How Estonia & Finland Do Better

In May 2024, I was part of a group of faculty members who traveled to Estonia and Finland on a project called Building Faculty Capacity to Provide First-Generation Students Access to Study Abroad.  We had a couple of goals - first was to determine what study abroad opportunities could be set up in Estonia and Finland for our UVU teacher education students.  The second (perhaps unofficial) goal was to determine ways to improve our teacher education programs by learning what these countries do, since both scored in the top ten (3rd and 7th respectively) on the international PISA (Programme for International Student Assessment) exam.

We have all had experience with ranking achievement, yes?  When I was teaching in Kansas, the media consistently ranked schools in my district according to standardized testing data.  It’s hard to be at the bottom when you know you’ve been doing the best you can and making huge impacts on students both academically and socially.  It is the same type of feeling when your classmates did better on the timed math facts test than you and it’s posted on the wall for all to see or when you have your name written on the board by your teacher.  Such public displays (or public shaming) always cause more resentment than motivation, right?  The same must be true, then, with international rankings of countries based on PISA assessment data.  We don’t want to lose face in front of our peers and the United States hates to be any place other than first.

The United States’ performance on PISA has generally been around (or slightly above) the OECD average in reading and science, but below average in mathematics.  You are already thinking about some of the reasons why this is, right?  The U.S. has significant income inequality, which can impact educational outcomes.  The U.S. educates a highly diverse student body, including many English language learners - more significant challenges.  But there are three other reasons why that stand out,  especially after visiting schools and teacher education programs in Estonia and Finland and talking with teachers and faculty there.

In the U.S., we have a decentralized education system:  Educational standards and expectations can vary significantly from state to state meaning students may face gaps or redundancies in their education when moving between states.  Think about how inefficient it is for each state to develop its own standards and materials.  Disparities in state standards likely exacerbates educational inequalities, particularly affecting minority and low-income students.

The Estonian & Finnish Approach:  Estonia and Finland each have a national core curriculum and combine centralized standards with significant local autonomy in implementation, allowing schools and teachers freedom to design their own curricula within the national framework.  Each  curriculum focuses on transversal competencies and emphasizes cross-curricular skills like learning to learn, cultural competence, and technology skills.  Each aims to strengthen students’ sense of coherence and support of their overall development, not just academic achievement.  All students receive instruction in their mother tongue, learn English, and many learn a third language.

In the U.S., we focus on standardized testing:  The emphasis on multiple-choice tests in the U.S. does not align well with the PISA’s problem-solving approach.  We still, to some extent, teach the test.  Teaching for conceptual understanding, rather, helps students retain knowledge better and apply it in new concepts.  Conceptual understanding encourages students to think critically, explore ideas, and make connections between concepts rather than memorizing isolated facts and procedures.  That means they are equipped to solve novel problems and adapt their knowledge to unfamiliar situations.  Teaching for conceptual understanding can increase engagement and spark curiosity.

The Estonian & Finnish Approach:  Estonia employs innovative, low-stakes testing that are typically mark-free but rich in feedback. Schools and teachers have significant autonomy in deciding how to use assessment.  Students must pass basic school exams in Estonian language, mathematics, and a subject of their choice, as well as complete a creative assignment.   Finland focuses on inquiry-based learning, encouraging active learning and critical thinking rather than rote memorization.  The curriculum promotes self-assessment, peer assessment, and using assessment as a learning tool.  Both countries use assessment as part of a broader strategy to promote lifelong learning skills, helping students become effective learners and improving their overall well-being.

In the U.S., we lack teacher autonomy:  Lack of autonomy negatively impacts teacher effectiveness, job satisfaction, and ultimately student learning.  Teacher autonomy is contextually based, varying across states and districts and buildings.  While teachers often have control over teaching techniques and grading, district’s often select teaching materials focused toward standardized testing and scripted teaching.  Some state policies have placed limitations on what teachers can discuss or include in their instruction.  Finally, and this is a big one, observations from administrators may shift teachers’ focus towards complying with specific criteria rather than exercising professional judgment.

The Estonian & Finnish Approach:  Simply put, there is a high level of trust in teachers’ professionalism and competence in Estonia and Finland.  In Estonia, teachers can choose their own textbooks and teaching materials and they have space to develop their own goals and focus areas within the national framework.  Teachers in Finland also have freedom in designing their own curricula and instruction within the national framework and teachers have more control over student assessment.  Finland invests heavily in teacher education and teacher education programs are competitive, which supports teacher autonomy by ensuring high levels of professional competence.

Teachers:  How can you develop your own teacher autonomy?  Seek out opportunities for ongoing professional learning.  Participate in collaborative practice where you can share ideas, reflect on practices, and gain new perspectives.  Reflect on your teaching practices, student outcomes, and professional goals.  Advocate for autonomy!  Communicate with school leadership about your desire for greater autonomy.  Propose pilot programs, try new instructional techniques, request flexibility in curriculum implementation, suggest alternative assessment methods.  Do what YOU know is best for your kids!

Teacher Leaders and Administrators:  How can you support teachers’ autonomy?  Provide opportunities for creativity and innovation by giving teachers the freedom to try new teaching methods and approaches without fear of failure or penalties on observation reports.  While adhering to standards, give teachers room to adapt and personalize curriculum to meet student needs.  Involve teachers in decision-making related to professional development (this will also improve job satisfaction and retention, yes?).  Foster a culture of trust by demonstrating trust in teachers’ professional judgment and abilities.  Recognize teachers’ expertise as skilled professionals and value their input.  Your students will be fine!

I don’t think our goal should be to become Estonia or Finland or any other country.  We have much to be proud of and teachers, teacher leaders, and administrators work hard every day, for sure!  Take the space you need to make improvements based on what you see and what your students need.  Take the chance to try something new that meets the needs of your kids.  If it doesn’t work the first time, give yourself some grace and keep perfecting it.  Your kids will be fine!

-Andrew

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