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Successful education systems are those that promote leadership at all levels, thereby encouraging teachers and principals, regardless of the formal positions they occupy, to lead innovation in the classroom, the school and the system as a whole. This report summarises evidence from the OECD Teaching and Learning International Survey and the OECD Programme for International Student Assessment that underpins the three themes of the 2015 International Summit on the Teaching Profession: school leadership, teachers’ self-efficacy and innovation in education. It also offers examples from around the world of how some schools are introducing innovative ways of teaching and learning to better equip students with the skills they need to participate fully in 21st-century global economies.

Innovation in education is not just a matter of putting more technology into more classrooms; it is about changing approaches to teaching so that students acquire the skills they need to thrive in competitive global economies. Based on the OECD study, Innovative Learning Environments, this chapter describes how some schools are regrouping teachers, regrouping learners, rescheduling learning, and changing pedagogical approaches – and the mix of those approaches – to provide better teaching for better learning.

The skills that students need to contribute effectively to society are changing constantly, but our education systems are not keeping up. Most schools look much the same today as they did a generation ago, and teachers themselves are often not developing the practices and skills required to meet the diverse needs of today’s learners.

Analysis of data from the Teaching and Learning International Survey (TALIS) and the OECD Programme for International Student Assessment (PISA) finds that successful education systems are those that promote leadership at all levels, thereby encouraging teachers and principals, regardless of the formal positions they occupy, to lead innovation in the classroom, the school and the system as a whole. This chapter introduces the three main themes of the 2015 International Summit on the Teaching Profession: leadership, teachers’ self-efficacy, and innovation.

This chapter focuses on teachers’ self-efficacy: teachers’ confidence in their own abilities to teach. Based on data from the 2013 Teaching and Learning International Survey (TALIS), the chapter examines some of the factors that can affect teachers’ self-efficacy, including the classroom environment, relations with colleagues and students, appraisal and feedback, collaboration with other teachers, and teachers’ own beliefs and practices.

What do you need to create a responsive 21st-century school? Three key ingredients are teachers who are confident in their ability to teach, a willingness to innovate, and strong school leaders who establish the conditions in their schools that enable the former two ingredients to flourish. This report, Schools for 21st-Century Learners: Strong Leaders, Confident Teachers, Innovative Approaches, uses evidence from the OECD Teaching and Learning International Survey (TALIS), the OECD Programme for International Student Assessment (PISA), and the OECD Innovative Learning Environments project to identify school- and system-level policies that promote effective school leadership, strengthen teacher’s sense of self-efficacy, and encourage innovation in creating 21st-century learning environments.

This chapter discusses the roles and responsibilities of school leaders. Based on data from the 2013 Teaching and Learning International Survey (TALIS), it presents a profile of today’s school principals: their background and education, and the professional tasks they find the most rewarding. The chapter also examines the importance of sharing leadership responsibilities (distributed leadership) and providing guidance to teachers (instructional leadership).