How to Best Shape Teacher Policies

1

How to best shape teacher policies?

Informal Meeting ofMinisters of Education

25-26 June 2014Tokyo

Mean mathematics performance, by school location, after accounting for socio-economic status

Fig II.3.322 TALIS in Brief

…representing more than 4 million teachers in 34 countries…

Over 100 thousand randomly selected lower secondary teach-ers and their school leaders from over 6500 schools

…took an internationally-agreed survey about the working condi-tions and learning environments in their schools…

…responding to questions about their background, their teaching practices, support and development, their relationships with col-leagues and students and the leadership in their schools


Fig II.3.333 Participating countries

*Note: TALIS only runs in a sub-national entity of the following countries: Belgium (Flemish Community), Canada (Alberta), United Arab Emirates (Abu Dhabi) and United Kingdom (England) . This map is for illustrative purposes and is without prejudice to the status of or sovereignty over any territory covered by this map.

TALIS 2008 & 2013

Developing Teaching as a profession

Recruit top candidates into the profession

Support teachers in continued

development of practice

Retain and recognise effective teachers – path for growth

Improve the societal view of teaching as a profession

Mean mathematics performance, by school location, after accounting for socio-economic status44 TALIS seeks to help with …

5

Some students learn at high levels

All students need to learn at high levels

Student inclusion

Routine cognitive skills, rote learning

Learning to learn, complex ways of thinking,

ways of workingCurriculum, instruction and assessment

Few years more than secondary

High-level professional knowledge workers

Teacher quality

‘Tayloristic’, hierarchical

Flat, collegial

Work organisation

Primarily to authorities

Primarily to peers and stakeholders

Accountability

Education Reform TrajectoriesThe old bureaucratic system The modern enabling system


Fig II.3.366 Teachers' perceptions of the value of teaching

Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society

Mala

ysi

a

Sin

gap

ore

Kore

a

Ab

u D

hab

i (U

AE)

Fin

lan

d

Mexic

o

Alb

ert

a (

Can

ad

a)

Fla

nd

ers

(B

elg

ium

)

Neth

erl

an

ds

Au

stra

lia

En

gla

nd

(U

K)

Rom

an

ia

Isra

el

Un

ited

Sta

tes

Ch

ile

Avera

ge

Norw

ay

Jap

an

Latv

ia

Serb

ia

Bu

lgari

a

Den

mark

Pola

nd

Icela

nd

Est

on

ia

Bra

zil

Italy

Cze

ch R

ep

ub

lic

Port

ug

al

Cro

ati

a

Sp

ain

Sw

ed

en

Fra

nce

Slo

vak R

ep

ub

lic

0

10

20

30

40

50

60

70

80

90

100

Perc

enta

ge o

f te

ach

ers

Above-average performers in PISA


Fig II.3.377Countries where teachers believe their profession is valued show higher levels of student achievement

Relationship between lower secondary teachers' views on the value of their profession in society and the country’s share of top mathematics performers in PISA 2012

0 10 20 30 40 50 60 70 800

5

10

15

20

25

30

35

40

45

Australia

Brazil

Bulgaria

Chile

Croatia

Czech Republic

Denmark

Estonia FinlandFrance

IcelandIsrael

Italy

Japan

Korea

Latvia

Mexico

Netherlands

Norway

Poland

Portugal

Romania

Serbia

Singapore

Slovak Republic

SpainSweden

Alberta (Canada)

England (UK)

Flanders (Belgium)

United States

Percentage of teachers who agree that teaching is valued in society

Sh

are

of

ma

the

ma

tics t

op

pe

rfo

rme

rs

R2 = 0.24 r= 0.49

SESSION 1

How do we develop 21st century teachers to

prepare 21st century learners?

9

Evolution of employment in occupational groups defined by problem-solving skills (PIAAC)

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

*-20

-15

-10

-5

0

5

10

15

20

25

Medium-low level of prob-lem-solving

Low level of problem-solving

Medium-high level of prob-lem-solving

%

10

Changes in the demand for skillsTrends in different tasks in occupations (United States)

1960 1970 1980 1990 2000 2006 200935

40

45

50

55

60

65

70

Routine manual

Nonroutine manual

Routine cognitive

Nonroutine analytic

Nonroutine interpersonal

Mean task input in percentiles of 1960 task distribution

Source: Autor, David H. and Brendan M. Price. 2013. "The Changing Task Composition of the US Labor Market: An Update of Autor, Levy, and Murnane (2003)." MIT Mimeograph, June.


Fig II.3.31111 Most teachers value 21st century pedagogies…

Percentage of lower secondary teachers who "agree" or "strongly agree" that:

Students learn best by finding solutions to problems on their own

Thinking and reasoning processes are more important than specific curriculum content

Students should be allowed to think of solutions to practical problems themselves before the teacher shows them how they are solved

My role as a teacher is to facilitate students' own inquiry

0 10 20 30 40 50 60 70 80 90 100

Japan Average

Students work on projects that require at least one week to complete

Students use ICT for projects or class work

Give different work to the students who have difficulties learning and/or to those who can advance faster

Students work in small groups to come up with a joint solution to a problem or task

Let students practice similar tasks until teacher knows that every student has understood the subject matter

Refer to a problem from everyday life or work to demonstrate why new knowledge is useful

Check students' exercise books or homework

Present a summary of recently learned content

0 20 40 60 80 100

Japan Average


Fig II.3.31212 …but teaching practices do not always reflect that

Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons"

Increase percent-age correct

Multiple-choice - reproducing knowledge

Open-ended - constructing knowledge (21st century skills)

0

1

2

3

4

5

6

7

8

9

10

0.8

1.71.7

6.5

OECD Japan

OECDOECDJapan

Japan

13 Changes in instructional practice – PISA 2006-9

Dis

cuss

in

div

idu

al st

...

Sh

are

reso

urc

es

Team

con

fere

nce

s

Colla

bora

te f

or

com

m..

.

Team

teach

ing

Colla

bora

tive P

D

Join

t act

ivit

ies

Cla

ssro

om

ob

serv

ati

on

s

0

10

20

30

40

50

60

70

80

90

100Average Japan

Perc

enta

ge o

f te

ach

ers

Professional collaboration

Percentage of lower secondary teachers who report doing the following activities at least once per month

Teacher co-operation14

Exchange and co-ordination


Fig II.3.31515 Drivers of job satisfaction

The more frequently that

teachers report participating

in collaborative practices

with their colleagues,

the higher their level of

self-efficacy.

The same is true

for job satisfaction.


Fig II.3.31616Not everywhere where induction programmes are accessible do teachers use them

Percentage of lower secondary teachers with less than 3 years experience at their school and as a teacher, who are working in schools with the following reported access to formal induction programmes, and their reported participation in such programmes

Ice

lan

d

Fin

lan

d

Se

rbia

Jap

an

Slo

vak

Re

pu

blic

Ne

the

rlan

ds

No

rwa

y

Alb

ert

a (

Ca

na

da

)

Fla

nd

ers

(B

elg

ium

)

Au

stra

lia

Un

ited

Sta

tes

Cro

atia

Ko

rea

Ave

rag

e

Ch

ile

Isra

el

Ma

lays

ia

En

gla

nd

(U

nite

d ..

.

Ro

ma

nia

Cze

ch R

ep

ub

lic

Sin

ga

po

re

0

10

20

30

40

50

60

70

80

90

100%


Fig II.3.31717 Teachers' needs for professional development

Percentage of lower secondary teachers indicating they have a high level of need for professional development in the following areas

Knowledge of the curriculum

Knowledge of the subject field(s)

School management and administration

Pedagogical competencies

Developing competencies for future work

Teaching cross-curricular skills

Student evaluation and assessment practice

Student career guidance and counselling

Approaches to individualised learning

Teaching in a multicultural or multilingual setting

Student behaviour and classroom management

New technologies in the workplace

ICT skills for teaching

Teaching students with special needs

0 5 10 15 20 25 30 35 40

Average Average


Fig II.3.31818 Barriers to professional development participation

Percentage of lower secondary teachers who "agree" or "strongly agree" that the following elements represent barriers to their participation in professional development activities

Do not have the pre-requisites (e.g., qualifications, experience, senior-ity)

There is a lack of employer support

Lack of time due to family responsibilities

There is no relevant professional development offered

Professional development is too expensive/unaffordable

There are no incentives for participating in such activities

Professional development conflicts with my work schedule

0 20 40 60 80 100

Japan Average


Fig II.3.32020 Impact of professional development

…the professional development in which they have participated has had a positive impact on their teaching. ·

Regardless of the con-tent, over 3/4 of

teachers report that…

21

21

21 A continuum of support

Be acutely sensitive to individual differences

Provide continual as-sessment with formative feedback

Be demanding for every student

Ensure that students feel valued and included and learning is collaborative

TALIS is a partnership

between



an international research consor-

tiumOECD

Governments in 34 countries

European Commission

Teachers’ unions

Find out more about TALIS at www.oecd.org/talis• All national and international publications• The complete micro-level database

Email: [email protected]: SchleicherEDU

and remember:Without data, you are just another person with an opinion

Session 2

How can we foster more effective teaching

8%

13%

79%

7%

15%

78%

Japan

Administrative tasks

Keeping order in the classroom

Actual teaching and learning

Average proportion of time lower secondary teachers report spending on each of these activities in an average lesson

Distribution of class time24

Average


Fig II.3.32525

Teachers feedback : direct classroom observations

Bul

garia

Pol

and

Uni

ted

Sta

tes

Rom

ania

Alb

erta

(C

anad

a)

Cro

atia

Cze

ch R

epub

lic

Abu

Dha

bi (

UA

E)

Fla

nder

s (B

elgi

um)

Ser

bia

Slo

vak

Rep

ublic

Japa

n

Isra

el

Ave

rage

Sin

gapo

re

Latv

ia

Bra

zil

Mex

ico

Mal

aysi

a

Sw

eden

Est

onia

Eng

land

(U

K)

Nor

way

Fin

land

Por

tuga

l

Den

mar

k

Kor

ea

Chi

le

Ital

y

Net

herla

nds

Fra

nce

Spa

in

Icel

and

Aus

tral

ia

0

10

20

30

40

50

60

70

80

90

100

Principals School Management Other teachers

Per

cen

tag

e o

f te

ach

ers


Fig II.3.32626Teachers feedback : never received

Icela

nd

Finla

nd

Sw

eden

Flanders

(B

elg

ium

)

France

Italy

Denm

ark

Neth

erl

ands

Norw

ay

Spain

Aust

ralia

Cro

ati

a

Alb

ert

a (

Canada)

Unit

ed S

tate

s

Japan

Port

ugal

Avera

ge

Isra

el

Engla

nd (

UK

)

Chile

Est

onia

Serb

ia

Cze

ch R

epublic

Slo

vak R

epublic

Mexic

o

Sin

gapore

Bra

zil

Kore

a

Pola

nd

Abu D

habi (U

AE)

Bulg

ari

a

Rom

ania

Latv

ia

Mala

ysi

a

0

10

20

30

40

50

60

70

80

90

100

Analysis of students' test scores Assessment of content knowledge Direct classroom observation

Perc

enta

ge o

f te

achers


between




tiumOECD


European Commission

Teachers’ unions




SESSION 3

What can Ministers do to change teaching?


Fig II.3.32929 What teachers do beyond teaching

Average number of 60-minute hours teachers report spending on the following tasks in an average week

0 1 2 3 4 5 6 7 8 9 10

CroatiaFinland Japan

Finland Malaysia PortugalSingapore

Finland Korea

Finland Malaysia

Finland Korea

JapanMalaysiaSweden

IsraelItaly Malaysia

Abu Dhabi (United Arab Emirates)

Flanders (Belgium)

Finland Malaysia

School management

Communication with parents

All other tasks

Extracurricular activities

Student counselling

Team work

Administrative work

Marking

Planning

Number of hours


Fig II.3.33030 Teachers and feedback

On average across TALIS countries,

...and only one in 5 receive feedback from three sources.

Just above half of the teachers report receiving feedback on

their teaching from one or two sources


Fig II.3.33131 Feedback and change in behavior

Percentage of lower secondary teachers who report a "moderate" or "large" positive change in the following issues after they received feedback on their work

Con

fiden

ce a

s a

teac

her

Mot

ivat

ion

Job

satis

fact

ion

Kno

wle

dge

and

unde

rsta

ndin

g of

mai

n su

bjec

t fie

ld(s

)

Tea

chin

g pr

actic

es

Stu

dent

ass

essm

ents

to

impr

ove

stud

ent

lear

ning

Cla

ssro

om m

anag

emen

t pr

actic

es

Met

hods

for

tea

chin

g st

uden

ts w

ith s

peci

al n

eeds

Pub

lic r

ecog

nitio

n

Job

resp

onsi

bilit

ies

Rol

e in

sch

ool d

evel

opm

ent

initi

ativ

es

Am

ount

of

prof

essi

onal

dev

elop

men

t

Like

lihoo

d of

car

eer

adva

ncem

ent

Sal

ary

and/

or f

inan

cial

bon

us

0

10

20

30

40

50

60

70

80

90

100

Average Japan

Personal Pedagogical Professional


Fig II.3.33232 Consequences of feedback

Percentage of lower secondary teachers who "agree" or "strongly agree" that:

If a teacher is consistently underperforming, he/she would be dismissed

The best performing teachers in this school receive the greatest recognition

Teacher appraisal and feedback have little impact upon the way teachers teach in the classroom

A mentor is appointed to help teachers improve his/her teaching

A development or training plan is established to improve their work as a teacher

0 20 40 60 80

Japan Average


Fig II.3.33636

Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements

I would recommend my school as a good place to work

I enjoy working at this school

All in all, I am satisfied with my job

0 10 20 30 40 50 60 70 80 90 100

84

90

91

Japan Average

Teachers' satisfaction with their working environment


Fig II.3.33737 Teachers' satisfaction with their profession

Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements

If I could decide again, I would still choose to work as a teacher

The advantages of being a teacher clearly outweigh the disadvantages

0 10 20 30 40 50 60 70 80 90 100

78

77

Japan Average


Fig II.3.33838Behavioural issues equate to lower job satisfaction, class size doesn’t

Teachers' job satisfaction level following the number of students in the classroom in relation to the percentage of stu -dents with behavioural problems

15 o

r le

ss

16-2

0

21-2

5

26-3

0

31-3

5

36 o

r m

ore

10.0

10.5

11.0

11.5

12.0

12.5

13.0

Average Japan

Class size (number of students)

Tea

cher

jo

b s

atis

fact

ion

(le

vel)

Non

e

1% t

o 10

%

11%

to

30%

31%

or

mor

e

10.0

10.5

11.0

11.5

12.0

12.5

13.0

Average Japan

Students with behavioural problems

Tea

cher

jo

b s

atis

fact

ion

(le

vel)


Fig II.3.34242

Countries where teachers believe their profession is valued show higher levels of student achievement

Relationship between lower secondary teachers' views on the value of their profession in society and the country’s share of top mathematics performers in PISA 2012

0 10 20 30 40 50 60 70 800

5

10

15

20

25

30

35

40

45

Australia

Brazil

Bulgaria

Chile

Croatia

Czech Republic

Denmark

Estonia FinlandFrance

IcelandIsrael

Italy

Japan

Korea

Latvia

Mexico

Netherlands

Norway

Poland

Portugal

Romania

Serbia

Singapore

Slovak Republic

SpainSweden

Alberta (Canada)

England (UK)

Flanders (Belgium)

United States

Percentage of teachers who agree that teaching is valued in society

Sh

are

of

ma

the

ma

tics t

op

pe

rfo

rme

rs

R2 = 0.24 r= 0.49



For a majority of TALIS countries,

Few countries attract the most experienced

teachers……to the most challenging

schools.

4646Resilience in educationPISA performance by decile of social background

Mexic

o

Gre

ece

Sw

ed

en

Isra

el

Un

ited

Sta

tes

Den

mark

Au

stra

lia

Un

ited

Kin

gd

om

Can

ad

a

Au

stri

a

Lie

chte

nst

ein

Est

on

ia

Slo

ven

ia

New

Zeala

nd

Neth

erl

an

ds

Sw

itze

rlan

d

Belg

ium

Maca

o-C

hin

a

Kore

a

Ch

inese

Taip

ei300

325

350

375

400

425

450

475

500

525

550

575

600

625

650

675

Source: PISA 2012

United St

atesJapan

Germany

United Kingdom

France Ita

ly

Mexic

oSp

ainKore

a

Canada

Turkey

Australia

Poland

Netherlands

Belgium

Sweden

Greece

Czech

Republic

Austria

Norway

Switz

erland

Portugal

Hungary

Denmark

Finland

Ireland

New Zealand

Slova

k Republic

Luxe

mbourg

Iceland

0

2000

4000

6000

8000

10000

12000

14000

Potential long-term increase in economic output (bn $)

Increase average performance by 25 PISA points (Total 115 trillion $)

bn$


between




tiumOECD


European Commission

Teachers’ unions




How to Best Shape Teacher Policies

Education

Transcript of How to Best Shape Teacher Policies