Today’s post by U.S. Secretary of Education Arne Duncan was sent to us by the U.S. Department of Education and was originally printed on their Home Room blog. If you missed it, be sure to see Vivien Stewart’s post, also from the International Summit, on what school systems can learn about excellence and equity from each other.
by Arne Duncan
At the end of March, National Education Association President Dennis Van Roekel, American Federation of Teachers President Randi Weingarten, Chris Minnich, executive director of the Council of Chief State School Officers, and I joined delegations from high-performing and rapidly improving education systems across the globe for the 4th International Summit on the Teaching Profession. Whether large or small, highly decentralized or not, countries share a common desire to create a high-quality education system that prepares all children for success in their personal and professional lives. The summits provide a unique opportunity for education ministers and teacher leaders to come together to learn from each other, share best practices, and look for ways to replicate or adapt back home what other countries are doing well.
New Zealand welcomed us with a powhiri, the traditional Maori ceremony, which is something most of the international guests and I had never seen. It was a beautiful and moving welcome and I was honored, as the host of the first summit in 2011, to accept the New Zealand challenge for a successful 4th summit on behalf of the international community. Many thanks to New Zealand Minister of Education Hekia Parata and her team for being gracious hosts during the summit.
This year’s summit focused on Excellence, Equity and Inclusiveness. There was complete agreement that where you live or what your parents do for a living should not determine your access to a quality education. We need to invest in education to close opportunity gaps that exist for too many children and create learning environments that allow all children to thrive. Using PISA 2012 data, OECD showed that there’s a false choice between equity and excellence: education systems as diverse as Korea and Canada can, and do, achieve both.
The countries represented at the summit stressed strong support for early interventions to help children start school healthy and ready to learn--one minister even suggested early learning as the focus of the next summit. Many of the countries around the table, including our New Zealand hosts, have a stronger commitment to early childhood education than we do in the U.S. Young children in New Zealand can receive 20 hours of free early learning opportunities each week. Data show that 95 percent of New Zealand children have had some early childhood education when they start school. The U.S. rate of 65 percent pales in comparison.
During the summit, we also talked a lot about teacher leadership and collaboration. For example, Canada involves teachers in making and implementing policy. Representatives from Singapore talked about the importance of consultation and feedback, as well as the country’s three career tracks, which provide different options for teachers’ career progression. New Zealand discussed its proposed program to create new roles and pathways, while Hong Kong mentioned a new school leadership program. These interventions and many others confirmed to me that our new Teach to Lead (T2L) initiative and our ongoing labor-management collaboration mirror what high-performing systems are doing.
I came away from the summit discussions with a renewed energy and commitment to early learning teacher leadership and collaboration, and to continuing the challenging work of education improvement. The U.S. delegation committed publicly to:
- Continue to work to increase access to high-quality early learning opportunities,
- Increase opportunities for teacher leadership,
- And, support labor-management collaboration to increase learning for all students.
Dennis, Randi, Chris and I are already moving ahead on our commitments and will report back on our progress to the international community next year at the 5th summit in Alberta, Canada. Little did we know three years ago, when we hosted the first international summit, that it would become an international community of practice dedicated to enhancing the teaching profession to improve learning for all students. Now, let’s get to work.
The opinions expressed in Global Learning are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.