1. Presented to the Chelmsford School Committee November 5, 2013 Dr. Frank A. Tiano

2. As a key to their country’s economic recovery, the Finns transformed their educational system in the 1970s. Over the years, the Finns knew they were doing well by their students and families in terms of the education they provided. By 2000, everyone else in the world knew it too.

3. Standardized test given to 15 year olds in countries belonging to OECD (Organization for Economic Co-Operation and Development).  Purpose is to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students (an age at which students in most countries are nearing the end of their compulsory time in school).  To date, more than 70 countries have participated in the assessment.  Developed in late 1990s, by OECD. Since 2000, every three years, a randomly selected group of fifteen-year-olds take tests in the key subjects: reading, mathematics and science, with focus given to one subject in each year of assessment to assess to what extent students at the end of compulsory education, can apply their knowledge to real-life situations and be equipped for full participation in society.

4.  What does PISA test?  reading, mathematical and scientific literacy  general competencies-measures application of school knowledge and skill – against real-life challenges. PISA does not test how well a student has mastered a school’s specific curriculum.  How does PISA test this?  Multiple-choice and questions requiring students to construct their own responses.  material is organized around texts and sometimes includes pictures, graphs or tables setting out real-life situations.  Each PISA test has 7 hours of test material. Students take 2 hour test with actual combination of test materials different for every student.

5.  2000- Finland was  1st out of 40 countries in reading (US 15 th )  3rd in science (US 14 th )  4 th in math (US 19 th ).  2003 – Finland was  1 st in reading (US 18 th )  first in science (US 21 st )  1st in math (US 24 th ).  2006 – Finland was  1st of 57 countries in science (US 24 th )  1st in math (US 25 th )  2 nd in reading (US?).  2009 – Finland was  2nd in reading (US 17 th )  1st in science (US 23 rd )  2 nd in math (US 31 st ).  2012 – Results revealed in December 2013.

6.  Finland didn’t set out to be # 1. In fact, they were quite surprised by results and outwardly do not put much stock in them.  Pasi Sahlberg – director general of Finland’s Centre for International Mobility and Cooperation And author of Finnish Lessons: What Can the World Learn from Educational Change in Finland?  “Finnish educators don't care about standardized test scores”  “We prepare children to learn how to learn, not how to take a test,”

8.  Population: 5.4 million, 15.8 inhabitants per km² (40.5 per square mile)  Life expectancy: Men 76 years, women 83 years  Languages: Official languages are Finnish (spoken by 91%) and Swedish (5.4%). Sámi is the mother tongue of about 1,700 people, members of the indigenous Sámi people of northern Lapland  Religion: Christianity; 79.9 % Lutheran and about 1.1% Orthodox.

9.  Independence: Declared on December 6, 1917. Previously a grand duchy in the Russian empire for 108 years, and a part of Sweden for 600 years before that  Form of government: Republic, parliamentary democracy  Parliament: 200 members in one chamber, elected every 4 years in a direct vote (next elections in 2015)  Cabinet: Multiparty coalition cabinet. The current Cabinet is run by Prime Minister Jyrki Katainen  Head of State: President of the Republic, elected every 6 years, two-term maximum. Currently Mr Sauli Niinistö, elected in 2012.  International cooperation: Member of United Nations since 1955 and European Union since 1995

10.  Finland has one of the highest-performing school systems in the world, as measured by PISA.  It rejects all of the "reforms" currently popular in the United States, such as testing, charter schools, vouchers, merit pay, competition, and evaluating teachers in relation to the test scores of their students.  Finnish schools come closest to achieving equality of educational opportunity as they have the least variation in education provided for their children (OECD, 2009).  Finland borrowed many of its most valued ideas from the United States, such as equality of educational opportunity, individualized instruction, portfolio assessment, and cooperative learning.  It was not always like this...

11. Dr. Pavi Portaankorva-Koivisto -First presenter on our trip (10/7).  professor at University of Helsinki  works with students who want to be teachers of math, chemistry and ICT.  1970s Reform – Economic as well as educational reform.  Realization as country of approximately 5 million people (MA over 6.5 million), there will be national and economic failure if all members of the populace are not educated.

13. Before 1970s  students divided into 2 different streams of education after 4 years of schooling.  primarily academic theoretical subjects  practical and task-oriented.  Teachers specialized in one or the other track.  Reformers argued system had moral economic weaknesses:  Students made career choices by age 11.  Basic education was divided into 2 unequal two tracks of different scopes and contents.  Unfair distribution of resources: limited amount of academic schools, concentrated in towns better

14. End of the 1960s  Finnish Parliament adopted the law on comprehensive school reform.  Despite unanimous vote, much skepticism  2-stream system was fundamentally unacceptable as depended on division into classes  School composition must be similar to the structure of the whole society.  very important that children from different social classes become accustomed to meeting each other in the common school.

15. Educational Framework  1970s two-stream system was replaced with peruskoulu, a nine-year compulsory, common school.  National curriculum for primary and secondary education – developed with teachers as educational experts.  Today – 99% of students complete peruskoulu  First 6 years -generalist elementary teacher/almost all subjects. All students receive same curriculum.  Last 3 years -specialized subject teachers. Common subjects and optional studies (electives). Optional studies may include  foreign languages, sports, art, music, or integrated, in-depth courses or applied studies in the common subjects.

16.  After 9 th grade, students attend either an academic program or vocational one.  Either way they attend 3 more years of school which gives a formal qualification to enter university or Finnish polytechnics.  The vocational curriculum is primarily job-related, and the academic part of the curriculum is adapted to the needs of a given course.  It is also possible for a student to choose both academic and vocational schooling.  Age 16, students take Matriculation exam which allow students to choose one of two pathways. Take as many matriculation exams as want.  Educational counseling and guidance is a very big part which includes students and family.  Students also have the option of attending peruskoulu for a 10th year.

18.  Finnish schools lack variety of extracurricular activities -sports teams or musical bands  Students learn at least three languages: Finnish, Swedish, and English.  Religion is taught in school as a right of every student. Have to teach religion in students’ own religion. If not religious, then get ethics classes.

19. Lack of Competition  Schools aren't ranked against each other  No formal teacher reviews.  Teachers do not have to organize curriculum around standardized testing.  No gifted programs honor societies or valedictorians.  Struggling students receive free extra tutoring.  Few private schools.  No school choice.

20. Cooperation  Multiparty democracy fosters collaboration and compromise.  Educational equality is an economic necessity  Cooperation throughout the education sector is a political necessity.

21. Cooperation Finland strong union country - Trade Union of Education very strong politically and bargaining.  Merged several teachers unions in 1 – 30 years ago.  95 % belong to teachers’ union/ Voluntary  Highly respected and welcomed in policymaking.  Reform is easier and better with teacher experts and unions involved in development.  Policymakers and the union work on the national level deal with the provision and content of education  Teachers are employed by—and the union negotiates with—the municipalities.  Collaborative structure.  Instead of each municipality negotiating a local contract, they have Commission for Local Authority Employers  “Municipal Collective Agreement.”  Similar salaries across country.  Good salaries. Teaching is always in top 10 of desired professions in Finland.

22. Governmental and Educational National Effort for Reform (Sahlberg, 2012) 3 Pillars of Reform  Systematic Focus on Equity  Enhanced Professionalism  Less is Better

23. Education as a human right - All education from preschool to university is free of charge for anybody living in Finland.

24.  Well-being of children – By law, all children have access to:  Childcare - Finland provides three years of maternity leave and subsidized day care to parents. The state subsidizes parents, paying them around 150 euros per month for every child until age 17.  Comprehensive health care

25.  Free Pre-School  Not mandatory but 97% of 6- year-olds attend public preschool their own communities.  Pre-school teachers are certified.  Focus on social skills, emotional awareness, play Fewer than 4% children live in poverty.

26. School Funding - Formula guarantees equal allocation of resources to each school regardless of location or wealth of its community.  Free education and service - teaching, educational equipment supplies  Welfare services (including health, dental, and counseling services)one free warm meal a day.  Transportation typically arranged by the municipality for distances over 3 miles.

27. School funding - divided between central government and municipalities.  Originally central government subsidy ( on average) 57 % -municipal contribution 43 %  Municipal % rising in recent years  Municipalities pay for hospitals, health centers and social welfare.

28. Post reform  All students received same education through compulsory schooling which made  Difficult transition for teachers due to their specialization.  Professional development/in-service teacher training greatly needed for existing teachers.  Content area training was needed most as their was no formal university training for content.  Teacher preparation and training were key to the Finnish educational reform.

29.  National system of teacher education with consistent, high academic standards.  Only eight universities are permitted to prepare teachers. There are no alternative ways to earn a teaching license. (in the 70’s 2/3 of licensure programs were cut)  Admission to teacher education programs is highly competitive (elite): 1 out of 10 applicants is accepted.  According to Professor Jair Iavonen (our 2 nd presenter in Helsinki-10/8) over 2500 students applied to the University to be teachers for 120 spots last year.  Accepted students have already taken required high school courses in physics, chemistry, philosophy, music, and at least two foreign languages.

31.  Future teachers have a strong academic education for three years, then enter a two-year master's degree program. Every teacher must complete an undergraduate degree and a master's degree.  Subject-matter teachers earn their master's degree from the university's academic departments, not in education department or separate teacher’s college. Have same credentials as professors.  Elementary teachers have strong backgrounds in core academic areas. Classes for teaching math, happen in the mathematics department.

32.  So selective and demanding is the process that virtually every teacher is well prepared.  Teachers are prepared to design their own curricula, assess their own pupils’ progress, and continuously improve their own teaching and their school.  Sahlberg (Finnish Lessons, 2012) writes that teachers enter the profession with a sense of moral mission and the only reasons they might leave would be "if they were to lose their professional autonomy" or if "a merit-based compensation policy [tied to test scores] were imposed."

33. Anneki Rautianian Head of Pre-primary and Basic Ed at the National Board of Education (10/7).  National Board is under the Ministry of Education.  Ministry is responsible for  education policies  preparing legislation for parliament  negotiating budget allocations for education.  National Board is responsible for  policy implementation.  development of educational objectives, contents, and methods, which it codifies in the national core curricula  evaluates outcomes.  National curriculum changes every 10 years based on student testing (done twice since 1998). Schools do small changes though small changes for new professions.  National curriculum changes not top down. Writing is done with teachers, principals, university members, unions, and national board members.

35. Pasi Silander - technology scientist - foremost school technologist and innovator in Finland. Helsinki Education Department 10/9. PD center for all 150 schools in Helsinki system.  National curriculum is very standardized education. All the skills are defined and the schools have basic curriculums that are based on the national standards.  Every teacher has national teachers manuals that are quite prescriptive. Developed by publishing companies, which also make their school books.  Manuals provide advice on the methods and length of instruction. Essentially, the curriculum is scripted, along with high quality formative and summative assessments that every child is expected to do.

36.  Manuals are not mandatory.  Teachers use the manuals as a floor, not a ceiling.  Expertly designed to meet the needs of:  curriculum  instruction  assessments The lowest performing or new teachers still have a high impact on student learning.  Therefore, there is a tremendous level of educational consistency across the country. (2% difference in outcomes across schools nationwide).

38.  Professional Development is valued for maintaining educated staff.  Mostly at Education Department (for Helsinki).  Teachers come in teams.  Not basic skills but strategic development for action plan and goals for pedagogical changes.  Teachers have 7-8 training days per year. Subs are provided. Training is available on own time as well.

39. Teaching in Finland is one of the top career choices for young people as they are highly regarded professionals.  Because entry into teaching is difficult and the training is rigorous, teaching is a respected and prestigious profession in Finland.  “We appreciate education in Finland. It is a tool for social climbing… In Finland the dream is achieved through education” (Silander).  “We also appreciate teachers a lot. All teachers have very good educations.” (Silander).  Salaries are negotiated by union all across the country. Helsinki pays a little more due to cost to live. Some steps are provided for experienced staff. Higher grade staff earn more money.

40. Finnish Schools years are longer (190 days) but have less hours of overall instruction.

41. OECD (2013)

43. By observation, Finnish teaching follows a more traditional approach. Dr. Lavonen of the University of Helsinki agreed with that view.  Constructivist way of learning.  More the whole picture, rather than just the pedagogy.  Focus on conceptual understanding. Concepts are introduced in rich, varied contexts to provide understand the meaning of concepts  Students are then required to apply concepts in various contexts. Less memorization and recalling of information.  “Teachers don’t feel stressed. They have time to plan, they have the feeling of autonomy and can collaborate with others … Curriculum is focused on depth rather than coverage (Lavonen).”

44.  “Learn by thinking, not listening to the teacher. work in teams. Tasks are problems. Not just read text and ask questions. First the questions then the resources. Open ended learning...not the product but process and applied learning. Questions come from students, real life, or teachers.” (Silander)  At the Lauttasaaren School (middle and high) 5 semesters 25 classes - less breadth, more depth.

45. Etela-tabpiola Upper School – Several students presented to us along with the principal.  Total of 75 courses with 45 core.  School days can be different for students.  1 student has 1, 75 minute course in the morning at Estela, and then spends the next 6-7 hours per day studying independently for entrance exams to University.  Another student had 4-5 lessons per day.

46.  More freedom and downtime.  Students had time between classes- casually mingle and rest.  Some had off periods could sit with friends and study, or socialize.  Students/staff casually dressed.  Addressed teachers by first names.  Students can have discussions with administration about the school.  Principals are not always in classrooms to assess. Spend time working with staff on reflection.

48.  No student handbook  About being respected and expected to behave.  Responsible for the community but less opportunities as state take cares of most people.

49. Finnish education system has garnered notoriety. Educators from around the world have visited to looking to understand their secrets. After 40 years of reform, they know they must continue move forward or fall behind. In person, they are quite frank about their shortcomings and where they need to go. Finnish Educators know what has made them successful and need to retain:  The positive school culture and the idea professional collegiality and its link to professional and student achievement.  The relationships between students, teachers and administrators. The remarkable amount of trust that exists is critical to student motivation.  The faith that parents and society have in the education system.  The focus on applied thinking and real world contexts.

50.  Educational and social reform are tied together. Wrap around services insure students are available for learning.  The emphasis on teacher prep/quality. They get the best students into their programs and have a high level of rigor.  The continued emphasis on reevaluation. They made bold changes 40 years ago and continue make systematic changes.  The strong connection and feedback loop between Board of Education, university system and public schools.

51. Finnish educators know there are many areas in which they need to grow. Anneki Rautiainen –National Board of Ed  Financial  Discrepancies between schools greater-equality is more difficult in bad economy.  Municipalities struggling paying for schools – cutbacks.  Healthcare more money as people get older  PD is expensive-providing it and substitutes  Government spent $22 million on PD last year.

52. Instructional  Outdated pedagogy  Differentiation- learners are increasing more complex in abilities and generationally.  Immigration – more non Finnish/Swedish speaking learners.  Literacy skills between boys and girls are more discrepant.  Gr. 3 -9 girls math result improved but not their attitudes about math.  Technology – Focus has been on pedagogy, behind in use of technology for instruction.  Teacher shift from being the deliverer to facilitator of learning.  Teaching less content/go deeper.  Emphasize learning to learn skills.

53. Dr. Silander- Changing holistic way of educating high schools. Not end of public education beginning of university career. Phenomenon Learning  Phenomenon learning....took national curriculum looked at goals and standards find themes. Added was not there (i.e.. European union)  Exam/holistic questions  Implement based on phenomenon. Students form projects based on own learning path. Phenomena - cover curriculum but will evolve based on world. Project and team based. Teachers tutor.  Piloted 2 high school. 5 term last year at 6 weeks. Next year all high school  School day is organized to facilitate many students not for learning. “Real life is not nice and neat, 1 subject at a time. Instead of working on a piece for their teacher, kids work on something meaningful. Balance with fundamentals. Project learning then find have to backfill skills. Students develop own plans...work with teams of interest.”

55.  eCampus - development of Virtual high schools and vocational college.  Virtual Ed institute pedagogical culture. Not a project but sustainable activity in virtual organization " well learning"  Competency based education will use e portfolio as system for the recognition of accreditation of prior knowledge.  University is partnering with them.  65% of HS teachers trained on new technology

56. Anneki Rautiainen (DOE) The Future Vision of Finnish Education consists of being the most competent country in the world by 2020 through:  6 areas of concentration  Strong Learning outcomes  Competence of educators  Sustainable well being  Strong Leadership  Learning results  Differentiation  They want to ensure:  Equal opportunities  Enthusiasm and passion- encouraging teachers to find new pedagogies and competency improvement  Create versatile and well- networked learning communities  Knowledge based continuous professional development  Long term competence improvement

58. Collectively, we discussed possible impacts. Building Community in Districts and Schools  We need to reinforce community connections in our districts.  We all have an enormous amount of authority in our communities—we need to use it.  We need to better align our students’ learning to what they are experiencing in their communities.  We need to do better about integrating migrant families in our communities and providing both excellent and equitable educational opportunities to those children.  We need to continue with Professional Learning Communities.  Collaboration between teachers, administrators, colleges of education, legislators, municipal leaders.

59. Enhancing Guidance for Students  We need to do a strong job of guiding students on their individual life pathways and providing helpful career guidance.  We need to invest in every single student. Future of Education  We need to change the perception of vocational education to a more positive one.  We need to reclaim and promote the notion that teachers are professionals.  We have to approach the notion of education with more innovation. We have to talk about the future of education more with our peers in order to strengthen the educational community’s focus on new ways of learning.  We need to think carefully about the relationship between politics and education. There is some debate over how much autonomy the education sector should have from politics and to what extent legislators and educators should sit at the same table to plan for the future of education.  We need to work with our students to plan for the future of education—their input is valuable.  We have to both share and reallocate the resources we have to maximize their impact on our students.  We need to strengthen our pre-school and early education programs so there is less of a gap for students entering the public schools.  We need to strengthen teacher preparation programs and opportunities for professional development.