Keynote Speaker – Claire Shewbridge
January 12, 2024
What if…. We create the space to think collectively about the future of teaching?
The OECD’s New professionalism and the future of teaching project distils lessons for teaching from broader literature on professionalism, individual and collective professional identity, inter-professional and cross-sector collaboration. Identifying the importance of ‘connective professionalism’, it offers a structured methodology to support a multi-stakeholder effort to develop preferred scenarios for the future of teaching. Anchored in research and ideas for next practice, ‘ambition loops’ provide a set of ambition statements for teachers, parents, school leaders, teacher educators, policy makers and others to strengthen connections to support teachers’ work. These are organised within the school community, other parts of the education system and other sectors, such as health, welfare, culture and education technology.
Claire Shewbridge has worked for over 20 years on the international evidence base to inform education policy, including the OECD’s student assessment, comparative indicators, policy analysis and research portfolios. Her current responsibilities are in the Centre for Educational Research and Innovation (CERI), where she leads work on New professionalism and the future of teaching which provides a structured methodology for collective future thinking and development of preferred scenarios for the future of the teaching profession. She also leads work on 21st Century Children looking at the nature of modern childhood and opportunities and challenges in the main themes of physical health, emotional well-being, digital technologies and families and peers. Within CERI, she has developed policy toolkits for self-assessment by decision makers on their use of evidence and peer learning seminars for senior policy makers on strategic education governance. For eight years, she worked on thematic education policy reviews, with in-depth work in 13 countries, looking at assessment and evaluation, school resourcing, among other. She coordinated secondary analysis of PISA results in the 2000, 2003 and 2006 surveys.