The Unlocking High Quality Teaching report from Schools+ is the product of a collaborative and iterative effort involving representatives from policy, research, and practice.
Our gratitude goes to the over 50 participating institutions of the Schools+ Network who spearheaded this report. These include ministries of education, local authorities, teacher and school leadership organisations, large school networks, evidence brokerage organisations, and entities dedicated to educational development such as philanthropic foundations.
Participating institutions nominated schools, which contributed their insights to deepen the understanding of what makes teaching complex. We extend our heartfelt thanks to the teachers and school leaders from over 150 schools across 40 countries who brought their experience with research evidence and innovation and committed to quarterly synchronous and asynchronous knowledge-building activities.
The report has also benefited from the contributions of experts on teaching and learning. An Informal Expert Group (see Annex A), chaired by Jenni Ingram (University of Oxford), provided overarching advice to the work’s development and supporting background documents for Chapters 2 to 6. Additionally, 26 experts from academia and knowledge brokerage organisations contributed to the rating exercise and review of scientific evidence on practices. A larger group of an additional 17 academics and organisations provided qualitative input on the conceptualisation of practices and the scoping of their evidence.
The development of this report was guided by Andreas Schleicher and Yuri Belfali, and managed by Anna Pons. The report was authored by Lawrence Houldsworth and Anna Pons, with support from Paula María Rodríguez Sánchez. Noelle Geller was instrumental in overseeing the report’s preparation, production, and communications, with Rachel Linden providing additional communications support.
The Schools+ initiative was a collaborative undertaking between the OECD’s Education and Skills Directorate and the OECD Development Centre. Special thanks are due to Bathylle Missika, Priscilla Boiardi, Esme Stout, and Luca Soussan, as well as Leila Loupis, whose efforts have been fundamental in ensuring the success of the Network. Robert Marcin Dorczak and Young Chang also supported the early development of the work. Also, we are grateful for the valuable feedback on the report’s development provided by our colleagues from the Education and Skills Directorate: Nóra Révai, Hannah Ulferts, José Manuel Torres, Christa Rawkins, Melissa Mouthaan, Catharina Gress-Wright, Jonathan James, Camilla Stronati, Jason McGrath, and Cassie Hague.
Finally, we would also like to express our sincere appreciation to all who made this report possible, including the LEGO Foundation and the Jacobs Foundation for their financial support. A full list of contributors is available in Annex B.