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Learning Standards, Teaching Standards and Standards for School Principals: a Comparative Study

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Learning Standards, Teaching Standards and Standards for School Principals: a Comparative Study OECD Education Working Papers No. 99 Learning Standards, Teaching Standards Centre of Study for Policies and Practices in and Standards for School Education (CEPPE), Principals: A Comparative Chile Study https://dx.doi.org/10.1787/5k3tsjqtp90v-en Unclassified EDU/WKP(2013)14 Organisation de Coopération et de Développement Économiques Organisation for Economic Co-operation and Development ___________________________________________________________________________________________ _____________ English - Or. English DIRECTORATE FOR EDUCATION AND SKILLS Unclassified EDU/WKP(2013)14 LEARNING STANDARDS, TEACHING STANDARDS AND STANDARDS FOR SCHOOL PRINCIPALS: A COMPARATIVE STUDY Centre of Study for Policies and Practices in Education (CEPPE), Chile OECD Education Working Papers No. 99 The study compares the development, characteristics and implementation of standards in different OECD countries, focusing on three different levels for which standards can be developed: (i) students and their learning, (ii) teachers and (iii) school principals and their expected performance. It analyses standards and related policies in general while focusing on the specific approaches adopted in a number of OECD and partner countries and regions, including: Australia (Queensland and Victoria), Brazil, Canada (British Columbia and Quebec), Chile, England, Germany, Korea, Mexico, New Zealand, Norway; and the United States (California and Texas). The text analyses information gathered during 2011. The study has been developed with contributions from different research teams of the Centre of Study for Policies and Practices in Education (CEPPE). Chapters about learning and teaching standards were developed by Cristián Cox, Elisa De Padua and Lorena Meckes. The section on standards for school principals has been developed by José Weinstein and Gonzalo Muñoz from Universidad Diego Portales and by Javiera Marfán, from the Fundación Chile. Within the OECD, the preparation of this report was coordinated by Francisco Benavides (now at UNICEF) and Beatriz Pont, with support from Rachel Linden and Sylvain Fraccola. Beatriz Pont, [email protected] English Complete document available on OLIS in its original format - This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of Or. English international frontiers and boundaries and to the name of any territory, city or area. EDU/WKP(2013)14 OECD DIRECTORATE FOR EDUCATION OECD EDUCATION WORKING PAPERS SERIES This series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The opinions expressed in these papers are the sole responsibility of the author(s) and do not necessarily reflect those of the OECD or of the governments of its member countries. You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected]. Comments on the series are welcome, and may be sent to [email protected]. ------------------------------------------------------------------------------------ www.oecd.org/edu/workingpapers ------------------------------------------------------------------------------------ Copyright © OECD 2013 2 EDU/WKP(2013)14 TABLE OF CONTENTS TABLE OF CONTENTS ................................................................................................................................ 3 ABSTRACT .................................................................................................................................................... 5 LEARNING STANDARDS, TEACHING STANDARDS AND STANDARDS FOR SCHOOL PRINCIPALS: A COMPARATIVE STUDY ................................................................................................. 6 1. INTRODUCTION ................................................................................................................................... 6 REFERENCES .............................................................................................................................................. 10 2. CONCEPTUAL DISTINCTIONS TO UNDERSTAND THE CONCEPT OF STANDARDS IN EDUCATION ................................................................................................................................................ 14 2.1 The definition of standards .................................................................................................................. 14 2.2 Assessing the achievement of standards .............................................................................................. 15 REFERENCES .............................................................................................................................................. 17 3. LEARNING ACHIEVEMENT STANDARDS ........................................................................................ 18 3.1. Purpose of learning achievement standards ........................................................................................ 18 3.2. Layout, contents and models adopted by learning standards .............................................................. 19 3.3 How have learning standards been developed? ................................................................................... 23 3.4. How are learning achievement standards assessed? ........................................................................... 25 3.5 Implementation, use and impact of learning standards ........................................................................ 27 REFERENCES .............................................................................................................................................. 29 4. TEACHING STANDARDS ...................................................................................................................... 32 4.1 Purpose of teaching standards .............................................................................................................. 32 4.2. Characteristics of teaching standards .................................................................................................. 33 4.3 How have teaching standards been developed? ................................................................................... 36 4.4. How is the achievement of teaching standards assessed? ................................................................... 38 4.5. Implementation of teaching standards in educational systems ........................................................... 40 REFERENCES .............................................................................................................................................. 43 5. STANDARDS FOR SCHOOL PRINCIPALS .......................................................................................... 48 5.1. Standards for principals’ performance: What are they for? ................................................................ 49 5.2. Layout and domains considered in the standards for school principals .............................................. 50 5.3. How have standards for principals been developed? .......................................................................... 56 5.4. Are principals assessed using standards? How? ................................................................................. 58 5.5. Implementation of standards for school principals ............................................................................. 59 REFERENCES .............................................................................................................................................. 61 6. IMPLEMENTATION AND ALIGNMENT OF STANDARDS .............................................................. 66 6.1. Development and implementation of standards .................................................................................. 66 3 EDU/WKP(2013)14 6.2. Alignment and coherence ................................................................................................................... 67 REFERENCES .............................................................................................................................................. 72 7. CONCLUSIONS ...................................................................................................................................... 74 REFERENCES .............................................................................................................................................. 77 Boxes Box 3.1 Attainment Targets of the English National Curriculum: standards as progression .................... 22 Box 5.1 Key points about principals’ leadership for high performing educational systems ..................... 49 Box 5.2 National Professional Standard for Principals (Australia) ..........................................................
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