Austria

Compulsory reading for elementary school pupils (in German)
Kleine Zeitung (13 June 2012)

International studies like OECD’s Programme for International Student Assessment (PISA) and the IEA’s Progress in International Reading Study (PIRLS) discovered reading difficulties for Austria pupils. (For example, Austria’s mean PISA reading score for 2009 was 402, which is in the 31 percentile, compared to the OECD mean of 489.  Search the PISA results here.)   Because of these international test results, the government is now suggesting that a compulsory “reading” course be implemented in primary schools.  As a part of this reform, “literature” would then be a separate subject area, although the reading of literary texts would be embedded in the curriculum to encourage the love of reading.

Singapore

New Model for Teachers’ Professional Development
Keat, H.S. Ministry of Education (31 May 2012)

Minister of Education Heng Swee Keat launched a new Teacher Growth Model (TGM), one which aims at encouraging Singaporean teachers to engage in continual learning and take ownership of their professional growth and personal well-being. The TGM recognizes that Singaporean teachers in the 21st century will pursue diverse modes of learning, similar to how they would design such opportunities for their own students. To reflect on the multifaceted nature of their work and their learning, the TGM presents a holistic portrait of the 21st century Singapore teacher with five desired outcomes: 1) creating ethical educators; 2) creating “competent professional who continues to develop new knowledge, skills and dispositions to lead, care, and inspire”; 3) creating “collaborative learner[s] who actively engages in professional conversations to learn from his peers and from experts”; 4) creating transformational leaders; and 5) creating “community builder who [understand] Singapore’s unique context and appreciates local and global issues.”

Austria

Kindergarten teachers protest against bad working conditions (in German)
Der Standard (11 June 2012)

On Monday, June 11, kindergarten teachers demonstrated against their working conditions. They pointed to the problem of different closing times within federal states, large teacher-student ratios, inadequate salaries, small classrooms, and too little time for preparation, extracurricular work and time with parents as policies that need to be addressed.  Of particular note was how large class sizes create a problem in inclusive teaching settings.  Moreover, Maria Zeilinger, a member of the occupation group for early childhood educators, says that individual learning cannot be provided under current group conditions.

New Zealand

PM: Minister of Education drove class size backdown
New Zealand Herald (11 June 2012)

After pushing an unpopular plan in face of educator opposition and refusing to meet with key stakeholders, the government has decided to totally reverse its class size increase policy.  Prime Minister John Key “admitted today that communicating information about the policy to change student-teacher ratios and how the Government would mitigate the impact on the worst-affected schools had not been handled well.”  Sensing that the debate with parents was being lost (one poll revealed that 79 percent of New Zealanders were against increasing class sizes), Key said, “What it risked doing was causing months of industrial action, huge amounts of anxiety from parents and children and you’ve got to ask yourself is if that’s really worth it and I think the conclusion we drew was no.”

England

Teachers could have pay frozen after poor school inspection reports
Vasagar, J.  The Guardian (30 May 2012)

The Office for Standards in Education, Children’s Services and Skills (Ofsted) has announced that teachers could have their salary frozen after school inspections under new measures aimed at linking teacher salary to classroom performance.  According to Sir Michael Wilshaw, the chief inspector of schools, Ofsted will “consider whether there is a correlation between the quality of teaching and salary progression.”  Inspectors will look at anonymized data to ensure that school heads are using performance pay to increase standards.  Some government officials have called for such reforms to discourage weak teachers from staying in the field.  But, Christine Blower, the general secretary of the National Union of Teachers, believes the measure would be detrimental to the teaching profession: “Performance management is supposed to be about encouraging teachers in developing their skills, not about judging pay or comparing pupil results…Teaching is a collegiate profession and this is a divisive, unrealistic and simplistic way of looking at how schools work.”

The following video highlights the methods and keys behind the new Ofsted observation of teachers to determine quality and pay:

Canada

Middle schools too disruptive for weak students, studies show
Brown, L.  The Star (10 June 2012)

The Toronto District School Board has decided to eliminate middle (sixth through eighth grade) and junior high (seventh and eighth grade) schools.  The decision is based on findings about the academic achievement of students who are educated in a school housing kindergarten through eighth grade:  “We know students who write the (province-wide) Grade 6 test at the same school they attended for Grade 3 do better than those who are now at a different school — especially in high-poverty areas,” said superintendent of research Roula Anastasakos.  (A recent report from the C.D. Howe Institute has also concluded that students who move to a middle or junior high school “underperform compared to similar students at other elementary schools.”)  Yet, some are concerned about the impact that eliminating middle and junior high schools has on weaker students.  “We’re finding huge negative effects in math and reading for students at the bottom half of the achievement ladder who go to middle schools,” warned University of Toronto economics professor Elizabeth Dhuey.  “We’re not sure why, but the worry is that at age 13 and 14 — often not a great time of life — to add a structural break at school can be bad for students who struggle.”

England

On the money?
Vaughan, R.  Times Education (5 June 2012)

“Education providers have thrown their weight behind Michael Gove after he announced that free schools could be run for profit if the Conservatives secure a second term in office.”  Gove believes that schools could “move toward” a for-profit model.  While the for-profit model is unlikely under the current coalition, Gove said the quality of education would be “augmented by extending the range of people involved in its provisions.”  Although teacher unions have expressed outrage at Gove’s proposal, Sir David Bell, who had been education’s highest-ranking civil servant until this year, now supports the measure.  Bell “said that the profit motive should be trialled in some of the country’s most underperforming schools before it was rolled out elsewhere.”  Others, like Trevor Averre-Beeson, founder of Lilac Sky Schools, an approved academy sponsor that runs the management of two schools for profit and is to take over two more from September, support Gove’s proposal.  “It seems completely appropriate that if we do something successful, such as raising pupil attainment or getting a school out of special measures, we would get a bonus on a performance-related contract,” Mr. Averre-Beeson said. “And if we don’t, we would get a fine. I think it makes the running of schools more accountable.”  Supporting the measure for the profit motive in schools, a Times Education Supplement opinion piece reads, “So come on, Mr Gove. Make everyone happy. Stop being coy. Allow for-profit providers to run schools. You know it makes cents.”

Gove’s thoughts on a wide-range of educational issues, especially issues related to school privatization and accountability, are addressed in the following video from an oral evidence session for the UK’s Education Committee:

The Netherlands

Scholarships for teachers (in Dutch)
Ministry of Education (30 May 2012)

The Department of Education is providing scholarships to primary and secondary school teachers to undertake an undergraduate or graduate degree. Teachers can apply for a scholarship of €7,000/year to improve their level of education.  The Ministry of Education believes this will also improve the quality of teaching in the Netherlands.

Germany

New teacher salaries (in German)
Der Standard (25 May 2012)

Reform of the teacher service law will increase base salaries and provide extra pay to teachers who help with other school-related activities. The regular workload of a teacher will be increased from 20 to 22 teaching hours per week to 24 hours/week. Teachers in academic lower secondary schools will start with a higher salary (€ 2,420/month) than before (€2,223/month), but the salary will increase slower than it has to this point. Apart from extra pay for subjects like English, teachers can receive extra payment (from €90 to 450) if they take on additional tasks (e.g., student advisor, administrative tasks supporting the principal). Historically, teachers have not been compensated for this kind of work. However, it is still unclear how much money will be available for each school.  Although a 2008 study by the Economic Policy Institute found that Germany ranks second in the world for starting teacher salary as percentage of per capita GDP, improving compensation for teachers has been an important reform effort, as this article highlights about teacher salaries in Berlin.

The Netherlands

Academic primary school (in Dutch)
Council of Christian School Boards (30 May 2012)

One percent of Dutch primary schools have a status of “academic schools.” These schools have contracted with research departments to establish research activities in their schools which are cooperatively implemented by primary school teachers and researchers. The results of this research are expected to directly benefit the quality of teaching and learning in these schools, as the schools enrolled in the program share data with one another.  The Department of Education sponsors these activities as a means to improve the quality of elementary education.