more comprehensive test and assessment design. There are a number of potential applications and benefits for teachers and students. The big BUT is to do with readiness, accessibility, capability and capacity – of systems/providers, schools, teachers, students. For example, at a basic level, with online writing assessments some students lack keyboarding skills impacting their potential to achieve; teachers need targeted professional learning and support; and many school communities still do not have broadband access let alone access to digital tools and resources.

Some compelling and logical points.

A few points, not just about maths nor the US, but applicable more broadly. One, it is very important for teachers to program, plan and revise lessons. Two, education systems and providers must develop and curate for their teachers, relevant support materials in the form of student and teacher resources, in digital (including online links) and print form. Three, these materials must be deemed good enough by the users to initially adopt or adapt as needed, with more experienced teachers going beyond these and developing or curating their own. Four, education systems and providers must provide platforms and highly organised repositories for teachers to continue to promote and share helpful resources. Finally, this part of the job is deeply idiosyncratic as related to the nature of the subject, the experience of the teacher and the needs of the students in front of them. For this reason, teachers need the above support in the form of good exemplars and modelling– for newer teachers to get started, for some to use in an ongoing way, and for others (as part of a collaborative and innovative culture) to have the flexibility to build on these for their students and make them even better.

Interesting development with the Digital School. Many of the important components and characteristics associated with successful education reform are mentioned including provision of equitable access to quality schooling across geographies and socio-economic status; attending to reading proficiency; preparedness and proactive responses to natural disasters and other disruptions; building and incorporating digital technologies and online content with a mixed mode blended learning approach on a scalable learning platform; co-development and localisation of resource materials; high quality teacher training and multi-faceted professional learning; and innovating for sustainability.

Worth a listen-some great points also evidenced in other research and transferable to countries beyond Pakistan. Key takeaways about effective education reform include being cognisant of the social, cultural, and political contexts; focusing on school improvement and developing quality teachers and heads with multifaceted professional learning; taking a holistic approach where all the elements of the system are aligned from policy to practice with a focus on inclusive practice; and nurturing localisation and local expertise with co-development leading to greater ownership.

There are distinct advantages for a recruiting organisation to consider this type of assessment - as long as the organisation can be honest (and not just aspirational) about the desired cultural fit. I think it’s equally important for potential candidates to do the same thing! Making such an assessment when you are not inside the organisation can prove challenging unless there are opportunities to speak with people who have worked or are working there.

Would agree with majority of teachers surveyed here who believe NAPLAN tests don’t necessarily improve student outcomes and are not a very effective diagnostic tool for teachers – and the reason is I’m not sure that’s the main purpose of any national assessment program. However, national assessment results can help systems and providers identify areas for improvement. Not sure I can support statements attributed to Mr Lawrence from Finland?

Agreed!

If for no other reason, the SDGs (goals and indicators) are important in maintaining everyone’s focus on improving learning outcomes for all children globally. This one focusing on reading and mathematics is particularly important indicator. Instead of removing indicators for lack of sufficient or good data, the international community could set up the most appropriate measurements and data points, and better systems for collection and analysis.

Never ceases to amaze and impress. In the middle of a war but focusing positively on the future for their children. Would love to help!

When teachers are at the centre of any reform and when they are driving it, we must do everything we can to support countries like this because the main beneficiaries are the children.

Following the Universal Declaration of Human Rights in 1948 proclaiming the right of every child to an education, and the World Declaration on Education for All in 1990 proclaiming universal and equitable access to education for all, the Framework for Action on Special Needs Education as part of the 1994 Salamanca Declaration (https://unesdoc.unesco.org/ark:/48223/pf0000098427) is stunning in its unambivalent declaration on inclusive education, that: “… schools should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions [including] disabled and gifted children, street and working children, children from remote or nomadic populations, children from linguistic, ethnic or cultural minorities and children from other disadvantaged or marginalized areas or groups.” That all schools and education systems must be inclusive with “child centred pedagogy”, and that all governments ensure this is a matter of law and policy and budget priorities. With some progress over the last 30 years, globally we are still a way off achieving full inclusion in being able to meet every learner’s needs.