An Implementation Study On The Attracting,Developing And Retaining Effective Teachers Project In Organization For Economic Cooperation And Development

The stable and effective teacher is playing a key role to realize the students’ academic achievement, improve the efficiency of running schools and enhance the level of national education quality. In2002, the OECD, starting from the actual needs of each member, proposed to build the policy research of the problem in "attracting, developing and retaining effective teachers". Attempted to influence teachers by policy intervention in the form of the main body, resolve the problems of teachers’stability and its low overall quality. So as to build a stable and effective teachers, ultimately achieve the goal of each member’education quality improvement. Through nearly a decade of implementation and execution situation, the research has obtained the certain effect. This study set the background of ADRETP as a starting point, did a systematic and comprehensive research of ADRETP’main content and its positive effects, and set many countries as the case of comparative analysis, from the thinking in the process of implementation of the existing policy measures of universality and individuality, and then to ADRETP value orientation, content, features and implementation have a deeper understanding. Finally, combining with the current our country present in the process of teachers’ team construction put forward some reasonable suggestions.This study includes six parts:First part:the background of ADRETP.This part mainlyintroduces ADRETP international background analysis. Improving the quality of education, promoting the national comprehensive international competitiveness are the common pursuit of OECD countries in the21st century, under this background, focusing on the quality of teachers become a consensus in the OECD member countries, and will improve the quality of teachers as the focus of education reform and development. In addition, influenced by the concept of lifelong education, teacher education goes into the process of "integration", for the teacher’s own development also put forward higher requirements. But the fundamental cause of ADRETP lies in the21st century the OECD member countries in the aspect of teachers’team construction facing the outstanding problems, including the shortage of teachers, teachers’professional less attractive, unreasonable structure of teachers, etc. Finally, the generation of ADRETP also benefits from the OECD high attention and actively promote for the teacher’s question.Second part:the basic content of ADRETP.This part mainly expounds the basic content of ADRETP system. ADRETP system includes:the basic content of the "ADRETP goal","ADRETP design","ADRETP national background report","ADRETP out procedures" and "ADRETP implementation guidelines".ADRETP goal is based on a through extensive research to seek a consensus and establish the teacher policy. The goal can be divided into general goals and specific goals. The general goal is for each member of the education policy makers to provide the theory basis of teacher policy and related data and information, teachers help them to develop and implement policies, so as to improve the teaching quality of each member of the school and students’learning quality, and the specific objectives include:"the attraction, development and retention of effective teachers conducted a comprehensive study","identification with innovative and successful teacher policy measures","promoting national experience exchanges and cooperation" and "determine the correct teachers team construction policies and measures of choice". In order to achieve the above objectives, the OECD member countries background report based, with strict ADRETP design and operation of the program as the way, for OECD countries effective teachers through analyzing the attraction, development and retention strategy, eventually to attract other countries put forward effective teachers, development and retention policy guidelines.Third part:ADRETP implementation case.The purpose of this section is a more microscopic investigation ADRETP OECD member countries in the specific implementation, each member effective teachers and attract, the diversity of development and retention strategy. To this, this study respectively from attract effective teacher’s policy, the development of effective policies and effective teacher retention policy to discourse upon the three dimensions. And from the selection of participating in25member states of ADRETP influential and effective policy measures as a case analysis, in order to obtain the maximum ADRETP most valuable information policy initiatives. Also for our country’s teachers team construction to provide more policy advice worth deep thinking.Fourth part:ADRETP implementation effect.This part mainly analyzes ADRETP in the member states of the positive influence of teachers’ team construction. In OECD countries in recent10years in the execution and exploration of ADRETP, most members the attraction, development and build an effective teacher retention policy system, and achieved good results in each link, formed a relatively stable and effective teachers. This not only to strengthen the stability, the importance of effective teachers, and alleviate the OECD member countries directly facing the challenge of teacher shortage problem.Fifth part:the evaluation of ADRETP.The value orientation of the part by ADRETP features, content, characteristic and implementation. ADRETP mainly embodied in three aspects:the value orientation of characteristics, the value orientation of "people-oriented", the value orientation of "quality education", and the value orientation of "education fairness" three aspects, which is the world education development in the21st century the most core three value orientation. Content, ADRETP has open cooperative, system integration and clear the features of instructive. ADRETP smoothly and implementation is a process of opening up and cooperation, it requires that the mutual exchanges and cooperation between countries and international organizations, on the basis of the cooperation and exchange of experience with each other to build effective teachers attraction, development and retention policy system integration, clear guiding policy suggestions in the end. In implementing ways, mainly analyzes its feasibility and the diversity of policy measures.Sixth part:ADRETP enlightenment. In objective to present the basic content of ADRETP, implementing case, implementation effect and the value orientation, content, implementation of the evaluation on the basis of knowledge, combined with the actual situation of their own, in perfecting our country’s teachers team construction aspects put forward some reasonable Suggestions, in order to further facilitate the effective teachers in our country the formation of the attraction, development and retention policy system. Its policy suggestions mainly include:perfecting the system of laws and regulations, improve the teachers’ rights and interests safeguard mechanism; strengthen the status of teachers’ professionalization, promote teachers’ professional level; strengthen teacher education "integration" consciousness, build more perfect teacher education system; pay attention to the sustainable development of rural education, improve rural teachers’professional attraction and retention.