Constructing Scenarios for the Future of Teaching in Flanders

Annex B. Ambitions to support future scenarios

Presentation of the ambition loops selected by participants

The two tables below present the ambitions that were selected by workshop participants to support the development of their preferred future scenario for the future of teaching in Flanders. Table A B.2 includes ambition loops to support ideas for transformation; Table A B.3 includes ambition loops to support building on strengths and short term improvements. The tables show data from the ambition loops survey (columns 2 to 5) and also include a column showing the extent to which relevant ambition loops were prioritised by workshop participants (Column 6). Table A B.1 shows the priority rating scale used. At the opening of each workshop, participants reviewed the survey results and placed 1 to 10 dots on priority statements, with a combined total of 710 dots added across both workshops.

Table A ‎B.1. Prioritisation of individual ambition loops during the combined stakeholder workshops

Dots placed by participants against an ambition statement during the workshop	Level of prioritisation represented in the tables below
1-7
8-14
15-21

Note: The total number of dots for each ambition is an aggregate across the two stakeholder workshops (N=710). Each participant could add up to 10 dots.

Source: OECD study on New Professionalism and the Future of Teaching in Flanders.

Table A ‎B.2. Ambition loops to support ideas for transformation

	This is important	This is a strength	This needs improvement	This requires transformation	Prioritised during the workshops	Main focus	Relevant
Policymakers can play an important role in establishing and promoting key partnerships at the policy and Ministerial levels	92%	0%	25%	75%	**	Scenario 1
What if… we see schools as centres for learning and connecting with the community?	96%	0%	30%	70%	***	Scenario 1	Scenario 3
Policymakers develop an ecosystem approach that connects wider community partners and schools to enrich teaching and learning, including through shared opportunities for research and development	96%	0%	31%	69%	*	Scenario 3	Scenario 6
What if… we start thinking about diversifying career opportunities for teachers?	97%	0%	33%	67%	**	Scenario 5
Education policy makers value and promote the potential for schools to establish long-term relationships with higher education in their local context	93%	7%	27%	66%	**	Scenario 2, 3
Wider community partners and schools develop a common understanding to clarify the value of possible partnerships for learning and teaching	96%	0%	35%	65%	*	Scenario 2	Scenario 1
What if… we value external expertise from across society to broaden learning experiences in school?	92%	4%	31%	65%	*	Scenario 5
Ensure the capacity to work with families and other partners is an important feature of the teaching profession	88%	5%	31%	64%	**	Scenario 6
Wider community partners should value and contribute to developing the role of schools as community hubs	96%	0%	37%	63%	**	Scenario 1
Policymakers promote and invest in leadership within schools to help foster and implement partnerships with families and the local community	84%	0%	38%	62%	*	Scenario 6	Scenarios 1, 5
All partners appreciate the added value of a diverse teacher workforce, with different roles and expertise, that collectively contribute to the development of children and youth	97%	9%	30%	61%	**	Scenario 1	Scenarios 5, 6
As part of an equal opportunities strategy, wider community partners and schools provide opportunities to tailor the curriculum to students’ strengths, interests and needs so that young people can shape aspects of their learning themselves	84%	0%	39%	61%	*	Scenario 2
What if... we consider student learning being a combination of formal education and other learning opportunities that exist outside of the school?	94%	0%	41%	59%	**	Scenario 1
Higher education partners and policy makers create opportunities for interested teachers to conduct research on issues important to their work	90%	10%	37%	56%	*	Scenario 3	Scenario 4
Teachers are given the space to take their professional development seriously	100%	9%	37%	54%	**	Scenario 4	Scenarios 5, 6
What if… we unlock student voice and involvement in decision making?	80%	3%	44%	53%	*	Scenario 2
Greater focus on developing collaboration skills for current and future professionals in the education sector to benefit cross-sectoral/ interprofessional collaboration in their work	89%	0%	47%	53%	*	Scenario 6	Scenarios 1, 2
School leaders are supported to foster individual teacher growth and harness a combination of diverse teacher profiles as part of the school of the future	99%	6%	43%	51%	**	Scenario 4	Scenario 6
The school community, including teacher educators, ensures beginning teachers get acquainted with the population in the school they start working in	96%	9%	44%	47%	*	Scenario 6

Note: For the column “Prioritised during the workshops”, the symbols reflect the number of dots that participants stuck on the ambition loop, as follows: *** = 15-21 dots; ** = 8-14 dots; * = 1-7 dots.

Source: OECD study on the future of teaching in Flanders.

Table A ‎B.3. Ambition loops to support building on strengths and short term improvements

	Percentage of survey respondents who think:				Prioritised during the workshops	Selected to support scenario
	This is important	This is a strength	This needs improvement	This requires transformation		Main focus	Relevant
Schools offer support to students who need help to become more independent in their own learning	99%	19%	73%	8%	**	Scenario 2
Teachers protect and promote a healthy working environment and take responsibility for themselves, each other, their students and the school they work for	99%	11%	70%	20%	*	Scenario 2
Teachers strengthen their understanding of teacher professional identity to support their individual and collective work	92%	9%	63%	28%	**	Scenario 4	Scenario 6
Schools seek out external experts in the community because they appreciate that they can bring valuable knowledge and skills to help students and provide opportunities for teachers	98%	7%	63%	30%	**	Scenario 5	Scenario2, 6
Parents appreciate the importance of their role in supporting their child's learning and future aspirations	99%	3%	63%	34%	***	Scenario 6
Schools and community partners should look for ways to strengthen links with families, culture and facilities within the community (eg. libraries, sports clubs)	82%	11%	62%	28%	**	Scenario 1
Teachers recognise their own professional competencies and how they can develop these to contribute to the professional community in which they work	100%	7%	59%	33%	**	Scenario 3, 5
Policy makers ensure the alignment of education curricula, with a clear progression through the years	100%	27%	58%	15%	***	Scenario 3
Teachers and other education partners develop their students’ skills to be lifelong learners	98%	10%	58%	32%	*	Scenario 2
Clarify goals and opportunities for each party, as well as collective goals	92%	3%	56%	41%	*	Scenario 3
School leaders are supported to play an important role in teachers well-being, as well as their own	98%	10%	55%	35%	**	Scenario 5
School-university partnerships provide mutual benefits to help focus on teacher development throughout their career	99%	4%	54%	41%	***	Scenario 6
Policy makers explore ways to respond to changing interactions between teachers and parents	86%	6%	53%	42%	*	Scenario 6
Teachers exercise professional autonomy to develop education that is relevant and meaningful to their students	99%	27%	51%	22%	***	Scenario 5
Policymakers and school leaders to support the continuous development of teachers' content knowledge, pedagogical knowledge and classroom management to enhance teacher authority	99%	16%	51%	33%	***	Scenario 5	Scenario 6
Teachers have the space and resources to experiment with new ways of teaching to enhance student agency in the learning process	94%	17%	49%	34%	***	Scenario 2	Scenario 4
Teachers take advantage of opportunities to strengthen student choices and action (agency) so that they can shape their learning	100%	24%	44%	32%	*	Scenario 2
Teacher educators and researchers recognise their role to strengthen critical thinking skills of teachers and provide access to research that is relevant and accessible	99%	13%	42%	45%	***	Scenario 3

Note: For the column “Prioritised during the workshops”, the symbols reflect the number of dots that participants stuck on the ambition loop, as follows: *** = 15-21 dots; ** = 8-14 dots; * = 1-7 dots.

Source: OECD study on the future of teaching in Flanders.