What if we created the space to collectively think about the future of teaching? During two workshops in Brussels and Ghent, a diverse group of professionals with different roles, responsibilities or interests in education took the time to come together and co-create a series of preferred scenarios for the future of teaching in Flanders. This chapter presents their work, drawing on the visions, ideas and input from eight different working groups.
Constructing Scenarios for the Future of Teaching in Flanders
Educational Research and Innovation
Abstract
The set of six preferred future scenarios, described in this chapter, form a durable combination of ideas to shape a desirable future as well as providing insights that can support responding to future challenges as they arise. The six preferred future scenarios were distilled from the eight working groups, as described in Chapter 2.
An important aim of the study is to generate ideas for both long-term and short-term change. The preferred scenarios draw on results of the stakeholder survey which provided input for workshop participants to distinguish between big ideas for transformation and first steps towards these in terms of strengths to build on and short-term improvements that could be made (see Box 4.1). In this way, participants worked with the Ambition loops tool (described earlier), which helped start a constructive and future-focused discussion.
Both respondents to the survey and participants in the workshops identified ‘ideas for transformation’ in need of long-term planning, while separating out areas in need of short-term improvement and current strengths to build on. This is known as a two-path approach to policy planning (McGrath, 2023[1]; Bingham and Burch, 2018[2]) and offers the possibility to adopt a longer-term action timeframe which can reduce teachers being overwhelmed by change (McGrath, 2023[1]). At the same time, it can open up opportunities for different types of action that can be used to explore ways of moving forward in the longer term which can complement shorter term action. This helps to show how futures are “shapeable” (Holfelder, 2019[3]).
With a focus on preferences for the longer-term, the participatory process helps to generate ‘next practice’ by developing new ideas and innovations. In this way, ‘next practice’ is adaptable, can identify and interpret multiple change signals and privileges discovery, co-creation, and genuine inclusion (Lundy et al., 2021[4]).
Textboxes throughout the chapter highlight examples of ‘next-practice’ that currently exist in certain places already. These were shared by stakeholders during their discussions and creation of preferred scenarios. The process allowed participants to think about how to reshape current practice to better meet future (and current) needs:
‘Next practice’ is about critically reflecting on how our current practices could work differently, more efficiently, more powerfully, thinking about failures, and taking into account future contexts and scenarios. It is about the process and not the final output (Zimmermann et al., 2021[5]).
It is not intended for just one of the preferred scenarios to be chosen. Each preferred scenario intertwines with the others to form strong threads that can be used to navigate a complex and changing world (see Infographic 4.1.).
Note: Ideas outside the light blue boxes are shared by different scenarios.
Source: OECD study on New Professionalism and the Future of Teaching in Flanders.
To serve as a guide to reading the set of preferred scenarios, Infographic 4.1. provides an overview of the big ideas for transformation of teaching in Flanders included across the set. Big ideas for transformation for each scenario are presented in the light blue boxes. For example, the big idea of a diverse workforce and roles for teachers is central to many future visions. It is a major focus in preferred scenarios one, four, five and six. In preferred scenario three, it is expressed as the possibility for interested teachers to engage in research. It is also a minor focus in scenario two, where the aim to increase the diversity of teachers’ social, economic and cultural backgrounds opens opportunities to engage expertise from the local community.
In some cases, stakeholders in different working groups had selected the same ambition loops which indicates that the duplicated ambitions are important for several ideas and visions for the future (indicated by white arrows and presented outside the white boxes in Infographic 4.1.). Common threads relate to the role of higher education partners, a focus on collaborative skills, the pivotal role of school leadership, a common understanding of the potential of partnerships to support teaching and learning, and teachers having the space to take professional development seriously. The full list of selected ambitions to support each preferred scenario is presented in Annex B (ideas for transformation in Table B.2 and first steps in Table B.3).
The big ideas for transformation and the ideas for first steps feature eleven key elements, distilled by the OECD team from the selected ambition loops, headings and research that intersect the six scenarios. Table 4.1 provides a summary for each element, including highlighting which preferred scenario features a description of the element. The use of the featured elements supports overall reading of the set of preferred scenarios by trying to reduce some overlaps. The more detailed description of the featured elements is generally relevant to other preferred scenarios where a theme might be developed to a lesser extent.
Note: * Featured element within scenario description
Source: OECD study on New Professionalism and the Future of Teaching in Flanders.
Structure for each preferred future scenario
The remainder of this chapter presents each scenario using a standard structure. The Infographic 4.2. provides an overview of the structure for each scenario.
Source: OECD study on New Professionalism and the Future of Teaching in Flanders
How this scenario addresses the research questions
What is core of being a teacher?
In this scenario, the role of the teacher would focus on knowledge of the curriculum, knowledge of the development of children, and knowledge of the student and community context is vital to being a teacher. This includes working with high and realistic expectations for all students. Teachers are responsible for student learning (in the broad sense) and consider the context to achieve these expectations for students.
This scenario positions the teacher within a web of other professional supports available to meet the needs of children and young people. Teachers have a unique professional role to identify possible needs of a child that can be met by other professionals. Teachers can also give reassurance to families and students about the value of working with other professionals.
What do we expect from the teacher as a professional?
In this scenario, teachers work within a group of professionals to support the learning and well-being needs of the child or young person. This includes both working with partners around the school from other professions as well as internal expertise within the teacher team of a school. This multi-disciplinary approach requires skills and training that allows for seamless support for the child across the relevant professions. Communication and collaboration with other professionals should reduce the burden on teachers to manage student needs that can be best addressed by other professions. Teachers are invited to share knowledge, but also learn, outside of the school from the organisations and professions they collaborate with.
How can other professionals support the teacher in this?
In this scenario, there is a need for longer-term, consistent professional supports to be available to each school in areas that relate to the needs of all children and young people. A non-exhaustive list of professionals who can work with schools to support the needs of young people include sectors related to health, well-being, curriculum, and interdisciplinary curriculum areas. Although this can sometimes be coordinated at a school level by drawing on community contacts, there is also opportunity for coordination beyond the school as part of a systems approach. To be most effective, all professionals within the web will need collaborative skills and training about working productively in interprofessional ways that support a child or young person. Meaningful access to the range of professionals who can assist a child will also reduce the workload burden on teachers.
Ideas for transformation (long-term change)
Preferred scenario one includes three big ideas for transformation:
The first big idea is to value the physical place of a school being a community institution that can fully support children and young people. The role of the teacher is placed within this web of support for the child/ young person to (a) benefit meeting student needs through the teacher-student relationship and (b) support the work of the teacher by providing other professions to assist the child, young person, and families when their needs extend beyond the learning and well-being expertise of the teacher.
The second idea for transformation explores how opportunities to diversify the role of the teacher, based on their strengths and interests, can build the collective strength of the teacher team and provide meaningful career opportunities for interested teachers.
The third idea for transformation seeks a focus on development of cross-sectoral approaches at cross-ministerial level that includes education. This relates to system changes beyond the school benefiting all levels.
This scenario also relates to some ambition loops that feature in preferred scenarios 2 and 6 (see Table B.2 in Annex B, also for the selection of ambition loops that support the big ideas for transformation in this scenario).
Note: The section “Ambitions to support transformation” shows the key ambitions selected by the workshop group to feature in this scenario and provides the results from the stakeholder survey for these. See Annex B for full list of selected ambition loops.
Source: OECD study on New Professionalism and the Future of Teaching in Flanders.
Schools as centres for learning and connecting with the community
The role of a physical school within a community provides opportunities for the school to be an anchor institution (Halsey, 2018[8]) that contributes to the community good. The school can be a hub to connect families, other parts of the education sector as well as relevant sectors within broader society (Giles-Kaye et al., 2022[9]) as a way of fostering prosperity for students and communities. In turn, the community can support, recognise, and value teachers’ work which contributes to greater respect for the profession.
Schools can be placed in a pro-active position within communities as they respond to a rapidly changing world that includes facing societal challenges. Schools can be seen as anchor institutions that “provide foundational support to connect different parts of a community to achieve social benefits” (McGrath, 2023, p. 73[1]) which also benefits schools and the work of teachers. These benefits include the development of a long-term relationship (Halsey, 2018[8]; Nilsson Brodén, 2022[10]) that is centred within a local context (Halsey, 2022[11]) to support holistic and multi-purpose goals (Halsey, 2022[11]).
Wider community partners should value and contribute to developing the role of schools as community hubs (see Figure 4.1). However, collaboration is not just a given. Nilsson Brodén (2022[10]) identifies clarity on roles, responsibilities, and expectations as a guiding principle for successful collaborations. Nilsson Brodén (2022[10]) argues that interprofessional and cross-sectoral collaboration is something that must be learnt by all professions. Continuing professional learning through which specific and relevant types of collaboration are being taught, is a necessity. This holds for all partners, including school leaders (Nilsson Brodén, 2022[10]).
Note: This illustration is intended to provide a concrete example of the scenario in action
Source: See Chapter 3 for description of the persona.
Although the idea of schools as centres for learning and connecting with the community, would require transformation, Box 4.2 illustrates some current examples within the Flemish education landscape and in other contexts of what connection between schools and community partners could look like.
This box highlights two examples where schools currently work with cross-sector partners.
The concept of “Brede scholen” in Brussels
In 2010 the Flemish Community Commission (VGC) in Brussels approved the vision text on “Brede scholen”, literally translated as “Wide schools”. At this point, there are 24 Flemish “wide schools” in Brussels. This concept is used to refer to schools that according to the VGC “bring the neighbourhood into the school” and “the school into the neighbourhood” (VGC, n.d.[12]). It focusses on 4 pillars: talent development and fun, well-being, preparation for the future, and social participation (VGC, n.d.[12]). “Wide schools” work closely together with local partners and focus on the creation of sustainable partnerships. Furthermore, they rely on a concept of learning that goes beyond the school fences, also referred to as “wide learning”, and that combines both formal as informal learning opportunities (Onderwijscentrum, n.d.[13]) pirates.
City Pirates in Antwerp
City Pirates is a social football project located in 5 less advantaged neighbourhoods in the province of Antwerp. At this moment, it has 1500 members with more than 100 nationalities. However, currently more than 3000 young people are on the waiting list (City Pirates, n.d.[14]).
In their mission statement they express that: "Through football, we want to provide opportunities and teach competences to all Antwerp children and young people with a focus on equality, respect and commitment, with a view to a stable and balanced future” (City Pirates, n.d.[14]). Furthermore, they state that “football is our means of building confidence, which is necessary to do effective social work” (City Pirates, n.d.[14]).
More concretely, the Pirates’ social commitment is manifested through multiple activities such as home and school visits, community service activities, camps, homework support, guidance to (student) work etc. Additionally, the Pirates prioritize the academic progress of their players by monitoring school reports and by collaborating with educational institutions (Mertens et al., 2021[15]).
City Pirates is therefore an example of a wider community partner, working closely with schools and other organisations, that tries to enhance equality of opportunity for young people, while at the same time offering informal learning opportunities. Their contribution to the needs of children and young people does not require additional direct work from teachers but their input can directly and indirectly support the work of teachers.
Source: VGC (2024), https://www.vgc.be/wat-biedt-n-brussel/stedelijk-beleid/brede-scholen-brussel/brede-scholen-een-echt-geintegreerde; Onderwijscentrum Brussel (2024), https://www.onderwijscentrumbrussel.be/themas/brede-school-en-breed-leren.; Pirates, C. (2024), https://www.citypirates.be/.
A diverse teacher workforce that collectively contributes to child development
An ambition in this preferred scenario is that 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. There are benefits for teachers and leaders to have choice and support to develop their careers based on their strengths and interests (Clemson et al., 2020[16]; Harris and Muijs, 2002[17]). This is particularly relevant for highly talented and motivated teachers (Clemson et al., 2020[16]) who are seeking to explore diversity of opportunities or who have specific passions and expertise they would like to develop and share.
Supporting the development of diverse teacher attributes across the workforce can assist with creating future-focussed teachers (Dhert and Elen, 2023[18]). By applying their range of expertise and interests these teachers can inform the response to future challenges, for example teachers with technology expertise and passion can guide AI responses, teachers with expertise and passion around sustainability can guide response to environmental issues. Teachers are encouraged to value their own unique set of skills that they bring to the collective teaching profession (personal communication, Flanders online research seminar) and for this to also be valued within a school team and the profession generally. The collective teacher team can consider ways to draw on different strengths and interests, including with cross-sectoral partners.
Support for cross-sectorial approaches
Since “building the web” is not a primary responsibility of the school, policymakers have a role to play as well. More specifically, they will need to provide meaningful access to relevant partners on which the schools can rely, which serves the needs of different students. Like every partner involved, they should also learn how to facilitate cross-sector organisational and interprofessional collaboration (Nilsson Brodén, 2022[10]). An important requisite is that education and well-being policy are aligned, as well as other policy areas that can provide enriched curriculum opportunities. Cross-sector or interprofessional collaboration needs to be continuously warranted (see Figure 4.2) for chances of long-lasting collaboration that make a difference (Nilsson Brodén, 2022[10]).
Note: This illustration is intended to provide a concrete example of the scenario in action
Source: See Chapter 3 for description of the persona.
Interprofessional approaches can be strengthened through an ambition that policymakers set up collaborations between different ministries to promote key partnerships for schools (Holroyd, 2022[19]; Nilsson Brodén, 2022[10]). These cross-ministerial approaches can also benefit families through use of common approaches and even shared terminology. It is important that education is represented on cross-ministerial policy development in areas of relevance. From an innovation perspective, there is opportunity to bring together experts across fields to develop an idea (Holroyd, 2022[19]) which can both support student needs as well as foster specific teacher expertise and interests.
The informal and formal roles (Giles-Kaye et al., 2022[9]) of the teacher as well as other professional connections that are required to address student needs (Malmberg-Heimonen, Tøge and Akhtar, 2023[20]) can be described both at a whole-school (Giles-Kaye et al., 2022[9]) and a whole-system level. For example, teachers are in a unique position to identify potential issues (Nilsson Brodén, 2022[10]) for students which may require expertise from other professionals - it is important for both the student and teacher that the latter is not solely responsible for supporting needs that go beyond the expertise of the teacher role. Teachers can maintain strong relationships with students and families which can add to the overall support available for a student (Giles-Kaye et al., 2022[9]). Nilsson Brodén (2022, p. 8[10]) describes how cross-sectoral approaches can support teacher well-being:
Different types of collaborations may lead to a reduced workload and stress for teachers, an increased recognition of teachers being the experts on teaching and learning and reduced mental pressure from collaborations giving students the support they need. Improved academic outcomes following from increased collaboration may also strengthen the profession. To account for a reality where teachers and schools have a stressful working environment (OECD, 2020[6]), and suffer from reform fatigue (Burns, Köster and Fuster, 2016[21]), the introduction of new types of collaborations or the deepening of existing ones need to be warranted and well devised.
Higher education is another important partner in the development of interprofessional learning as part of all relevant disciplines (McGrath, 2023[1]). As interdisciplinary approaches become more widespread, higher education can consider ways that it supports the training of professionals to be able to work with professionals in other disciplines.
The first steps: building on current strengths and ideas for improvement
One area for short-term improvement is described below and is supported by an ambition loop (see also Table B.3 in Annex B).
Strengthening links with families, culture and community facilities
There are currently many people present in the system that want to engage to support students and society more generally. However, these people are not always involved in operationalising ideas for development which limits the potential to harness this expertise. There are also current examples that can be evaluated as a starting point for further developing the ideas in this scenario. These include schools, sport clubs and special needs settings. There would be value in identifying current evidence of effective collaboration in schools (micro-innovations) that can be shared and expanded. Shorter-term improvements can also consider ways to support continuity of care for the child. For example, when a child changes schools.
Schools can develop social capital within the community by providing formal and informal opportunities to connect and expand support networks through “bonding” and “bridging” (DeMatthews, 2018, p. 171[22]) to strengthen links with families, culture and facilities within the community (for example, libraries, sports clubs; see Box 4.1). Schools should appreciate the multiple cultural communities that can support student sense of belonging and belief in their capacity to improve (Darling-Hammond and Cook-Harvey, 2018[23]; Masson, Antony-Newman and Antony-Newman, 2022[24]). This recognises that families and communities provide assets for a learner and for the work of teachers (DeMatthews, 2018[22]; Masson, Antony-Newman and Antony-Newman, 2022[24]). Some challenges include framing parent engagement within schooling through an idealised middle-class perspective that does not adequately consider a range of family circumstances (Jezierski and Wall, 2019[25]; Pushor and Amendt, 2018[26]; Nilsson Brodén, 2022[10]).
Specific actions for change
In support of their vision, stakeholders identified a number of specific actions for change, including first steps and actions for the longer term (see Infographic 4.4.).
Source: OECD study on New Professionalism and the Future of Teaching in Flanders.
How would the teacher personas react to this scenario?
Note: Judgements for each persona were made during the Mission De-brief and reviewed as part of the follow up discussion with the Steering Group. Placement on the continuum is indicative, based on the ideas generated below in the analysis. More information about the methodology can be found in chapter 2.
Source: OECD study on New Professionalism and the Future of Teaching in Flanders.
As shown in Figure 4.3, overall, preferred scenario one is likely to be most attractive for teachers in urban settings, future teachers, second career teachers and starting primary teachers. The urban secondary teacher personas are particularly likely to benefit from the focus on creating a clear web of support for the needs of children and young people while providing clarity on the teacher role and the available supports available from other professionals. The urban teachers tend to work with more diverse populations and are often less experienced, while at the same time many organisations around the school are active in urban areas.
The benefits provided by external supports are likely to be valued by the future teacher personas and other starting teachers, such as the beginning primary teacher personas, because it can reduce a sense of feeling overwhelmed trying to manage a wide range of student needs that extend beyond the expertise of teachers. By providing purposeful cross-sectoral support, these teachers are likely to see how their professional work is interdependent on the work of other professionals who can work together to achieve shared benefits. The future teacher personas are likely to see additional value in being able to collaborate with other professionals as a way of developing their expertise and interests across the life of their career. The second-career teacher personas might also be able to leverage their previous career work (and general skills) as part of the partnership building with other expertise outside of schools.
Not everyone would necessarily appreciate the focus on collaboration and a ‘whole child’ approach that this scenario has drawn up. While the experienced primary and secondary teacher personas are likely to value meaningful support from other professionals for children and young people, they are also likely to be more cautious about changes and will need to build trust in both implementation processes for any development of this scenario and the professionals the school would be working with to ensure support is coherent and available over the long-term. These personas may also be wary of any extra time commitments. One way to re-assure these personas would be to ensure the partnerships are continuously warranted and are not overly bureaucratic, including need to prove their worth in decreasing work pressure and stress, for example.
How this scenario addresses the research questions
What is the core of being a teacher?
In this scenario, the teacher works within a team toward realising common goals of student learning, participation, and well-being. With a commitment to diversity and inclusion, this means: preparing the suitable learning conditions for all children; enabling students to have more control over their learning process; recognising and nurturing points of interest and motivation for students; working as a member of a school team towards collective goals; contributing to the knowledge and expertise within the school team; creating and nurturing good interprofessional relationships; and supporting the school team in rethinking partnerships to support shared goals for student learning, participation, and well-being.
What do we expect from the teacher as a professional?
In this scenario, teachers are expected to have positive attitudes towards diversity and to have a self-reflective attitude, meaning, always looking to how they can better create the optimal conditions for student learning. This may involve working with partners outside the school who can complement and extend the teacher’s professional expertise. Teachers view parents (and students) as important partners in understanding broader developmental needs.
How can other professionals support the teacher in this?
In this scenario, there is better inclusion of local community expertise in school policy. Expertise is shared over the walls of education. The teacher in the classroom feels strengthened by a network of community support, without added workload. This is facilitated by a mutual understanding of the types of support that are most relevant. An important principle is that the most relevant partners have deep understanding of the local community context. External partners can create awareness among teachers about different perspectives and approaches to support student learning, participation, and well-being. Teacher educators can support better partnerships by placing adequate focus on teachers knowing how to work well with other experts, for example, integrating network building skills for teachers.
Note: The section “Ambitions to support transformation” shows the key ambitions selected by the workshop group to feature in this scenario and provides the results from the stakeholder survey for these. See Annex B for full list of selected ambition loops.
Ideas for transformation (long-term change)
Preferred scenario two includes four big ideas for transformation to support professionals with positive attitudes to diversity and inclusion:
The first supports forming a shared vision of learning and teaching and how other partners can support this. “Speaking the same language” will cement a mutual understanding and allow more effective support to students. The foundation for this is a collective mindset among teachers and a commitment to shared responsibility working with parents and external experts.
The second includes a commitment to nurturing the talents of all students and their greater involvement in decisions about learning.
The third idea is that the teacher workforce better reflects the diversity of the student population in the future.
A fourth supports the first three big ideas by involving the wider community in school life and ensuring that teachers have the necessary skills to collaborate effectively in this way.
This scenario also relates to an idea for transformation to place greater focus on collaboration skills that features in preferred scenario 6 (see Table B.2 in Annex B, also for the selection of ambition loops that support the big ideas for transformation in this scenario).
A shared vision for teaching and learning and how partners can support this
This scenario is anchored in a collective mindset among teachers within a school. Teachers are committed to working collectively toward providing the optimal conditions for learning for all students. The teacher’s professional identity (Suarez and McGrath, 2022[27]) is intrinsically linked to collective goals within the school and a sense of shared responsibility for these.
Professionalism only acquires meaning and value in the broader institutional context of the school and the education system (Mezza, 2022[28]). This is supported by a focus on collective professional development and formative feedback among the teacher group (OECD, 2021[29]). In order for partners to be able to contribute without adding to teacher workload, it would require an intricate understanding of how a school works, and partners should devote time and effort to ‘fit’ to the school, instead of the other way around (see Figure 4.4).
Note: This illustration is intended to provide a concrete example of the scenario in action
Source: See Chapter 3 for description of the persona.
Teachers nurture all students’ strengths, interests and participation in learning
This scenario foresees a shift in mindset towards more ownership of students in their own learning. Young people’s voices are growing in terms of recognition across society and at the same time concepts of professionalism are more focused on relational expertise (OECD, 2024[30]) as well as knowledge expertise (Ulferts, 2021[31]). Teachers can play an important role in empowering students as active citizens and lifelong learners.
There is a growing focus on student participation in decisions affecting them and research points to several benefits when this is done well. Children report that they find participatory experiences fun and exciting and these can support their inclusion and well-being, as well as civic participation: the active participation of children has been an important element of success in some of the most successful programmes and policies to develop civic skills and values, for example (Gottschalk and Borhan, 2023[32]). Active participation is also found to support the development of children’s democratic values, such as tolerance (OECD, 2024[30]).
However, effective participation of children requires support by time and resources for professional learning opportunities for teachers and school leaders. Teachers need space to experiment (see Figure 4.5) with different ways to enhance student voice and consider the implications of this for the learning process (Bron, Emerson and Kákonyi, 2018[33]; Charteris and Smardon, 2019[34]).
Note: This illustration is intended to provide a concrete example of the scenario in action
Source: See Chapter 3 for description of the persona.
In the future, greater attention is paid to the different learning speeds of students and tailoring learning exercises to their different needs in different disciplines (Brinckman and Versluys, 2021[35]). Considerable digital innovations are expected on this field as well, with AI-tailored programmes focusing on differentiated learning for example (OECD, 2023[36]). An important consideration when examining ways to empower students, also in the future, is to not assume that all students are motivated to the same levels (Charteris and Smardon, 2019[34]). Some students will need greater support to be able to make choices or contribute ideas about their learning to achieve inclusive student voice in learning.
Respect for diversity brings a more representative teacher workforce
This scenario emphasises the need to ensure that new teachers are familiar with the school community that they are working in (Departement Onderwijs en Vorming, 2023[37]). In the future, the teacher population is more representative of Flemish society, including individuals from diverse social, cultural and economic backgrounds. This is supported by a respect for diversity within schools that opens students’ minds to a teaching career. Individual students feel they have the space to develop their strengths and interests and attach high value to their educational career and the art of learning. Diversity is represented in the current student population in Flanders, but less so in the teaching population (Commissie Diversiteit, 2020[38]).
Schools nurture long-term partnerships in the local community
This scenario values a deep understanding of the local community and the broader context that surrounds the school. Nurturing long-term partnerships in the local community provides many benefits, including supporting trust-building (Nilsson Brodén, 2022[10]) and the achievement of specific collaborative goals, enhancing the general culture, and providing resilience during times of crisis (Anderson and Weiner, 2023[39]). Long-term partnerships can remain vibrant by focusing on current needs and the context of the community (Mezza, 2022[28]; Mockler, 2020[40]; Bain et al., 2022[41]).
Ongoing dialogue with local partners can also help the school in its mission to strengthen student participation in their learning. Strong relationships with the local community can support the clarification of the role of teacher and learner (OECD, 2019[42]) by creating confidence in the new directions being explored. The school can experiment with different approaches and the implications of enhanced student voice in the learning process (Bron, Emerson and Kákonyi, 2018[33]; Charteris and Smardon, 2019[34]) and other aspects of modern childhood (Burns and Gottschalk, 2020[43]).
Concepts such as informal and non-formal learning (Vilalba-Garcia, n.d.[44]) provide opportunity to reframe teachers’ work and formal learning within a context of lifelong learning. They can be extended to include the concept of working within a “learning city” (Facer and Sriprakash, 2021[45]) which draws on networking learning opportunities such as links with galleries, museums and other institutions.
Schools can also benefit from long-term partnerships with local universities. This includes engaging research in the local context, which can be a more stable presence. Decision makers in the local community can help straddle policy and practice and are well-poised to put research to work to benefit youth (Tirrell-Corbin, Klika and Schelbe, 2023[46]).
The first steps: building on current strengths and ideas for improvement
In working toward the bigger ideas for transformation, this scenario highlights three areas for short-term improvement and is supported by a selection of ambition loops (see Table B.3 in Annex B).
Teachers take shared responsibility within the school
Central to realising this longer-term transformation, an area for improvement is that teachers protect and promote a healthy working environment. This means taking responsibility for themselves, each other, their students, and the school they work for. As a school team, the teacher group takes collective responsibility for new teachers, who are starting their teaching responsibilities.
Schools help students strengthen ownership of their learning toward clear goals
Schools can improve the offer of support to students from less privileged socio-economic backgrounds, including by increasing student and their parents’ involvement in their learning (Brinckman and Versluys, 2021[35]). Teachers should be supported to create space, through curriculum and pedagogy, to “recognise learners’ individuality... [and] …acknowledge the wider set of relationships – with their teachers, peers, families and communities – that influence their learning” (OECD, 2019, p. 4[42]). Learner choice in curriculum design, along with pedagogical empowerment of teachers, provides opportunity for developing learning that is relevant (Bron, Emerson and Kákonyi, 2018[33]) and meaningful to students. It demonstrates that the relationship between teachers and students is fundamental to the success of schooling and can raise awareness about issues of disadvantage (Cook-Sather, 2020[47]) by sharing insights into their lived experiences. A related ambition for short-term improvement is that schools seek out external experts in the community to support students, which is elaborated on in Scenario six.
Teachers have the space to focus on strengthening student choice and action
There can be improvements in how schools connect with external experts and informal learning opportunities for children and youth. Providing students with access to sustained enrichment experiences inside or outside the school building can build on their talents or interests. A tension to navigate is creating more space for strengths-based approaches for young people (Shek et al., 2019[48]) that emphasise co-construction between teachers and students, compared with traditional approaches. This is supported through opportunities and resources for teachers to experiment with new ways of enhancing student agency in the learning process.
Specific actions for change
In support of their vision, stakeholders identified a number of specific actions for change, including first steps and actions for the longer term (see Infographic 4.6.).
How would the teacher personas react to this scenario?
Note: Judgements for each persona were made during the Mission De-brief and reviewed as part of the follow up discussion with the Steering Group. Placement on the continuum is indicative, based on the ideas generated below in the analysis. More information about the methodology can be found in chapter 2.
Source: OECD study on New Professionalism and the Future of Teaching in Flanders.
As shown in Figure 4.6, this scenario is likely to have most advantages for teachers in urban settings, future teachers, and second-career teachers. Newer teachers, including future teachers and second-career teachers, are likely to value the focus on greater involvement of children in their learning. They will also appreciate the focus on a collective mindset among the teacher group, which will facilitate their integration to the school. However, an important part of this scenario involves building relationships with parents and families and this may be challenging in the early career, although less of a concern for professionals with more experience, even if newer to education.
The urban secondary teacher personas are particularly likely to benefit from the focus on diversity and meeting the needs of all children and young people, with a shared understanding of how other professionals can contribute to supporting these needs. Developing a greater understanding of the children in the school and the different cultures represented will bring value to their relationships with students and support broader well-being and learning experiences.
The experienced primary and secondary teacher personas will be more cautious that there is too much responsibility on the school to form the structural relationships. They would be motivated by the aim of other professionals and the school community to provide meaningful support to children and young people, but the involvement of other partners may be perceived as encroaching on their autonomy, and they would need to have positive experiences and see concrete benefits of this. They will appreciate the focus on a collective mindset if this aids alignment of practices and helps ease tensions on resources.
How this scenario addresses the research questions
What is the core of being a teacher?
In this scenario, at the core of being a teacher is a passion for and commitment to career-long teaching and learning. There is emphasis on ‘reclaiming professionalism’ for teachers. Professionalism in this scenario means: continually extending and deepening expertise; actively participating in and contributing to a professional learning community within the school; using and co-creating educational research to improve educational practice within the school; and the ability to work with families and other partners.
What do we expect from the teacher as a professional?
In this scenario, there is a clear expectation that all teachers within schools are continually learning. They work as part of a dynamic school team and have opportunities to undertake research that supports collective goals. Teachers work with a trusted and shared evidence base and actively identify areas of need for new evidence. Teachers co-create excellent learning resources drawing on the evidence base and collectively experiment with and evaluate different practices to help extend the evidence base.
How can other professionals support the teacher in this?
In this scenario, teachers are supported, first and foremost, by the other professionals in their schools, continuously and structurally supported and facilitated by strong school leadership. This core centre of professional learning within the school allows a continuous focus on identifying needs for additional knowledge and expertise. School leaders have the necessary space and policy support to foster partnerships that contribute expertise to the collective goals within the school teaching team. Policy makers ensure a clear continuum of learning expectations for children and youth through their educational journey (early childhood, through primary and secondary schooling) which gives clarity on learning goals for each year group within the school. These are important anchors for the school team.
Policy makers support this process by implementing a system that validates the quality of support offered to schools (e.g. a set of “quality labels”). In this way, the school team can draw on expertise from “trusted partners”, as necessary to meet its collective goals. This will include a trusted and curated evidence base for teachers. Higher education partners are recognised for the expertise and evidence-based contribution to schooling.
Ideas for transformation (long-term change)
Preferred scenario three includes two big ideas for transformation;
The first develops an ecosystem that supports professional growth through partnerships with the wider community, including through shared opportunities for research and development with higher education partners.
The second sees teachers as active users and co-creators of research, both within the core school team and with higher education partners, to deepen expertise on areas of interest to their work.
This scenario also relates to an idea for transformation that schools become centres for learning with strong links to higher education, which features in scenario one (see Table B.2 in Annex B, also for the selection of ambition loops that support the big ideas for transformation in this scenario).
Note: The section “Ambitions to support transformation” shows the key ambitions selected by the workshop group to feature in this scenario and provides the results from the stakeholder survey for these. See Annex B for full list of selected ambition loops.
Source:
The teacher team at the heart of an ecosystem for learning and innovation
As centres for learning, schools provide the time and space for the teacher team to collectively deepen and extend its expertise (see Figure 4.7). This is constantly supported by the school leadership who seek out trusted partners around the school community, that can bring in specialised expertise in areas of emerging importance to the school and enrich learning experiences for students and teachers. This may be organised by an individual school or as a group of schools. Partnerships bring shared opportunities for research and development for the teacher team. Importantly, the school has in place and nurtures long-term partnerships with higher education institutions that provide the teacher team with research opportunities relevant to the school’s work.
Note: This illustration is intended to provide a concrete example of the scenario in action
Source: See Chapter 3 for description of the persona.
Capacity to respond to evolving challenges and opportunities can be supported through partnerships that connect practitioners, researchers, and developers (OECD, 2019[49]). This includes focusing on “networking with community and industry” (Singapore Ministry of Education, n.d.[50]) and developing approaches that are user-centric and adopt agile methodologies (Singapore Ministry of Education, n.d.[50]). Iterative research practices can focus on aligning development, implementation, actual user experience and impact (Li, Tripathy and Gluck, 2015[51]).
As part of the ecosystem, all schools benefit from a coherent provision of professional support. This is evidence informed and merges the expertise of professionals formerly working in the pedagogical advisory services (PBD) and student support centres (CLB). This authoritative pedagogical support system represents a guarantor of quality and evidence-informed practices and an efficiency of procedure. The Flemish Schools Inspectorate is aligned with the support services and provides schools with formative feedback to help deepen its expertise and progress toward collective professional development goals.
Teachers are users and co-creators of validated research
This scenario sees teachers as career-long learners, committed to using educational research and having opportunities to co-create educational research that explores issues identified as important for their student group. An important pillar is access to a validated and curated evidence base. The new Leerpunt toolkit for school leaders and teachers (see Box 4.3) will become an increasingly relevant reference for practitioners (Stichting Leerpunt / Learning Point, n.d.[52]). Providing teachers with research that is relevant and accessible remains an area for improvement and many perceive this as a longer-term goal. This mirrors the concept of teachers having access to a “knowledge centre”, with a role as an advisory body and organising in-service learning (Brinckman and Versluys, 2021[35]). There is mutual respect for scientific evidence, practitioner’s knowledge and how these interact. Teachers have means to contribute their knowledge, by providing feedback and evaluation of how different scientific evidence plays out in their context and feed this back to the curated evidence base.
In the past, concerns have been raised over the (lack of) educational research used to support educational practices in schools in Flanders (Brinckman and Versluys, 2021[35]). The OECD has also signaled the need to strengthen the impact of educational research in Flanders (OECD, 2021[29]), but also more generally among OECD education systems (OECD, 2023[53]).
In 2022, the ‘Leerpunt’ initiative was founded. Its main goal is to strengthen educational practices by using scientific insights. The initiative focuses on evidence-informed working in schools, collecting examples and best-practices from the field and bringing relevant educational research together. The independent foundation is funded by the Flemish government, which provided concrete goals for Leerpunt to focus on in its work:
To develop an independent, accessible, and scientifically based knowledge base on what works in terms of didactic practice, considering various contexts and learning resources that are present in Flemish schools.
To translate this knowledge base to Flemish classroom and school practice to support teachers in their daily classroom practice.
To provide focused and clear communication, dissemination, and valorisation of knowledge.
To support and stimulate the use of this knowledge by teachers (teams) in daily classroom and school practice, with respect for their own pedagogical projects and with explicit attention to strengthening the reflective and inquisitive behavior of teachers.
Source: Stichting Leerpunt (2024), Over leerpunt – doelstellingen [About learning point - objectives], https://leerpunt.be/over-leerpunt#doelstellingen.
Interested teachers can also create original research to contribute to the evidence base. Higher education partners and policy makers create opportunities for interested teachers to conduct research on issues important to their work and collective goals at the school. As well as strengthening teachers’ research literacy, but also ensuring researchers know how to support schools and practice in general, there is opportunity to build capacity for interested teachers to conduct investigative research on issues that are important to their practice. ‘Extended professionals’ are “teachers who collaborate with the aim of improving pupil learning, who investigate their practice and pupils' needs, who know and use research-based knowledge, but at the same time, exert control over their work by monitoring its impact and seeking to improve it” (Willegems et al., 2018[54]). This could include various opportunities for the teacher team. For example, experienced and motivated teachers could take the role as guest lecturers in teacher education programmes. But it could also challenge researchers and higher education staff to work in schools for a time, to better understand the reality of daily school life.
The first steps: building on current strengths and ideas for improvement
In working toward the bigger ideas for transformation, the scenario highlights four areas for short-term improvement which are presented below (see the selection of supporting ambition loops in Table B.3 in Annex B).
A focus on developing expertise within the teacher group in the school
Within each Flemish school there is a rich and diverse set of expertise among school staff. Teachers within the school have knowledge of the school goals and its student group and can exchange perspectives on student development. Viewing other teachers in the school as the closest experts offers the natural advantages of proximity, reactivity and – in theory – availability.
There is a need to nurture a mindset of openness to peer learning and invest in concrete opportunities within the school team. Also, to build on current assets within the school team, including giving room for experienced teachers to mentor younger colleagues, share their experiences and that this is adequately resourced and a recognised role in their professional responsibilities. This can include examining the redistribution of other duties, including support with administrative tasks. In turn, this can relieve stress of newer teachers and their integration to the school team.
The role of support from other teachers and leadership are important for retaining teachers. A study by Mombaers, Vanlommel and Van Petegem (2020[55]) showed that this type of support has a positive effect on teacher retention. The study showed that people leaving the teaching profession made a link to “motivations related to factors around the work context” (Mombaers, Vanlommel and Van Petegem, 2020, p. 155[55]). An implication of this finding is that school organisation can have an influence on this aspect of professional satisfaction. This is similar to TALIS 2018 (OECD, 2020[6]) that shows more interdependent or deeper forms of collaboration are linked to higher levels of teacher satisfaction.
Teachers have clear goals for individual and collective development
In working toward the bigger ideas for transformation, this scenario allows for several improvements to existing practices. Within each school, there is room to clarify the goals for collective teacher work and the expected contributions of each teacher toward these. Clarity on these expectations will allow teachers to understand areas for individual professional development and how they can contribute to the professional community (see Figure 4.8).
Note: This illustration is intended to provide a concrete example of the scenario in action
Source: See Chapter 3 for description of the persona.
Teachers collaboratively work toward mutual goals for student progression
There is also scope to clarify the existing curriculum goals and to make these more coherent in support of students development from early childhood education to the end of secondary education (both in terms of pedagogical as well as didactical goals). This gained unanimous support as an important goal for the future of teaching in the survey and was also selected as a priority by many participants in the workshops (see Table B.3 in Annex B).
Teachers have access to validated and relevant research and data
Teachers have access to research and data that is relevant to their work in the school and provided in a clear and accessible format. This includes new evidence and data that will come as feedback form the standardised tests of student learning.
Specific actions for change
In support of their vision, stakeholders identified a number of specific actions for change, including first steps and actions for the longer term (see Infographic 4.8.).
How would the teacher personas react to this scenario?
Note: Judgements for each persona were made during the Mission De-brief and reviewed as part of the follow up discussion with the Steering Group. Placement on the continuum is indicative, based on the ideas generated below in the analysis. More information about the methodology can be found in chapter 2.
Source: OECD study on New Professionalism and the Future of Teaching in Flanders.
As shown in Figure 4.9, this scenario is broadly attractive to all teacher personas. A major appeal of this scenario is the quality leadership that supports the school team. The school culture of deepening and extending professional expertise is motivating for all professionals, who share a passion for learning.
The scenario foresees a group of “trusted” partners around the school and the reliability and quality of support is highly appreciated by all personas. However, the more experienced professionals are cautious on the reliability of the evidence base, as their experience is that educational research suffers from several biases, and the observation that practice is not always mirrored by research. They would need to trust this by seeing that their feedback is taken seriously and integrated to the curated evidence base.
The possibility to co-create research that is relevant to the student group’s needs within the school is appealing to the collective teacher team, as they help identify the key needs and design research that is useful to their work with students and own professional learning.
Newer teachers, including future teachers, are comforted to rely on regular interaction with more experienced teachers within the school team. There is also reciprocity of established teachers learning fresh perspectives from newer colleagues as part of their commitment to learning. However, more experienced teachers may need to have less teaching hours and/or a different set of responsibilities in the school to be able to fully contribute their experience to the school team.
How this scenario addresses the research questions
What is the core of being a teacher?
In this scenario, the core role of being a teacher focuses on content expertise, pedagogic and didactic knowledge. There is a focus on forging a career path, horizontally and vertically that is strongly supported by school leaders.
What do we expect from the teacher as a professional?
In this scenario, continuing professional learning is a priority in teachers’ work. Teachers are expected to take their professional development seriously. At the same time, there are differentiated paths for every teacher across every career phase that is focused on the needs of each teacher. This includes the possibility to take a turn in their career to move to other sectors, such as higher education, policy work or youth work.
How can other professionals support the teacher in this?
In this scenario, there is opportunity to build multidisciplinary teams. There is also support from colleagues within the school and from school leaders. This requires a clear overview of responsibilities for all partners. Partners facilitate the (temporary or permanent) transfer to and from schools.
Ideas for transformation (long-term change)
Preferred scenario four includes two big ideas for transformation:
The first foresees that teachers have the space to take their professional development seriously, including that they have opportunities to collaborate with higher education.
The second foresees greater support to school leaders to develop professional growth in the school by developing diverse teacher profiles that build on strengths and interests.
This scenario also relates to an idea for transformation (higher education partners and policy makers create research opportunities for interested teachers) that features in scenario three (see Table B.2 in Annex B, also for the selection of ambition loops that support the big ideas for transformation in this scenario).
Note: The section “Ambitions to support transformation” shows the key ambitions selected by the workshop group to feature in this scenario and provides the results from the stakeholder survey for these. See Annex B for full list of selected ambition loops.
Teachers are given the space to take their professional development seriously
An ambition in this preferred scenario is that teachers are given the space to take their professional development seriously (see Figure 4.10).
Note: This illustration is intended to provide a concrete example of the scenario in action
Source: See Chapter 3 for description of the persona.
Teaching is viewed in line with the responsibility that comes with it, including teacher professionalism (Kelchtermans, 2014[56]). Meaningful continuing professional learning involves teachers being given the support and space to engage in professional development. Continuing professional learning for teachers should also go hand in hand with the continuing professional learning of school leadership (Brinckman and Versluys, 2021[35]; Mombaers, Vanlommel and Van Petegem, 2020[55]).
In general, the evidence about the effectiveness of ‘traditional forms’ of continuing professional learning for Flemish teachers is mixed. According to TALIS 2018 (OECD, 2020[6]), almost all teachers, 98% in primary education and 97% in lower secondary education, participated in at least one continuing professional learning activity in the last year before the study. Flemish teachers also attend in-person courses and study days more often than teachers in most other systems. Additionally, Flemish teachers read professional literature more often than teachers in other systems. Furthermore, they experience less work-related, financial, and family barriers than their colleagues in comparison countries. The biggest reported obstacle for being involved in continuing professional learning relates to work schedules (Van Droogenbroeck et al., 2019[57]). Feedback during the stakeholder workshops related to the need to enhance the amount of time for professional development, as well as improving the quality of opportunities available.
TALIS 2018 has indicated that both lower secondary school teachers, as well as primary school teachers in Flanders spend considerably less time on professional development than teachers in other OECD-systems (OECD, 2020[6]). Compared to other teachers from the European Union who participated in TALIS 2018, Flemish teachers express a lower need for professional development (Van Droogenbroeck et al., 2019[57]). Consistent with this, other research finds that 93% of Flemish employees in the education sector feel they have sufficient learning opportunities (SERV, 2023[58]). At the same time, experienced teachers who left the profession indicated they desired more professional challenge and variety to stay in the profession (Mombaers et al., 2023[59]).
Continuing professional learning activities are not restricted to 'traditional' forms of professional development. Activities can also include, for example, observing other teachers' classes, team teaching, or building networks or professional communities with other professionals (Mombaers, Vanlommel and Van Petegem, 2020[55]). The TALIS 2018 results (OECD, 2020[6]) reported that Flemish teachers in secondary education (and also primary, although fewer countries conducted the survey at this level) engaged less often than comparison countries on these deeper and more complex forms of collaboration.1
School leaders are supported to develop a combination of diverse teacher profiles
An ambition for this preferred scenario is that 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. Recognition of individual strengths of a teacher within the collective expertise of the group of teachers can encourage greater flexibility in career development options for teachers (Elchardus et al., 2009[60]) as well as offer a broader set of strengths within a school (see Figure 4.11). While seeking to diversify career structures for interested teachers, it is also important to recognise that the current career structure might be valued by some teachers for the benefits it can offer for life-work balance (Elchardus et al., 2009[60]) and to feel professionally more secure, self-confident as part of a collective school team. Leadership approaches to harness a combination of diverse teacher profiles may require support for school leaders to explore the possibilities available and ways to reframe organisation. Beyond the school, these approaches could be supported by innovating Human Resources policies that support a variety of career paths. This, in part, is already described in the Flemish context, through the ‘Core Profiles’ for school leadership, which was recently established (Departement Onderwijs en Vorming, 2023[37]).
Note: This illustration is intended to provide a concrete example of the scenario in action
Source: See Chapter 3 for description of the persona.
The first steps: building on current strengths and ideas for improvement
In working toward the bigger ideas for transformation, one area is highlighted for short-term improvement (see Table B.2 in Annex B for ambition loop selected to support this). A related ambition to have space and resources to experiment with new ways of teaching is described in preferred scenario two (see also Table B.3 in Annex B).
Teachers strengthen their professional identity and classroom practice
An ambition for this preferred scenario is that teachers strengthen their understanding of teacher professional identity to support their individual and collective work. Continuing professional learning that is teacher-led, collaborative, school-based and emerges directly from the needs of teachers and their students can support professional growth and learning for students (Boeskens, Nusche and Yurita, 2020[61]). Developing the skills of teachers to be introspective, reflective and collaborative, starting with initial teacher education, can enhance (a) teacher professionalism through practical ways to support professional autonomy, and (b) teacher responsibility for their own continuing professional learning and growth across all phases of a teacher’s career (Suarez and McGrath, 2022[27]).
Specific actions for change
In support of their vision, stakeholders identified a number of specific actions for change, including first steps and actions for the longer term (see Infographic 4.10.).
How would the teacher personas react to this scenario?
Note: Judgements for each persona were made during the Mission De-brief and reviewed as part of the follow up discussion with the Steering Group. Placement on the continuum is indicative, based on the ideas generated below in the analysis. More information about the methodology can be found in chapter 2.
Source: OECD study on New Professionalism and the Future of Teaching in Flanders.
In Figure 4.12 the experienced primary and secondary teacher personas are likely to value the scenario because it focuses on supporting their everyday work in the classroom. They are also likely to value the expertise of others in the current context and support from their school leader(s). This includes developing their expertise regarding content, didactics, classroom management and building relationships.
The future teacher personas, urban teacher personas and beginning primary teacher personas will likely value the development of diverse career profiles and paths for teachers within a school and across various career phases. These teacher personas are likely to view their job more broadly and look for professional growth in other areas as they progress their careers. The starting primary school teacher personas may be less supportive of this scenario because they would like more focus on stronger connections beyond the school that can support their work for their students. At the start of their teaching careers, they will also likely want more support from their peers and school leadership to remain motivated and become more adept in the classroom.
How this scenario addresses the research questions
What is the core of being a teacher?
In this scenario, the core role of a teacher focuses on identifying and building professional strengths and interests that can be combined with other colleagues. The building of diverse sets of skills combine to support learners and build community. The connections with others can provide benefits in terms of professional satisfaction as well developing learners.
What do we expect from the teacher as a professional?
In this scenario, professional development is a priority for teachers to take responsibility for, as well as to be supported with. Combining teacher strengths requires taking in account the full development context of students. Collaboration opportunities open the classroom and school and there is a strong focus on bringing knowledge from the field and practice.
How can other professionals support the teacher in this?
In this scenario, the broader societal sector has an important role in supporting schools. Building on the strength of teacher autonomy includes facilitating differentiated growth for every teacher across every career phase. Time is provided to develop expertise and support identification of strengths. Tasks that take away from the core of being a teacher, or deemed as irrelevant by teachers, need to be reviewed or removed.
Ideas for transformation (long-term change)
Preferred scenario five includes two big ideas for transformation that support both teaching (satisfaction and career paths) and student learning:
The first idea is to diversify career opportunities for teachers, which includes creating different teacher roles and expertise as part of considering the collective strengths of a team.
The second idea is to explore ways to strengthen partnerships with the broader societal sector to enrich these opportunities for teachers and students, which includes the valuing of external expertise from across society.
This scenario relates to ideas for transformation that feature in preferred scenario one (all partners appreciate the value of a diverse workforce), preferred scenario four (teachers are given the space to take their professional development seriously) and preferred scenario six (policy makers invest in leadership within schools) (see Table B.2 in Annex B, also for the selection of ambition loops that support the big ideas for transformation in this scenario).
Note: The section “Ambitions to support transformation” shows the key ambitions selected by the workshop group to feature in this scenario and provides the results from the stakeholder survey for these. See Annex B for full list of selected ambition loops.
Diversifying career opportunities for teachers
As well as supporting individual careers, we can consider the potential to focus on the value of the combined individual strengths that teachers bring to a school team, community and to the profession (Clemson et al., 2020[16]; Harris and Muijs, 2002[17]). While all teachers have a range of skills that define them as professional teachers, there is also opportunity to create spaces which value and nurture interests and expertise they hold or would like to develop further. Some examples could include mentoring colleagues, working collaboratively with researchers, involvement in community outreach opportunities, switching to an adjacent profession for a time, or other expanding expertise related to curriculum interests or other roles in a school.
External partnerships to engage expertise from the community
A related ambition is for schools to seek out external experts in the community because there is an appreciation for their valuable knowledge and skills to help students. By developing flexible approaches (Iyengar, 2021[62]), schools can harness the professional expertise of their families and communities to support learning as well as contribute to the building of communities. This could include utilising the expertise within the community directly or the professional and community networks they can access (see Figure 4.13). New ways of rethinking community participation can both harness and develop social capital within communities to support with formal learning in schools as well as through informal learning approaches (Iyengar, 2021[62]). In Flanders multiple initiatives exist that try to address poverty and equity issues by forming partnerships between schools and societal partners. Several initiatives have led to positive outcomes for less advantaged families, including improving the educational outcomes of the children (Mertens et al., 2021[15]).
Note: This illustration is intended to provide a concrete example of the scenario in action
Source: See Chapter 3 for description of the persona.
The first steps: building on current strengths and ideas for improvement
In working toward the bigger ideas for transformation, two areas for short-term improvement are described below. These are supported by ambition loops relating to teachers exercising professional autonomy and school leader support for teacher (and their own) wellbeing and continuous development (see also Table B.3 in Annex B).
Recognising teacher competencies and autonomy
In this preferred scenario, an ambition is that teachers recognise their own professional competencies and how they can develop these to contribute to the professional community in which they work. Approaches to diversify career options for teachers provide greater opportunity for teachers to recognise their own skills sets and the contribution they make towards the collective professional identity (Suarez and McGrath, 2022[27]) within a workplace and to the profession more generally. There are benefits from adopting an assets based approach where “any attempt to conceptualise teaching needs to include a concept of the teacher as a person or his/her sense of self” (Kelchtermans, 2009, p. 258[63]) as part of a group of teachers responsible for a group of students (Kelchtermans, 2009[63])- this can be exemplified by the need for teachers to be constantly making decisions (in real time) to support the learning of their students (Kelchtermans, 2009[63]). Building teacher “self-understanding” (Kelchtermans, 2009[63]) can be developed through a focus on developing capacity for “introspection” or a “personal interpretive framework” (Kelchtermans, 2009, p. 260[63]). As well as valuing their own individual differences, teachers can be empowered to develop and share their interests and expertise.
A related area for improvement is that teachers exercise professional autonomy to develop education that is relevant and meaningful to their students. There is scope to consider ways that autonomy (teacher leadership) in teaching (Grice, 2019[64]; Mezza, 2022[28]) benefits authentic and meaningful learning options for students. Enhanced pedagogical leadership (Grice, 2019[64]), an area specific to teachers’ professional work, can be supported within curriculum structures to allow teachers to lead. This includes examining the “discretionary authority” (Baker and Milner, 2016[65]) available to teachers. Next to the positive effects on students, autonomy can also increase teachers job satisfaction and retention (Backers, Tuytens and Devos, 2020[66]; Spruyt et al., 2023[67]).
The role and support for school leaders to prioritise well-being
School leaders have a clear role to facilitate the progression of passion and expertise of teachers, and this is considered a key element of a quality education. It requires quality school leadership with a focus on meaningful human resource policies that strives to merge teacher passions while at the same time developing strong school teams. School boards should support school leaders in this. Trust, connectedness, and flexibility are important components. Policymakers can play a role to facilitate this development.
An ambition in this scenario is that school leaders are supported to play an important role in teachers’ well-being and job satisfaction, as well as their own (Departement Onderwijs en Vorming, 2023[37]). The link between teacher trust and job satisfaction extends across a career (Van Maele and Van Houtte, 2012[68]; Van Droogenbroeck, Spruyt and Vanroelen, 2014[69]) which means that trust should be nurtured in all phases of a teacher’s career. A transformational leader is associated with job satisfaction, motivation to teach (Thomas et al., 2018[70]) and teacher retention (Backers, Tuytens and Devos, 2020[66]). Transformational leadership can be defined as a leader who demonstrates that he/she “communicates clearly, gives teachers participation, autonomy, and support, and makes correct decisions” (Backers, Tuytens and Devos, 2020, p. 11[66]). Supervisors can play an important role by providing space for teacher autonomy (Van Droogenbroeck, Spruyt and Vanroelen, 2014[69]), mediating impacts of work intensification (Van Droogenbroeck, Spruyt and Vanroelen, 2014[69]) and involving teachers in school level decision making (Van Droogenbroeck, Spruyt and Vanroelen, 2014[69]; Devos, De Conick and Staelens, 2016[71]).
Teachers’ work has become more intensified (Van Droogenbroeck and Spruyt, 2015[72]; Ballet and Kelchtermans, 2009[73]) and stressful in recent decades (Moens et al., 2022[74]). Some of the challenges relate to the pace of work, technological change and managerial requirements or non-teaching workload (Van Droogenbroeck, Spruyt and Vanroelen, 2014[69]). This can lead to a sense of isolation and loneliness (Turner, Thielking and Prochazka, 2022[75]). At the same time, there is recognition that autonomy is a strong feature of professionalism that supports job satisfaction and success (Van Droogenbroeck, Spruyt and Vanroelen, 2014[69]). These changes to teachers’ work require support across all roles to respond to the challenges faced. They also require employers to place adequate focus on their responsibility for well-being and policies directed to keeping teachers healthy (see Figure 4.14), as burn-out rates in education are among the highest in all professional sectors in Flanders (SERV, 2023[58]).
Note: This illustration is intended to provide a concrete example of the scenario in action
Source: See Chapter 3 for description of the persona.
The notion of diversification can also be extended outside the school to support both teaching and learning. An ambition is that we consider what if... we value external expertise from across society to broaden learning experiences in school? Cross-sectoral partnerships can contribute to and catalyse innovations in curriculum and pedagogy. Greater flexibility and proximity to expertise near schools, and even across the world via technology, provide new opportunities to connect the work of teachers, learning of students and the specific expertise of other professionals. This can include supporting student voice and choice in their learning (Bron, Emerson and Kákonyi, 2018[33]; Charteris and Smardon, 2019[34]) inside and outside the school.
Another area for improvement is for policymakers and school leaders to support the continuous development of teachers' content knowledge, pedagogical knowledge, and classroom management to enhance teacher authority. Changing forms of professionalism across society are now more relational and interdependent (referred to as “connective professionalism”) (Mezza, 2022[28]). For teachers, this means that “professional authority” (Elliott and Stemler, 2008[76]) is achieved through demonstrating teaching expertise (Elliott and Stemler, 2008[76]; Joinel Alvarez and Lussi Borer, 2023[77]; De Bruyckere, 2017[78]). This includes subject knowledge (Elliott and Stemler, 2008[76]; De Bruyckere, 2017[78]; Ulferts, 2021[31]; Brinckman and Versluys, 2021[35]), pedagogical knowledge (Elliott and Stemler, 2008[76]; Joinel Alvarez and Lussi Borer, 2023[77]; Ulferts, 2021[31]), didactic expertise (Joinel Alvarez and Lussi Borer, 2023[77]) and classroom management skills (Elliott and Stemler, 2008[76]), including relational expertise (Joinel Alvarez and Lussi Borer, 2023[77]) and personal qualities displayed in the classroom (Joinel Alvarez and Lussi Borer, 2023[77]). Support for developing effective structures has been found to have positive effects on teaching (Hellebaut et al., 2023[79]). However, the continuous development of teachers’ skills is dependent on the support for school leadership to lead this work. Therefore, the continuous professional learning of teachers goes hand in hand with professional support for school leadership (Mombaers, Vanlommel and Van Petegem, 2020[55]).
Specific actions for change
In support of their vision, stakeholders identified a number of specific actions for change, including first steps and actions for the longer term (see Infographic 4.12.).
How would the teacher personas react to this scenario?
Note: Judgements for each persona were made during the Mission De-brief and reviewed as part of the follow up discussion with the Steering Group. Placement on the continuum is indicative, based on the ideas generated below in the analysis. More information about the methodology can be found in chapter 2.
Source: OECD study on New Professionalism and the Future of Teaching in Flanders.
As shown in Figure 4.15, all the teacher personas are likely to view this scenario positively.
The starting primary teacher personas, second career teacher personas, urban secondary school teacher personas and future teacher personas are likely to enjoy the focus on building a school team as well as a broader community that opens opportunities for both teachers and learners. There is a focus on positive relationships and establishing high and realistic expectations for students. The experienced primary and secondary teacher personas are also likely to value the focus on content, pedagogic, didactic knowledge, as well as opportunities for both personal development and having a more ‘senior’ role within a school.
The starting teacher personas might hold some reticence about higher levels of autonomy but this can be supported through quality leadership and collegial support from more experienced colleagues.
How this scenario addresses the research questions
What is the core of being a teacher?
In this scenario, the core of being a teacher has a strong focus on collaboration, including opportunities for non-traditional forms of professional development. This involves working as a team towards the same goal that includes a focus on the development of children related to the needs for their particular age and stage of learning.
What do we expect from the teacher as a professional?
In this scenario, newer teachers (and future teachers) value interacting with older generations, including learning from more experienced teachers. Engagement with a broader suite of continuing professional learning opportunities that go beyond traditional forms of professional development is considered common. Teachers learn from each other (as well as internal and external partners) and engage in personal continuing professional learning plans that allows for self-reflection. There would be focuses on developing collaboration skills, lifelong learning, and open constructive communication that nurtures teaching expertise. Working with families is reframed to meet contemporary and future ways of interacting.
How can other professionals support the teacher in this?
In this scenario, support of the school leader would stimulate a collaborative school culture and give a sense of security. At the same time, there would be support for school leaders themselves in this area. This could include sharing of micro-innovations from other schools as well as professional learning focused on building a collaborative school culture. Support for teachers would seek to find out their strengths and interests to support their own growth and collective contribution to the school team. A similar approach would look to identify stressors for each teacher to address their support needs, especially beginning teachers. Second career teachers could be part of the school team from the beginning of their training to benefit their development in context as well as part of the training.
In this preferred future scenario teachers work as collaborative professionals on all different levels and continuously engage in numerous forms of professional learning. It is important that support for the variety of content and approaches to professional learning are of a high quality. Central to this scenario is the ambition that teachers strengthen their understanding of teacher professional identity to support their individual and collective work.
Ideas for transformation (long-term change)
Preferred scenario six features three big ideas for transformation:
The first highlights the value of cross-sectoral partnerships and the need for professionals with collaborative skills.
The second idea focuses on reframing the school – family relationship to respond to a changing world.
The third idea emphasises the importance of investing in school leadership to support partnerships.
In addition, this scenario shares a number of ideas for transformation that feature in preferred scenarios one and five (diverse roles within the teacher workforce), preferred scenario three (an ecosystem approach that connects wider community partners and schools), and preferred scenario four (professional development, foster individual teacher growth), as detailed below (see also Annex B, also for the selection of ambition loops that support the big ideas for transformation in this scenario).
Note: The section “Ambitions to support transformation” shows the key ambitions selected by the workshop group to feature in this scenario and provides the results from the stakeholder survey for these. See Annex B for full list of selected ambition loops.
Greater focus on cross-sectoral and interprofessional collaboration skills
An ambition in this preferred scenario supports greater focus on developing collaboration skills for current and future professionals in the education sector to benefit cross-sectoral/ interprofessional collaboration in their work. As interdisciplinary approaches become core to most professions, in response to contemporary and future challenges, professionals need skills to collaborate effectively with others. This should be supported in school and adult learning programmes (Lawson and Veen, 2016[80]). Learned collaboration skills are valued in work and teachers and schools can model practices for students. Amongst health professionals, interprofessional education and training is well-established and treatment teams are the norm in hospitals and medical clinics worldwide (Original contribution of Hal A. Lawson in McGrath (2023[1]). Examples within the Flemish context are presented in textboxes in this publication, including Box 4.4. An implication of this focus is to consider the extent to which interprofessional learning should be included in teacher training and explicitly addressed as part of school collaborations with other professionals (Nilsson Brodén, 2022[10]).
An ambition in this scenario is for all partners to appreciate the added value of a diverse teacher workforce, harnessing different roles and expertise that allow teachers to build on their strengths as part of collectively contributing to the development of children and youth. This ambition is highlighted in more detail in scenario one.
The Ziekenhuisschool Stad Gent, a hospital school in Ghent offers primary and secondary education to children who are admitted to a hospital, a residential setting or care facility. They cannot attend a regular school and need an individual offer provided on-site.
Collaboration is crucial given the challenges in offering education to pupils with more complex and comorbid problems. Organising hospital education requires collaborating with a broad range of stakeholders both within and outside of the school, including teachers, doctors, therapists, psychologists, and social workers, organised in multidisciplinary teams (MDTs). Teachers are used to working in a multidisciplinary approach, both in policy and in practice. For healthcare facilities, the presence of teachers in the MDT provides the test with reality. Is a return to a regular school, daily life or sometimes society, possible? What is needed for this? How can agreements be made and what should learning focus on? Our teacher-mentors are also continuing to build expertise in this area.
Teachers who work at the hospital school also function as mentors. Mentors are the pupil's first point of contact within the school and they also take on the role of bridge figure between the hospital school, the home school and the MDT of the care department where the pupil stays. Mentors are partially released from teaching duties to attend the weekly multidisciplinary discussion, allowing them to construct a more holistic view of their pupils' context and needs. The integrated participation in these discussions increases the self-efficacy of teachers, with a positive impact on behaviour, outcomes, and teacher well-being, as shown in performance reviews. Even if it means extra work and emotional strain.
Teachers’ sense of mastery in our school optimises the learning process of the child they supervise. Their amassed insights also allow for a better relationship with pupils. Trust is a very important basis for learning, especially when teaching vulnerable children. It immediately creates informal knowledge sharing within the school, but also formally, through class councils. It also helps expanding relevant networks.
The schools’ multidisciplinary approach promotes professional growth for teachers. Within a rather flat teaching career, there is sufficient and rich learning available to want to keep contributing to the school. Our teachers see new challenges rather in combination with work in a regular school, or as therapists. Teachers in our team rarely leave the profession for another job within our school. Therapists regularly apply for a part-time assignment in the hospital school. Especially from a positive work experience, we have the possession of a stable staff which includes many different stakeholders that collectively build on a growing amount of expertise.
Note: original contribution by Ingrid Van den Branden, director secondary department of the Ziekenhuisschool Stad Gent
Capacity to work with families
The capacity to work with families and other partners is an important feature of the teaching profession and referenced in several of the scenarios, particularly scenarios one and two. This section describes some of the opportunities and challenges to reframe how this can be done to harness the benefits that can be achieved from innovating this area of work as well addressing the intensification of interactions that can add to teacher stress.
Teacher capacity to work with families and other partners is an important feature of professionalism (Perälä-Littunen and Böök, 2019[81]; Epstein, 2018[82]; Ryan, 2021[83]) that did not exist in the same way when teacher work was seen as solitary work. Teacher learning must support working effectively with individual parents and recognise the importance that the core of teachers’ work with students and families plays in creating a welcoming school (Epstein, 2018[82]; Ryan, 2021[83]; Epstein and Sheldon, 2023[84]).
Working together with parents is not always an easy task and has to be learned (Leenders et al., 2019[85]). Teachers think it is sometimes difficult to involve parents in the decision-making process, and therefore they chose not to do so (Leenders et al., 2019[85]). Developing expectations and ways for teacher collaboration with parents and other partners should be strengthened, starting in initial teacher education to support development of new approaches (Epstein, 2018[82]; Perälä-Littunen and Böök, 2019[81]).
In the Flemish context 79% of school leaders report parents/guardians are to “a certain extent” or “much” involved in school activities, which is much higher than comparison countries. On average primary teachers spend 1.6 hours a week on communication and cooperation with parents/guardians (Van Droogenbroeck et al., 2019[57]). However, when poorly implemented, parental involvement can have negative effects on teachers, such as infringing their autonomy (Spruyt et al., 2023[67]). TALIS 2018 (OECD, 2020[6]) results suggest that addressing parent or guardian concerns was reported as a source of stress by a 16% of primary and 9% of lower secondary teachers in Flanders (Van Droogenbroeck et al., 2020[86]).
One challenge for strengthening the relationships between teachers and families relates to its relatively low priority as a topic (see Figure 4.16). While there has been increased interest in promoting family-school partnerships within policy (Ryan, 2021[83]; Gordon and Louis, 2009[87]) the fidelity of implementation has often been viewed as limited (Ryan, 2021[83]; Gordon and Louis, 2009[87]). There has also been limited focus within initial teacher education programs (Froiland and Mark, 2021[88]; Alanko, 2018[89]; Ryan, 2021[83]; Epstein, 2018[82]) and school development priorities, despite evidence of its contribution to outcomes for students (Froiland and Mark, 2021[88]; Ryan, 2021[83]; Gordon and Louis, 2009[87]) and support for families (Froiland and Mark, 2021[88]; Ryan, 2021[83]) and schools (Ryan, 2021[83]; Gordon and Louis, 2009[87]).
Note: This illustration is intended to provide a concrete example of the scenario in action.
Source: See Chapter 3 for description of the persona.
While teacher-parent/ guardian co-operation is a feature of Early Childhood Education and Care (ECEC) and early years of schooling (Moss, 2012[90]), it is less of a priority in older years of schooling. For example, the TALIS 2018 (OECD, 2020[6]) results show a decline in interest for training activities on teacher-parent/guardian co-operation compared with TALIS 2013 (OECD, 2019[91]).
For parents, some argue that family life has become more intense generally, including more interest in being involved in their children’s learning (Gordon and Louis, 2009[87]). As well as changes within families, the role of parents to support their child as part of their schooling has changed (OECD, 2022[92]). This includes a paradox whereby parent engagement is becoming more intensive but with the aim of supporting young people to be self-regulated and to lead their own learning (Jezierski and Wall, 2019[25]). As part of the Programme for International Student Assessment (PISA) 2018 survey, nine OECD systems collected feedback from parents on some of the issues hindering their involvement in school-led activities (OECD, 2019[93]). The most frequent barriers reported on average were inconvenient meeting times or not being able to get away from work (over 30% of students' parents reported this) (OECD, 2019[93]).
An example of strengthening teacher-parent relationships relates to support for beginning teachers. In this ambition, the school community, including teacher educators, ensures beginning teachers get acquainted with the population in the school they start working in. Teacher mentors provide focus on the students and communities as advocates and support for the schools in which they teach (Goodwin, Lee and Pratt, 2023[94]; Piot, Kelchtermans and Ballet, 2010[95]) and offer support for new teachers who move into a community, especially urban settings (Williams, Williamson and Siebert, 2022, p. 99[96]). In Initial Teacher Education there are examples of community based experiential learning projects for student teachers to build experience and skills for teachers to work as part of their community (Harfitt and Mei Ling Chow, 2018[97]; Resch, Schrittesser and Knapp, 2022[98]; Paz-Albo, Jor’Dan and Hervás-Escobar, 2023[99]). Developing two-way communication between teachers and families requires going beyond teacher directed activities (Leenders et al., 2019[85]; Pushor, 2015[100]; Pushor and Amendt, 2018[26]) and is built on the assumption that “teachers acknowledge that parents are usually aware of their children’s needs and difficulties and are willing to support their development” (Leenders et al., 2019, p. 522[85]). Getting acquainted with the school population can be a way of increasing school-based social capital (Belfi et al., 2015[101]). This can be an effective way to increase collective teacher efficacy through building “trusting relationships among teachers, students, and parents and shared norms regarding good habits of schooling of teachers, students, and parents” (Belfi et al., 2015, p. 42[101]).
Invest in school leadership to implement partnerships
An ambition that builds on transformation of the teacher-parent relationship is for policymakers to promote and invest in leadership within schools to help foster and implement partnerships with families and the local community.
Through their initial education and continuing professional learning processes, in cooperation with parents and external partners, teachers acquire the necessary classroom management skills, subject knowledge and cultural knowledge, necessary to teach in a more diverse setting. Policy makers can support school leaders through co-development of approaches that can guide the development of new processes from theory into practice (Gu, 2021[102]; Epstein, 2021[103]; Ryan, 2021[83]) This includes researching impact through the lens of equity (Epstein, 2021[103]) to ensure new approaches enhance inclusivity.
The first steps: building on current strengths and ideas for improvement
In working toward the bigger ideas for transformation, two areas for short-term improvement are described below. These draw on ambition loops selected in the stakeholder workshops about strengthening school-university partnerships and interactions between parents and teachers (see Table B.3 in Annex B). This scenario also relates to ideas for first steps that feature in preferred scenario five (continuous development of teachers’ content knowledge and external experts in the community) and preferred scenario four (teacher professional identity) (see Annex B).
School-university partnerships
In this preferred scenario, higher education institutions (including teacher education) work closely together with schools to support all phases of teachers’ careers. This includes co-constructing ways that build evidence-informed teaching in ways that are meaningful to teachers, as well as creating more opportunities for teachers to develop themselves. An ambition in this scenario is that school-university partnerships provide mutual benefits to help focus on teacher development throughout their career. There are mutual benefits to be gained from the broader educational sector being involved in supporting the development of teacher and school leadership, particularly through school-university partnerships. In an original contribution to a paper by McGrath (2023[1]), Fischetti and Owens (2023[1]) describe the aspirations for the school-university partnership they lead:
Two-way, dynamic partnerships allow for the success of both and the opportunity to achieve both our separate organisational goals as well as our broader community goals. We become colleagues, allies with a foundation of trust and mutual respect. The truest partnerships allow the chance to tackle the toughest issues with commitment and optimism that we can achieve our collective goals. (p. 41[1])
Both organisations can learn from sharing of expertise and developing insights (Forester, 2020[104]; Oates and Bignell, 2022[105]) and trust which can benefit the collaboration as well as each individual group. The focus on higher education can also be identified in scenarios four and five.
Parent-school partnerships
A first step for this ambition would be an appreciation that all adults in the school community play a role in caring for children and young people. This requires a strong foundation (Darling-Hammond, 2000[106]) to build trusting relationships between the adults who can contribute to the growth of a child or young person. There are many benefits from teacher-parent relationships (Simon and Johnson, 2015[107]; Ryan, 2021[83]; De Mets et al., 2018[108]) as well as challenges and barriers which, if worked through, could unlock positive outcomes for students, teachers, families and communities.
Specific actions for change
In support of their vision, stakeholders identified a number of specific actions for change, including first steps and actions for the longer term (see Infographic 4.14).
How would the teacher personas react to this scenario?
Note: Judgements for each persona were made during the Mission De-brief and reviewed as part of the follow up discussion with the Steering Group. Placement on the continuum is indicative, based on the ideas generated below in the analysis. More information about the methodology can be found in chapter 2.
Source: OECD study on New Professionalism and the Future of Teaching in Flanders.
Overall as shown in Figure 4.17, this scenario has advantages for all six teacher personas.
Urban secondary teacher personas are particularly likely to benefit from this scenario because of its focus on supporting leadership and working to harness expertise from within communities, including families. This is likely to strengthen the opportunity to explicitly learn about the diverse needs of a community as well as ways to apply this understanding in their teaching, particularly as they begin in a new setting. Similar benefits are also likely to be valued by second-career teacher personas and starting primary teacher personas. Second-career teacher personas might also be able to leverage their previous career work (and general skills) as part of the partnership building with other expertise outside of schools. An explicit approach for working with families is likely to be valued by beginning primary teacher personas, especially if it reduces some of the possible stress that can be felt when starting teachers navigate this alone – there are greater opportunities to utilise the benefits of working closely with families.
All the personas are likely to benefit from a focus on strengthening individual and collective teacher professional identity. Innovating continuing professional learning to align more closely with current needs of all personas is likely to be welcomed. Experienced primary and secondary teacher personas will value the opportunity for continuing professional learning to be more tailored to their expertise and needs. At the same time, in this approach, space is created for interested experienced teachers to share their experience, expertise and knowledge of the context for the benefit of all teachers.
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← 1. Except for team teaching in primary, fewer Flemish teachers report engaging in “complex forms of collaboration” compared to international peers (Van Droogenbroeck et al., 2019[57]).