 That's interesting to see how we are so different and at the same time having the same challenges. Because we have different systems and very often we are not aware of the good things in our system, so it's very valuable when we discuss among each other, share what are the challenges in respective systems, but also to share best practice so we can apply it back at home. It's time to make the teacher profession more attractive in order to recruit and retain qualified teachers to the benefit of students' learning outcome. In many countries, career is simply salary progression, but to describe the different paths of professional opportunities as a teacher is very important for school development. At the core of our work is an understanding that if you want to create meaningful learning experiences for all young people in Europe, you need to have enough passionate and highly competent teachers and school leaders. They are the ones responsible for learner development on a daily basis, and it is the learners for whom they undertake their professional role. Not only do European school education systems want to continually recruit enough teachers and school leaders, they also want to keep and nurture them, so it is an issue of retention. Another key objective is what we might call regeneration. The idea that professionals should be motivated to continually reflect and develop themselves, as well as support their wider profession by sharing practice with others and mentoring less experienced colleagues. However, we know serious teacher shortages are being reported, and school education careers are still often seen as flat or one-dimensional, with few or no opportunities for progression. This raises a serious challenge, both for schools and for school education systems. As a policymaker, most of the time we pay attention to the teachers in general as one whole group, but it is also very important to take into account the teachers and individuals and how they evolve during their career and their professional life, so I think it is important to find a balance between looking at individual teachers and looking at the teachers as a whole group in your education system. The development of teachers and school leaders and their career progression involves a dynamic interplay between motivation, ability and opportunity, and all three are necessary. The motivation to develop one's own ability and those of colleagues, and the opportunities to put that ability into practice. Equally, if an unexpected opportunity arises, there should be support in developing the necessary new abilities to fulfil that role. Putting this into practice requires a particular understanding of teachers and school leaders' working lives as a career, a path over a significant period of time with different opportunities for variation and progress within or across a profession. What we develop together within your working group is a much wider understanding of how teachers can develop and progress during their lifespan as a teacher, and it has a much wider variety than often we think about. And I think that really enriches our understanding and I think it is an important understanding for teachers to become aware of all these opportunities that are there for teachers. But I think it is important that teachers have the opportunities to develop to vary in their work because through that they will stay passionate in their teaching and in the work within schools. And I think passionate teachers is a key for rich and rich learning of pupils. Rather than view careers in school education as one-dimensional, there are several different ways of understanding teachers and school leaders' career paths based on examples that we know are already established in countries throughout Europe. The most obvious examples are gaining a position of increased responsibility or becoming a more competent or expert teacher, so moving up or moving up and out. There is also the idea of taking on a new role in the same school such as a special needs coordinator or changing contexts such as moving schools or between primary and secondary education. Add to that the possibility of working not just in school but also outside it at the same time. For example helping to lead a network or being a regional advisor and of course the possibility of moving out to a new career or coming into the profession from a different field. We believe strongly that by acknowledging the different possible career paths school education systems can hope to positively change the working lives of its professionals and attitudes towards the profession. Within the Netherlands we have already been discussing the whole idea of teacher careers but I think the exchange within the European context really challenged us to look at what have we in place and what still is missing and I think especially the idea of having a framework to support teacher careers has been illuminating for us. The Working Group Schools is made up of representatives of European Ministries of Education and stakeholder organisations. This includes policy officers, many of whom are former teachers as well as researchers, inspectors, directors of aspects of school education which means we don't hold typical meetings but we work more in a workshop environment as a community of practitioners. And over the past 18 months we've also invited other experts of school education and representatives of students and school head organisations to our events which I feel has added a richness and diversity to the discussions. For me the whole process of the 80-20-20 schools Working Group has been about peer learning, about getting to know what the other countries are doing changing ideas, inspiring each other so I do think that the whole process has been very beneficial. It's always amazing to work with people from all these different countries in Europe and we really get the sense that some of the problems are the same even if in different contexts. And since we are doing the curricular reform and we are changing the training of the teachers and we have also introduced a new policy where we recognise all the additional work that the teachers do such as projects. For us this guidebook is very important. Very often they are not aware that even when they do the training when they share the knowledge with their peers at the school level that they are actually moving in their career and they are not staying at the same level. The guide should help school leaders and school heads maybe in realising the importance of their role in identifying the professional needs of their teachers and the needs of their schools and that it should become part of a professional conversation at individual level with teachers that the school head, the school leader would say what are your learning needs and how can we facilitate those. I really hope there will be more confidence and more aware about opportunities in and outside their teacher careers. I hope that they will understand that attention and support need to be given to teacher and school leader careers in order to attract and retain them into the system and keep them motivated.