The role of the teacher is broadening and becoming more demanding. Teachers are expected to use a wide variety of methods, tools and approaches and to tailor them to the learners' needs. They also need to have competences and skills necessary to create a positive classroom environment and work collaboratively with other stakeholders within and outside the school in order to provide timely support to learners. 

There are some specific new skills and competences that teachers are expected to acquire or improve: 

• Teachers need a positive attitude toward the benefits of having a diverse set of learners in their classes. Teachers need to be able to select from a wide variety of teaching techniques and active learning strategies (including: enquiry-based and project-based teaching, collaborative learning, etc.), in order to work effectively with and tailor learning for a diverse group of students – who, although in the same learning environment – have different learning needs and preferences. 
• Teachers need to be informed about the latest research and evidence-based best practices in areas relevant to their work. Teachers who are lifelong learners also consider professional challenges as part of their learning process. They also gain knowledge and information that they can share with other teachers and in their daily practice. 
• Teachers need to integrate formative assessment methods in teaching and learning to provide learners with feedback and support progress toward learning goals. 
• Teachers need competences to diagnose ESL risk factors, which may include unfavourable school and classroom climates, poor teacher-students-relationships, negative peer-influence, truancy, illness, learning difficulties, etc. In addition, teachers should have a comprehensive knowledge of a range of effective interventions to prevent early school leaving. 
• Teachers need to be able to effectively communicate and build powerful, positive and trust-based relationships with learners from all backgrounds. They should be able to deploy appropriate classroom management strategies, and techniques to resolve conflicts and prevent bullying and have interpersonal competences expertise to promote a positive school and classroom climate. 
• Teachers who have a positive attitude and the ability to work in multi-disciplinary professional teams and professional communities co-develop teaching and learning approaches, act to prevent the process of early school leaving and are less likely to feel isolated. School leaders have a key role to play by providing the budget, time and space to support professional communities, school development projects and continuing professional development. 
• Teachers should be encouraged and supported to lead and to act as change agents and mentors within and beyond the classroom. Teacher leadership can be characterised as a collaborative effort in which teachers co-develop expertise and promote professional development to improve their own and their peers’ educational practices and the school climate. Their aim is ultimately to improve student retention and performance. 
• Teachers should have the ability to communicate effectively, and to cooperate with and involve parents in the learning and development of their children. 
• Teachers should have the competence, willingness to cooperate, and creativity to involve external partners including local employers. 
• Teachers need to have the knowledge and awareness of the cognitive, social and behavioural development of students (e.g. well-being). 

Find out more: 

• European Commission Staff Working Document, 374, Supporting the teaching professions, European Commission, Brussels, 2012 

Additional reading: 

• Carneiro, R. Looney, J. Vincent-Lancrin, S. 'Learning from the Past, Looking to the Future: Issues and agendas in education', European Journal of Education, Vol. 50, No. 4, pp. 524–535. doi: 10.1111/ejed.12158 
• Day, L., Percy-Smith, B., Ruxton, S., McKenna, K., Redgrave, K., Ronicle, J. Young, T., Evaluation of legislation, policy and practice of child participation in the EU: Research summary, Office for Official Publications of the European Communities, Luxembourg, 2015 
• Donaldson, G., 'Teacher Education and Curriculum Change in Scotland', European Journal of Education, Vol. 49, No. 2, 2014, pp. 178–191. doi: 10.1111/ejed.12077 Downes, P., 'Developing a Framework and Agenda for Students' Voices in the School System across Europe: From Diametric to Concentric Relational Spaces for Early School Leaving Prevention', European Journal of Education, Vol. 48, No., 3, 2013, pp. 346–362. doi./10.1111/ejed.12035 
• Downes, P., Towards a Differentiated, Holistic and Systemic Approach to Parental Involvement in Europe for Early School Leaving Prevention, European Union, European Regional Development Fund, Urbact Programme, Paris, 2014 
• EU Council, Council conclusions on reducing early school leaving and promoting success in school, Council of the European Union, Brussels, 2015 
• European Commission, Supporting teacher competence development for better learning outcomes, Office for Official Publications of the European Communities, Luxembourg, 2013 
• European Commission, Education and Training Monitor 2015, Office for Official Publications of the European Communities, Luxembourg, 2015 
• European Commission, Schools policy: A whole school approach to tackling early school leaving, Education & Training 2020, European Commission, Brussels, 2015 
• European Commission/EACEA/Eurydice, The Teaching Profession in Europe: Practices, Perceptions and Policies, Publications Office of the European Union, Luxembourg, 2015 
• IBE-UNESCO, Reaching Out to All Learners: a Resource Pack for Supporting Inclusive Education, Training Tools for Curriculum Development, International Bureau of Education. Geneva, 2016 
• Isac, M.M., Araújo, L., Dinis da Costa, P., Soto Calvo, E., Albergaria-Almeida, P., Teaching practices in primary and secondary schools in Europe: Insights from large-scale assessments in education, Office for Official Publications of the European Communities, Luxembourg, 2015 
• Nairz-Wirth, E., Feldmann, K., Diexer, B., Handlungsempfehlungen für Lehrende, Schulleitung und Eltern zur erfolgreichen Prävention von Schulabsentismus und Schulabbruch. Aufbruch zu einer neuen Schulkultur, Vienna University of Economics and Business. Vienna, 2012 
• Nairz-Wirth, E. Feldmann, K., Wendebourg, E., Professionalisierung von Lehrerinnen und Lehrern im Bereich der Prävention und Intervention von Schul- und Ausbildungsabbruch, Vienna University of Economics and Business. Vienna, 2012 
• Nouwen, W., Clycq, N., Braspenningx, M., and Timmerman, C., Cross-case Analyses of School-based Prevention and Intervention Measures, Project Paper 6, RESL.eu Project, Centre for Migration and Intercultural Studies, University of Antwerp, 2016 
• OECD, TALIS 2013 Results: An international perspective on teaching and learning, OECD, Paris, 2014 
• Ryan, L., Lörinc, M. 'Interrogating early school leaving, youth unemployment and NEETS: Understanding local contexts in two English regions', Educação, Sociedade & Culturas, Vol. 45, 2015, pp. 33–54. 
• Sachs, J., 'Teacher professionalism: Why are we still talking about it?, Teachers and Teaching, Vol. 22 No. 4, 2015, pp.413–425. doi: 10.1080/13540602.2015.1082732 
• Schleicher, A., Schools for 21st-Century Learners: Strong Leaders, Confident Teachers, Innovative Approaches, OECD, Paris, 2015 
• Valenčič Zuljan, M., Marentič Požarnik, B., 'Induction and Early-career Support of Teachers in Europe', European Journal of Education, Vol. 49, No. 2, 2014, pp.192–205. doi: 10.1111/ejed.12080 

A supportive long-term relationship between the teacher and learner is crucial for improving learner engagement and achievement. Positive relationships with learners also increase teachers’ job-satisfaction. Trust-based, respectful and cooperative relationships between teachers and learners, their parents and the wider community also influence positive learning outcomes.

Essential elements for such relationships include:

• Setting high expectations for the achievement of all students. 
• Building and maintaining a caring, inclusive classroom environment and a culture of trust. 
• Understanding educational disadvantage: accepting that some learners may come from family and social backgrounds which may not be advantageous to learning and that they may need additional support. 
• Teacher attitudes and communication skills: teachers need to be aware that their attitudes, expectations and the words they use may have a significant impact and influence on learners. Communication skills are also needed to work effectively with parents, other school staff and professionals outside of school. Any communication with parents should be clear (for example, avoiding less well-known terminology), and be welcoming for those who are not familiar with the system. 
• Recognising the important role of parents and other adults and peers with whom they learners relate most closely: teachers need to acknowledge the role which key individuals in the learner’s life play in the learning process and take advantage of the benefits of their involvement. 
• Awareness of diversity in classrooms: schools should work to actively embrace differences of both staff and learners. Teachers should develop their knowledge, competences and skills related to understanding diversity in all its forms: intercultural education, multilingualism and teaching second language learners should be embedded within initial teacher education and reinforced through continuous professional development (in-service training, teaching mobility programmes, workshops, conferences. 
• A school culture that takes learners’ voices seriously and considers their views in school development processes. 

Find out more: 

• URBACT project 'PREVENT - Involving parents in the prevention of early school leaving' 
• Bryk, A, Schneider, B., 'Trust in Schools: A Core Resource for School Reform', Creating Caring Schools, Vol. 60, No. 6, 2003, pp. 40–45 
• Day, L, Mozuraityte, N, Redgrave, K, McCoshan, A., Preventing early school leaving in Europe: Lessons learned from second chance education, Office for Official Publications of the European Communities, Luxembourg, 2013 
• Day, L., Percy-Smith, B., Ruxton, S., McKenna, K., Redgrave, K., Ronicle, J. Young, T., Evaluation of legislation, policy and practice of child participation in the EU: Research summary, Office for Official Publications of the European Communities, Luxembourg, 2015 
• Downes, P., 'Developing a Framework and Agenda for Students' Voices in the School System across Europe: From Diametric to Concentric Relational Spaces for Early School Leaving Prevention', European Journal of Education, Vol. 48, No., 3, 2013, pp. 346–362. doi./10.1111/ejed.12035 
• Downes, P., Towards a Differentiated, Holistic and Systemic Approach to Parental Involvement in Europe for Early School Leaving Prevention, European Union, European Regional Development Fund, Urbact Programme, Paris, 2014 
• Downes, P. 'Prevention of early school leaving through teacher education: Some European Perspectives', In Rabensteiner, P. and Rabensteiner, G. (eds.), Internationalisation in Teacher Education, Germany, 2014, pp. 17 – 31. 
• EU Council, Council conclusions on reducing early school leaving and promoting success in school, Council of the European Union, Brussels, 2015 
• European Commission, 'Reducing early school leaving: Key messages and policy support', Final Report of the Thematic Working Group on Early School Leaving, European Commission, Brussels, 2013 
• European Commission, Study on educational support for newly arrived migrant children, Publications Office, Luxembourg, 2013 
• European Commission, Supporting teacher competence development for better learning outcomes, European Commission, Brussels, 2013 
• European Commission, Language teaching and learning in multilingual classrooms, Publications Office of the European Union, Luxembourg, 2015 
• European Commission/EACEA/Eurydice, The Teaching Profession in Europe: Practices, Perceptions and Policies, Publications Office of the European Union, Luxembourg, 2015 
• European Commission, Schools policy: A whole school approach to tackling early school leaving, Education & Training 2020, European Commission, Brussels, 2015 
• Fernández-Batanero, J., 'Strategies for inclusion in the face of social exclusion: Case study in Andalusia (Spain)', European Journal of Special Needs Education, Vol. 29, No. 3, 2014, pp. 415–428. doi:10.1080/08856257.2014.906978 
• IBE-UNESCO, Reaching Out to All Learners: A Resource Pack for Supporting Inclusive Education, Training Tools for Curriculum Development, International Bureau of Education, Geneva, 2016 
• Isac, M., Araújo, L., Dinis da Costa, P., Soto Calvo, E., Albergaria-Almeida, P., Teaching practices in primary and secondary schools in Europe: Insights from large-scale assessments in education, Office for Official Publications of the European Communities, Luxembourg, 2015 
• Nairz-Wirth, E,, Feldmann, K., Diexer, B., Handlungsempfehlungen für Lehrende, Schulleitung und Eltern zur erfolgreichen Prävention von Schulabsentismus und Schulabbruch. Aufbruch zu einer neuen Schulkultur, Vienna University of Economics and Business. Vienna, 2012 
• Nouwen, W., Clycq, N., Braspenningx, M., and Timmerman, C., Cross-case Analyses of School-based Prevention and Intervention Measures, Project Paper 6, RESL.eu Project, Centre for Migration and Intercultural Studies, University of Antwerp, 2016 
• Sachs, J., 'Teacher professionalism: why are we still talking about it?'. Teachers and Teaching, Vol. 22, No. 4, 2015, pp. 413–425. doi:10.1080/13540602.2015.1082732 
• Stéger, C., 'Review and Analysis of the EU Teacher-related Policies and Activities'. European Journal of Education, 49, No. 3, 2014, pp. 332–347. doi:10.1111/ejed.12089 

Both initial teacher education (ITE) and continuous professional development (CPD) are critical to ensure that teachers acquire the competences, skills and knowledge that allow them to respond to a range of classroom situations. Professional mastery is positively associated with teachers’ satisfaction. This is especially the case for teachers who work in more demanding contexts, such as schools with high levels of socio-economic and educational disadvantage and very heterogeneous groups of learners. 

As part of their initial education, it is important that all student and novice teachers have opportunities to enhance their understanding of the nature, causes, and extent of early school leaving and educational disadvantage. It is essential that all teachers understand their key role in supporting the continuity of children's development and learning and in recognising early signs of learning difficulties or disengagement. This includes the need for teachers to collaborate effectively among themselves, with other professionals inside and outside the school, and with parents and families. 

Student teachers should be offered practical exposure to the everyday reality of educational disadvantage and multicultural environments, for example through participation in work placements in schools with high early school leaving (ESL) rates or high levels of socio-economic disadvantage, or in activities with vulnerable families. All novice and newly appointed teachers should attend a systematic induction programme which is coherent with their needs, and participate in training including through a professional community and additional support by a well-qualified mentor. 

All teachers should be encouraged to build networks with other teachers, experts and researchers for information exchange and knowledge building on how to improve inclusive education and tackle early school leaving. ITE and CPD are kept alive by a culture of relational trust in schools. In a climate of trust teachers can act as change agents. Instructional development through formative and summative assessment can be conducted. A focus on understanding ESL should become a core element of initial teacher education and continuous professional development programmes. CPD should be context-specific and aligned with learners’ and schools' specific needs and goals. Child participation should be given sufficient prominence within professional development programmes.

According to recent studies, there are several areas for which teachers say they have moderate or high need for CPD, including:

• Competence to diagnose learners at risk 
• Causes and consequences of early school leaving 
• Early school leaving prevention, intervention and remediation measures 
• Working with parents 
• Teaching cross-curricular skills 
• Teaching in multilingual and multicultural settings 
• Student career guidance and counselling
• Teaching learners with special educational needs 
• New technology in the workplace, including schools 
• Approaches to individualised teaching and learning 
• Conducting classroom-based individual and collaborative research 

Some of the most effective ways to implement CPD that also enhance collaborative cultures in schools are:

• Building professional communities and teacher networks 
• Peer-to-peer learning 
• Peer observation 
• In-service (internal) training 
• Mentoring and coaching among staff and other professionals 
• Setting aside time and space for collective reflection and inquiry among teachers on ways to solve current problems, improve learning, strengthen the school climate and exchange observations and experiences and views 
• Online or face-to-face (external) courses 
• Co-operative action research to test innovative teaching practices 
• Teaching practices database to share knowledge on effective practices 
• Regular teacher appraisals 

Additional reading:

• Bryk, A, Schneider, B., 'Trust in Schools: A Core Resource for School Reform', Creating Caring Schools, Vol. 60, No. 6, 2003, pp. 40–45 
• Carneiro, R., Looney, J., Vincent-Lancrin, S.,'Learning from the Past, Looking to the Future: Issues and agendas in education', European Journal of Education, Vol. 50, No. 4, 2015, pp. 524–535. doi: 10.1111/ejed.12158. 
• Cordingley, P. 'The contribution of research to teachers’ professional learning and development', Research and Teacher Education: the BERA-RSA Inquiry, British Educational Research Association, RSA Action and Research Centre, United Kingdom 
• Day, L, Mozuraityte, N, Redgrave, K, McCoshan, A., Preventing early school leaving in Europe: Lessons learned from second chance education, Office for Official Publications of the European Communities, Luxembourg, 2013 
• Day, L., Percy-Smith, B., Ruxton, S., McKenna, K., Redgrave, K., Ronicle, J. Young, T., Evaluation of legislation, policy and practice of child participation in the EU: Research summary, Office for Official Publications of the European Communities, Luxembourg, 2015 
• De Witte, K., Nicaise, I., Lavrijsen, J., Van Landeghem, G., Lamote, C., Van Damme, J., ‘The Impact of Institutional Context, Educatin and Labour Market Policies on Early School Leaving: A comparative analysis of EU countries’, European Journal of Education, Vol. 48, No. 3., 2013, pp. 331 – 345. doi/10.1111/ejed.12034/ 
• European Commission, Education and Training Monitor 2015, Publications Office of the European Union, Luxembourg, 2015. 
• European Commission, Schools Policy: A whole school approach to tackling early school leaving, Education & Training 2020, European Commission, Brussels, 2015. 
• European Commission/EACEA/Eurydice, The Teaching Profession in Europe: Practices, Perceptions and Policies, Publications Office of the European Union, Luxembourg, 2015. 
• IBE-UNESCO, Reaching Out to All Learners: a Resource Pack for Supporting Inclusive Education, Training Tools for Curriculum Development, International Bureau of Education. Geneva, 2016 
• Isac, M.M., Araújo, L., Dinis da Costa, P., Soto Calvo, E., Albergaria-Almeida, P., Teaching practices in primary and secondary schools in Europe: Insights from large-scale assessments in education, Office for Official Publications of the European Communities, Luxembourg, 2015. 
• Nairz-Wirth, E,, Feldmann, K., Diexer, B., Handlungsempfehlungen für Lehrende, Schulleitung und Eltern zur erfolgreichen Prävention von Schulabsentismus und Schulabbruch. Aufbruch zu einer neuen Schulkultur, Vienna University of Economics and Business. Vienna, 2012 
• Nairz-Wirth, E., Feldmann, K., Wendebourg, E., Professionalisierung von Lehrerinnen und Lehrern im Bereich der Prävention und Intervention von Schul- und Ausbildungsabbruch, Vienna University of Economics and Business, Vienna, 2012 
• Nouwen, W., Clycq, N., Braspenningx, M., and Timmerman, C., Cross-case Analyses of School-based Prevention and Intervention Measures, Project Paper 6, RESl.eu Project, Centre for Migration and Intercultural Studies, University of Antwerp, 2016 
• OECD, TALIS 2013 Results: An international perspective on teaching and learning, OECD, Paris, 2014. 
• OECD, Supporting Teacher Professionalism: Insights form Talis 2013, OECD, Paris, 2016 
• Ryan, L., Lörinc, M., 'Interrogating early school leaving, youth unemployment and NEETS: Understanding local contexts in two English regions', Educação, Sociedade & Culturas, Vol. 45, 2015, pp. 33–54 
• Stéger, C., 'Review and Analysis of the EU Teacher-related Policies and Activities'. European Journal of Education, 49, No. 3, 2014, pp. 332–347. doi:10.1111/ejed.12089