How to best shape teacher policies?...Not everywhere where induction programmes are accessible do teachers use them Percentage of lower secondary teachers with less than 3 years experience

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 teachers and their school leaders from over 6500 schools

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

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

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

Curriculum, 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

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

0

10

20

30

40

50

60

70

80

90

100M

alay

sia

Sing

apore

Kore

a

Abu

Dha

bi (U

AE)

Finl

and

Mex

ico

Alb

erta

(Can

ada)

Flan

der

s (B

elgiu

m)

Net

herlan

ds

Aus

tral

ia

Engla

nd (U

K)

Rom

ania

Isra

el

Uni

ted S

tate

s

Chi

le

Ave

rage

Norw

ay

Japan

Latv

ia

Serb

ia

Bulg

aria

Den

mar

k

Pola

nd

Icel

and

Esto

nia

Braz

il

Ital

y

Cze

ch R

epub

lic

Portug

al

Cro

atia

Spai

n

Swed

en

Fran

ce

Slova

k Rep

ublic

Perc

enta

ge

of tea

cher

s

Above-average performers in PISA

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.377

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

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

0

5

10

15

20

25

30

35

40

45

0 10 20 30 40 50 60 70 80

Shar

e of

mat

hem

atic

s to

p p

erfo

rmer

s

Percentage of teachers who agree that teaching is valued in society

R2 = 0.24 r= 0.49

SESSION 1

How do we develop 21st century teachers to

prepare 21st century learners?

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

9

-20

-15

-10

-5

0

5

10

15

20

25Medium-lowlevel ofproblem-solving

Low level ofproblem-solving

Medium-highlevel ofproblem-solving

%

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

10

35

40

45

50

55

60

65

70

1960 1970 1980 1990 2000 2006 2009

Routine manualNonroutine manualRoutine cognitiveNonroutine analyticNonroutine 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.

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31111 Most teachers value 21st century pedagogies…

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

0 10 20 30 40 50 60 70 80 90 100

Students learn best by finding solutions to problems on theirown

Thinking and reasoning processes are more important thanspecific curriculum content

Students should be allowed to think of solutions to practicalproblems themselves before the teacher shows them how they

are solved

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

Japan Average

0 20 40 60 80 100

Students work on projects that require at least one week tocomplete

Students use ICT for projects or class work

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

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

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

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

Check students' exercise books or homework

Present a summary of recently learned content

Japan Average

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

0.8

1.71.7

6.5

0

1

2

3

4

5

6

7

8

9

10

Multiple-choice - reproducing knowledge

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

OECD Japan

OECDOECDJapan

Japan

Changes in instructional practice – PISA 2006-9

0

10

20

30

40

50

60

70

80

90

100

Discu

ss ind

ivid

ual

stud

ents

Shar

e re

sour

ces

Team

conf

eren

ces

Colla

bora

te for co

mm

on

stan

dar

ds

Team

tea

chin

g

Colla

bora

tive

PD

Join

t ac

tiviti

es

Cla

ssro

om

obse

rvat

ions

Perc

enta

ge

of

teac

her

sAverage Japan

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

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


Not 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

0

10

20

30

40

50

60

70

80

90

100

Icel

and

Finl

and

Ser

bia

Japa

n

Slo

vak

Rep

ublic

Net

herla

nds

Nor

way

Alb

erta

(Can

ada)

Flan

ders

(Bel

gium

)

Aus

tralia

Uni

ted

Stat

es

Cro

atia

Kor

ea

Ave

rage

Chi

le

Isra

el

Mal

aysi

a

Eng

land

(Uni

ted…

Rom

ania

Cze

ch R

epub

lic

Sin

gapo

re

Access Participation

%

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

0 5 10 15 20 25 30 35 40

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

Average Average

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

0 20 40 60 80 100

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

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

Japan Average


Participation in professional development and level of support received by teachers

Australia

Brazil

Bulgaria

Chile

Croatia

Czech Republic

Denmark

EstoniaFinland

France

Iceland

Israel

Italy

Japan

Korea

Latvia

Malaysia

Mexico

NetherlandsNorway

Poland

Portugal

Romania

Serbia

Singapore

Slovak RepublicSpain

Sweden

Abu Dhabi (United Arab Emirates)

Alberta (Canada)

England (United Kingdom)

Flanders (Belgium)

Average

United States

0

10

20

30

40

50

60

70

80

90

100

70 75 80 85 90 95 100

Per

centa

ge

of te

acher

s w

ho h

ad t

o p

ay f

or

none

of

the

pro

fess

ional

dev

elopm

ent ac

tivi

ties

under

take

n

Percentage of teachers who undertook some professional development activities in the 12 months prior to

the survey

Mean mathematics performance, by school location, after accounting for socio-economic status 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 content, over 3/4 of

teachers report that…

21

21

21 A continuum of support

Make learning central, encourage engagement and responsibility

Be acutely sensitive to individual differences

Provide continual assessment 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

consortiumOECD

Governmentsin 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

0%0%0%

8%

13%

79%

7%

15%

78%

Japan

Administrative tasks

Keeping order in theclassroom

Actual teaching andlearning

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

Distribution of class time24

Average


Teachers feedback : direct classroom observations

0

10

20

30

40

50

60

70

80

90

100B

ulga

ria

Pol

and

Uni

ted

Sta

tes

Rom

ania

Alb

erta

(Can

ada)

Cro

atia

Cze

ch R

epub

lic

Abu

Dha

bi (U

AE)

Flan

ders

(Bel

gium

)

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

(UK)

Nor

way

Finl

and

Por

tuga

l

Den

mar

k

Kor

ea

Chi

le

Italy

Net

herla

nds

Fran

ce

Spa

in

Icel

and

Aus

tralia

Perc

enta

ge o

f tea

cher

s

Principals School Management Other teachers


Teachers feedback : never received

0

10

20

30

40

50

60

70

80

90

100Ic

elan

d

Finl

and

Swed

en

Flan

der

s (B

elgiu

m)

Fran

ce

Ital

y

Den

mar

k

Net

herlan

ds

Norw

ay

Spai

n

Aus

tral

ia

Cro

atia

Alb

erta

(Can

ada)

Uni

ted S

tate

s

Japan

Portug

al

Ave

rage

Isra

el

Engla

nd (U

K)

Chi

le

Esto

nia

Serb

ia

Cze

ch R

epublic

Slova

k Rep

ublic

Mex

ico

Sing

apore

Bra

zil

Kore

a

Pola

nd

Abu

Dha

bi (U

AE)

Bul

gar

ia

Rom

ania

Latv

ia

Mal

aysia

Per

centa

ge

of

teac

her

s

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


between



consortiumOECD


European Commission

Teachers’ unions




SESSION 3

What can Ministers do to change teaching?

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

Finland Malaysia

Abu Dhabi (United Arab Emirates)Flanders (Belgium)

IsraelItaly Malaysia

JapanMalaysiaSweden

Finland Korea

Finland Malaysia

Finland Korea

Finland Malaysia PortugalSingapore

CroatiaFinland Japan

0 1 2 3 4 5 6 7 8 9 10Number of hours

School management

Communication with parents

All other tasks

Extracurricular activities

Student counselling

Team work

Administrative work

Marking

Planning

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

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

0

10

20

30

40

50

60

70

80

90

100

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

nsu

bjec

t fie

ld(s

)

Teac

hing

pra

ctic

es

Stu

dent

ass

essm

ents

to im

prov

e st

uden

tle

arni

ng

Cla

ssro

om m

anag

emen

t pra

ctic

es

Met

hods

for t

each

ing

stud

ents

with

spe

cial

need

s Pub

lic re

cogn

ition

Job

resp

onsi

bilit

ies

Rol

e in

sch

ool d

evel

opm

ent i

nitia

tives

Am

ount

of p

rofe

ssio

nal d

evel

opm

ent

Like

lihoo

d of

car

eer a

dvan

cem

ent

Sal

ary

and/

or fi

nanc

ial b

onus

Average Japan

Personal Pedagogical Professional

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33232 Consequences of feedback

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

0 20 40 60 80

If a teacher is consistently underperforming, he/she would bedismissed

The best performing teachers in this school receive the greatestrecognition

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

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

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

Japan Average

41%

22%

15%

11%

7%4%

36%

25%

15%

11%

8%5%

Japan

Admin/leadership

Curriculum/teaching

Students

Parents/guardians

Community

Other

Average proportion of time lower secondary principals report spending on the following activities throughout the school year

Principals’ working time33

Average

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33434 Elements not included in principals' formal education

Percentage of lower secondary principals whose formal education did not include:

0

10

20

30

40

50

60

70

Pol

and

Ser

bia

Cro

atia

Spa

in

Por

tuga

l

Slo

vak

Rep

ublic

Eng

land

(Uni

ted…

Isra

el

Aus

tralia

Cze

ch R

epub

lic

Fran

ce

Finl

and

Nor

way

Flan

ders

(Bel

gium

)

Italy

Ave

rage

Bul

garia

Latv

ia

Rom

ania

Bra

zil

Den

mar

k

Est

onia

Mex

ico

Sw

eden

Net

herla

nds

Chi

le

Sin

gapo

re

Icel

and

Alb

erta

(Can

ada)

Abu

Dha

bi…

Kor

ea

Japa

n

Mal

aysi

a

Uni

ted

Sta

tes

Perc

enta

ge o

f prin

cipa

ls

Instructional leadership training or course School administration or principal training programme or course

Teacher training/education programme or course


Lack of resources hindering the school's capacity for quality instruction

Percentage of lower secondary teachers whose school principal reports the following issues substantially hinder the school’s capacity to provide quality instruction

0 10 20 30 40 50 60

Vocational teachers

Instructional materials

Library materials

Internet access

Computer software for instruction

Computers for instruction

Qualified and/or well-performing teachers

Support personnel

Teachers with competences in teaching students with specialneeds

Japan Average


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

84

90

91

0 20 40 60 80 100

I would recommend my school as agood place to work

I enjoy working at this school

All in all, I am satisfied with my job

Japan Average

Teachers' satisfaction with their working environment

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33737 Teachers' satisfaction with their profession


78

77

0 10 20 30 40 50 60 70 80 90 100

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

The advantages of being a teacher clearly outweighthe disadvantages

Japan Average


Behavioural 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 students with behavioural problems

10.0

10.5

11.0

11.5

12.0

12.5

13.0

15 o

r les

s

16-2

0

21-2

5

26-3

0

31-3

5

36 o

r mor

e

Teac

her j

ob s

atis

fact

ion

(leve

l)

Class size (number of students)

Average Japan

10.0

10.5

11.0

11.5

12.0

12.5

13.0

Non

e

1% to

10%

11%

to 3

0%

31%

or m

ore

Teac

her j

ob s

atis

fact

ion

(leve

l)

Students with behavioural problems

Average Japan

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33939 Teachers' job satisfaction and experience

Teachers' job satisfaction level in lower secondary according to their total years of teaching experience

10.4

10.6

10.8

11.0

11.2

11.4

11.6

11.8

12.0

12.2

5 or

less

6-10

11-1

5

16-2

0

21-2

5

26-3

0

31 o

r mor

e

Teac

her j

ob s

atis

fact

ion

(leve

l)

Years of experience as a teacher in total

Average Japan

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34040 Teachers' satisfaction with their profession


9

32

7

23

0 20 40 60 80 100

I regret that I decided to become a teacher

I wonder whether it would have been better to chooseanother profession

Japan Average

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34141 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

0

10

20

30

40

50

60

70

80

90

100M

alay

sia

Sing

apore

Kore

a

Abu

Dha

bi (U

AE)

Finl

and

Mex

ico

Alb

erta

(Can

ada)

Flan

der

s (B

elgiu

m)

Net

herlan

ds

Aus

tral

ia

Engla

nd (U

K)

Rom

ania

Isra

el

Uni

ted S

tate

s

Chi

le

Ave

rage

Norw

ay

Japan

Latv

ia

Serb

ia

Bulg

aria

Den

mar

k

Pola

nd

Icel

and

Esto

nia

Braz

il

Ital

y

Cze

ch R

epub

lic

Portug

al

Cro

atia

Spai

n

Swed

en

Fran

ce

Slova

k Rep

ublic

Perc

enta

ge

of tea

cher

s


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

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

0

5

10

15

20

25

30

35

40

45

0 10 20 30 40 50 60 70 80

Shar

e of

mat

hem

atic

s to

p p

erfo

rmer

s

Percentage of teachers who agree that teaching is valued in society

R2 = 0.24 r= 0.49

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34343 Teachers' self-efficacy and experience

Teachers' self-efficacy level in lower secondary according to their total years of teaching experience

0.0

2.0

4.0

6.0

8.0

10.0

12.0

14.0

5 or

less

6-10

11-1

5

16-2

0

21-2

5

26-3

0

31 o

r mor

e

Teac

her s

elf-e

ffica

cy (l

evel

)

Years of experience as a teacher in total

Average Japan


For a majority of TALIS countries,

Few countries attract the most experienced

teachers……to the most challenging

schools.


Distribution of experienced teachers in more and less challenging schools

Schools with more than 30% of students from socioeconomically disadvantaged homes

-10

-8

-6

-4

-2

0

2

4

6

8

Bra

zil

Kore

a

Cro

atia

Net

herlan

ds

Uni

ted S

tate

s

Chi

le

Latv

ia

Mex

ico

Portug

al

Ital

y

Serb

ia

Fran

ce

Bul

gar

ia

Abu

Dha

bi (U

AE)

Slova

k Rep

ublic

Pola

nd

Mal

aysia

Spai

n

Ave

rage

Aus

tral

ia

Sing

apore

Esto

nia

Japan

Engla

nd (U

nite

d K

ingdom

)

Isra

el

Rom

ania

Alb

erta

(Can

ada)

Swed

en

Flan

der

s (B

elgiu

m)

Difference in the proportion of teachers with more than 5 years teaching experience who work in more challenging schools and those who do not

Higher proportion of experienced teachersin challenging schools

Higher proportion of experienced teachers

in schools that are lesschallenging

4646Resilience in educationPISA performance by decile of social background

300

325

350

375

400

425

450

475

500

525

550

575

600

625

650

675

Mex

ico

Chile

Gre

ece

Norw

aySw

eden

Icel

and

Isra

elItal

yU

nited

Sta

tes

Spai

nD

enm

ark

Luxe

mbourg

Aust

ralia

Irel

and

United

Kin

gdom

Hungar

yCan

ada

Finla

nd

Aust

ria

Turk

eyLi

echte

nst

ein

Cze

ch R

epublic

Esto

nia

Port

ugal

Slove

nia

Slova

k Rep

ublic

New

Zea

land

Ger

man

yN

ether

lands

Fran

ceSw

itze

rlan

dPola

nd

Bel

giu

mJa

pan

Mac

ao-C

hin

aH

ong K

ong-C

hin

aKore

aSi

ngap

ore

Chin

ese

Taip

eiSh

anghai

-Chin

a

Source: PISA 2012

0

2000

4000

6000

8000

10000

12000

14000Potential long-term increase in economic output (bn $)

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

bn$


between



consortiumOECD


European Commission

Teachers’ unions




Documents

How to best shape teacher policies?...Not everywhere where induction programmes are accessible do teachers use them Percentage of lower secondary teachers with less than 3 years experience