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11In
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umm
it o
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he T
ea
chin
g P
rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
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r Building a High-Quality Teaching Profession
Lessons from around the world
Andreas SchleicherSpecial advisor to the Secretary-General on Education Policy
Head of the Indicators and Analysis Division, EDU
22In
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ea
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rofe
ssio
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New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
r
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
High equity
High student performance(PISA average reading, mathematics and
science)
Low student performance
Low equity
Australia
Austria
Belgium
Canada
Chile
Czech Republic
Denmark
Estonia
Finland
France
Germany
Greece
Hungary
IcelandIreland
Israel
Italy
Japan
Korea
Luxembourg
Mexico
NetherlandsNew Zealand
NorwayPoland
PortugalSlovak Republic
Slovenia
Spain
Sweden
Switzerland
Turkey
United Kingdom
United States
Albania
Argentina
Azerbaijan
Brazil
Bulgaria
Colombia
Croatia
Dubai (UAE)
Hong Kong-China
Indonesia
JordanKazakhstan
Latvia
Liechtenstein
Lithuania
Macao-China
Montenegro
Romania
Russian Federation
Serbia
Shangai-China
Singapore
Chinese Taipei
Thailand
Trinidad and Tobago
Tunisia
Uruguay
33In
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ea
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rofe
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New
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6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
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rofe
ssio
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r
Student learning
PracticesInstruction
InterventionSupport systems
PeopleTeachersPrincipals
Support personnelFamilies
ProcessesSelection
PreparationRecruitment/induction
Work organisationDevelopmentSupervisionRetention
ToolsStandardsCurricula
TechnologyAssessmentsData systems
Design, implementation and alignment of policies
44In
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rofe
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New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
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rofe
ssio
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s S
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r
Some students learn at high levels
All students learn at high levels
Student inclusion
Routine cognitive skills for lifetime jobs
Learning to learn, complex ways of
thinking, ways of working
Curriculum, instruction and assessment
Taught to teach established content
High-level professional knowledge workers
Teacher quality
‘Tayloristic’, hierarchical
Flat, collegial, differentiated and diverse careers
Work organisation
Primarily to authorities
Also to peers and stakeholders
Teacher evaluation and accountability
Teacher policies
The past The most effective systems
55In
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ea
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rofe
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New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
rHow teachers are recruited into the
profession and educated
Great systems attract great teachersLast year Finland had over 6000 applicants for 600 jobs.
Great systems prioritize the quality of teachers… …over the size of classes.
Salaries matter……but career prospects, career diversity and giving teachers
responsibility as professionals and leaders of reform are equally important.
88In
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New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
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iche
rTeacher salaries
relative to workers with college degrees
Source: OECD, Education at a Glance 2010, Table 3.1 (Fig 1.1 Building a High-Quality Teaching Profession)
Spain
New
Zeala
nd
Germ
any
Aust
ralia
Finla
nd
Sw
eden
Belg
ium
(Fl
.)Sco
tland
Belg
ium
(Fr
.)D
enm
ark
France
Engla
nd
Kore
aN
eth
erl
ands
Aust
ria
Gre
ece
Port
ugal
Est
onia
Pola
nd
Norw
ay
Unit
ed S
tate
sIt
aly
Isra
el
Slo
venia
Hungary
Icela
nd
Cze
ch R
epublic
0.0
0.2
0.4
0.6
0.8
1.0
1.2
1.4
Ratio of salary after 15 years of experience/minimum training to earnings for full-time full-year workers with tertiary education
aged 25 to 64
99In
tern
atio
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New
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6-17
Mar
ch 2
011
Bu
ildin
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Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
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ndre
s S
chle
iche
r
Port
ug
al
Sp
ain
Sw
itze
rlan
d
Belg
ium
Kore
a
Lu
xem
bou
rg
Germ
an
y
Gre
ece
Jap
an
Au
stra
lia
Un
ited
Kin
gd
om
New
Zeala
nd
Fra
nce
Neth
erl
an
ds
Den
mark
Italy
Au
stri
a
Cze
ch
Rep
ub
lic
Hu
ng
ary
Norw
ay
Icela
nd
Irela
nd
Mexic
o
Fin
lan
d
Sw
ed
en
Un
ited
Sta
tes
Pola
nd
Slo
vak R
ep
ub
lic
-10
-5
0
5
10
15
Salary as % of GDP/capita Instruction time 1/teaching time 1/class sizePort
ug
al
Sp
ain
Sw
itze
rlan
d
Belg
ium
Kore
a
Lu
xem
bou
rg
Germ
an
y
Gre
ece
Jap
an
Au
stra
lia
Un
ited
Kin
gd
om
New
Zeala
nd
Fra
nce
Neth
erl
an
ds
Den
mark
Italy
Au
stri
a
Cze
ch
Rep
ub
lic
Hu
ng
ary
Norw
ay
Icela
nd
Irela
nd
Mexic
o
Fin
lan
d
Sw
ed
en
Un
ited
Sta
tes
Pola
nd
Slo
vak R
ep
ub
lic
-10
-5
0
5
10
15
Difference with OECD average
High performing systems often prioritize the quality of teachers over the size of classes
Contribution of various factors to upper secondary teacher compensation costsper student as a percentage of GDP per capita (2004)
Percentage points
1010In
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rofe
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New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
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ndre
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chle
iche
r
Percentage of OECD countries in which the following factors shape teacher
payYears of experience as a teacher
Additional management responsibilities
Teaching in a disadvantaged, remote or high cost area
Special tasks (career guidance, counselling)
Teaching courses in a particular field
A higher initial educational qualification
A higher certification or training obtained during pro-fessional life
Outstanding performance in teaching
0 20 40 60 80 100
100
84%
72%
66%
31%
66%
69%
44%
Source: OECD, Education at a Glance 2010. (Fig 3.6 Building a High-Quality Teaching Profession)
1111In
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ea
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rofe
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New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
rHow teachers are recruited into the
profession and educated
The status of teaching is not a static attribute of culture…
…but has, in some countries, changed significantly.
Top-down initiatives alone were often insufficient to achieve deep and lasting changes
(You can mandate compliance but you need to unleash excellence).
1414In
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New
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6-17
Mar
ch 2
011
Bu
ildin
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Hig
h-Q
ua
lity
Tea
chin
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rofe
ssio
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chle
iche
r
Systems with more accountability Systems with less
accountability
480
490
500
Schools with less autonomy
Schools with more autonomy
495
School autonomy in re-source allocation
System’s accountability arrangements
PISA score in reading
School autonomy, accountability and student performance
Impact of school autonomy on performance in systems with and without accountability arrangements
1515In
tern
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ea
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rofe
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New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
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rInteresting practices to bring in a wider
background of teachersOpening the teaching profession to individuals with relevant
experience outside education…not just in vocational programs.
Recognizing the skills and experience gained outside education…
…and reflecting those in starting salaries.
Enabling appropriately qualified entrants, including mature student teacher trainees…
…to start working and earning a salary before acquiring teacher education qualifications.
Offering more flexible approaches to teacher education……that provide opportunities for part-time study and distance learning, and that
give credits for relevant qualifications and experience .
1616In
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New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
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rofe
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iche
r
1717In
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atio
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ea
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New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
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chle
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rHow teachers are developed in service
and supportedNo matter how good the pre-service education for teachers is
…it cannot prepare teachers for rapidly changing challenges throughout their careers
High-performing systems rely on ongoing professional to…
…update individuals’ knowledge of a subject in light of recent advances
…update skills and approaches in light of new teaching techniques, new circumstances, and new research
…enable teachers to apply changes made to curricula or teaching practice
…enable schools to develop and apply new strategies concerning the curriculum and teaching practice
…exchange information and expertise among teachers and others
…help weaker teachers become more effective .
Effective professional development is on-going……includes training, practice and feedback, and adequate time and follow-up
support
1818In
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ea
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rofe
ssio
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New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
rPercentage of teachers without
mentoring and inductionB
razi
l
Lith
uania
Spain
Malt
a
Mexi
co
Norw
ay
Aust
ria
Turk
ey
TA
LIS A
vera
ge
Italy
Denm
ark
Port
ugal
Sum
mit
11 a
vera
ge
Hungary
Est
onia
Kore
a
Mala
ysia
Bulg
ari
a
Icela
nd
Irela
nd
Slo
venia
Pola
nd
Slo
vak
Republic
Belg
ium
(Fl
.)
Aust
ralia
0
10
20
30
40
50
60
70
80No formal induction process No formal mentoring process%
Source: OECD, TALIS Table 3.6 (Fig 2.1 Building a High-Quality Teaching Profession)
1919C
rea
ting
Effe
ctiv
e T
ea
chin
g
an
d L
ea
rnin
g E
nvi
ron
me
nts
O
EC
D T
ea
chin
g a
nd
Le
arn
ing
In
tern
atio
na
l Stu
dy
(TA
LIS
)
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Individual and collab-orative re-
search
Qualification programmes
Informal dia-logue to im-prove teach-
ing
Reading pro-fessional lit-
erature
Courses and workshops
Professional develop-
ment net-work
Mentoring and peer
observation
Observation visits to
other schools
Education conferences
and semi-nars
0
10
20
30
40
50
60
70
80
90
100
TALIS Average%
Fuente: OCDE. Tablas 3.2 y 3.8
Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work
Comparison of teachers participating in professional development activities and teachers reporting
moderate or high level impact by types of activity
2020C
rea
ting
Effe
ctiv
e T
ea
chin
g
an
d L
ea
rnin
g E
nvi
ron
me
nts
O
EC
D T
ea
chin
g a
nd
Le
arn
ing
In
tern
atio
na
l Stu
dy
(TA
LIS
) Relatively few teachers participate in the kinds of professional
development which they find has the largest impact on their work Comparison of teachers participating in professional
development activities and teachers reporting moderate or high level impact by types of activity
2121In
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New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
r
Conflic
t w
ith .
..
No s
uit
able
p..
.
Fam
ily r
esp
ons.
..
Too e
xpensi
ve
Lack
of
em
plo
...
Did
not
have t
...0
10
20
30
40
50
%
Teacher demand for professional development is often not met, sometimes for lack of time, sometimes for lack of opportunity
Among those teachers who wanted more development than they received (TALIS averages)
Source: OECD, TALIS Table 3.7 (Fig 2.3 Building a High-Quality Teaching Profession)
2222In
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atio
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ea
chin
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rofe
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New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
rIt’s not just about more of the same
For what type of professional development do teachers report a high level of need?
Teaching special learning needs
students
ICT teach-ing skills
Student discipline
and behav-iour prob-
lems
Instruc-tional prac-
tices
Subject field
Student counselling
Content and per-formance
standards
Student assess-
ment prac-tices
Teaching in a multicul-tural set-
ting
Classroom manage-
ment
School manage-ment and
administra-tion
0
10
20
30
40
50
60
70
TALIS Average
Areas are ranked in descending order of the international average where teachers report a high level of need for development. Source: OECD. Table 3.2
%
2525In
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New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
r
Country profiles of cooperation among staff Country mean of ipsative scores
Countries are ranked in ascending order of the degree to which teachers engage in exchange and coordination for teaching more than professional collaboration. For example, for teachers in the Slovak Republic both types of cooperation are reported almost equally frequently, while teachers in Spain report a more common practice of exchange and coordination for teaching over professional collaboration.Source: OECD, TALIS Database.
2626In
tern
atio
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umm
it o
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ea
chin
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rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
r
Employment conditionsThe predominant employment model remains ‘career-based’…
…but some countries have introduced position-based systems……many countries have probationary periods…
…and an increasing number require periodic renewal of licenses.
Limited but increasing career diversity……both horizontally and vertically.
Some efforts to improve mobility……between schools and with other occupations.
Countries struggle with transparency in teacher labour market…
…but some have all vacancies posted, and provide websites where the information is centralized or establish a network of agencies to co-ordinate and foster recruitment
activities .
Schools have become more involved in personnel management.
2727In
tern
atio
nal S
umm
it o
n t
he T
ea
chin
g P
rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
rPercentage of
public and private schools
that have considerable
autonomy over
Greece
Austria
Singapore
Colombia
Indonesia
Spain
Finland
Argentina
Canada
Ireland
Israel
Norway
Switzerland
Poland
United Kingdom
Slovenia
Denmark
Slovak Republic
Czech Republic
New Zealand
10080604020020406080100
Selecting teachers for hireDismissing teachers
Source: OECD , PISA 2009 Database, T able I V.3.5 (Fig 2.7 Building a High-Quality Teaching Profession)
2828In
tern
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ea
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rofe
ssio
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New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
r
2929In
tern
atio
nal S
umm
it o
n t
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ea
chin
g P
rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
r
Ita
ly
Sp
ain
Po
rtu
ga
l
Ire
lan
d
Bra
zil
Ice
lan
d
No
rwa
y
Au
str
ia
Au
str
ali
a
Be
lgiu
m (
Fl.
)
Ma
lta
Tu
rke
y
Me
xic
o
De
nm
ark
Po
lan
d
Ko
rea
Slo
ve
nia
Hu
ng
ary
Esto
nia
Slo
va
k R
ep
ub
lic
Lit
hu
an
ia
Ma
laysia
Bu
lga
ria
0
10
20
30
40
50
60
70
80
90
100
No appraisal or feedback No school evaluation%
Countries are ranked in descending order of the percentage of teachers who have received no appraisal or feedback.Source: OECD. Table 5.1 and 5.3
Some teachers are left aloneTeachers who received no appraisal or feedback and teachers in schools that had no school evaluation in the previous five years
3030In
tern
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ea
chin
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rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
rHow teachers are evaluated and
compensatedCriteria used to evaluate teachers include……teacher qualifications, including teacher credentials, years of service,
degrees, certifications and relevant professional development
…how teachers operate in the classroom setting, including attitudes, expectations and personal characteristics, as well as strategies, methods and
actions employed in their interaction with students; and
…measures of teacher effectiveness, based on assessment of how teachers contribute to students’ learning outcomes as well as their knowledge of their
field and pedagogical practice
In most countries, teachers value appraisal and feedback highly…
…and report that it improves their job satisfaction and personal development, widens their repertoire of pedagogical practices and improves their
effectiveness.
In many countries, appraisal and feedback have limited impact…
…on public recognition, professional development, careers and pay.
3333In
tern
atio
nal S
umm
it o
n t
he T
ea
chin
g P
rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
rDoes appraisal and feedback make a difference for the job?
Ma
laysia
Lit
hu
an
ia
Bu
lga
ria
Po
lan
d
Slo
ve
nia
Esto
nia
Slo
va
k R
ep
ub
lic
Bra
zil
Me
xic
o
De
nm
ark
TA
LIS
Ave
rag
e
Hu
ng
ary
No
rwa
y
Ice
lan
d
Ita
ly
Ko
rea
Au
str
ali
a
Ire
lan
d
Sp
ain
Tu
rke
y
Po
rtu
ga
l
Au
str
ia
Ma
lta
Be
lgiu
m (
Fl.
)
0
10
20
30
40
50
60
70
80
90
100
Opportunities for professional development activitiesA change in the likelihood of career advancementPublic recognition from the principal and/or colleaguesChanges in work responsibilites that make the job more attractive
%
Countries are ranked in descending order of changes in teachers' opportunities for professional development activities.Source: OECD. Table 5.5.
3434In
tern
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umm
it o
n t
he T
ea
chin
g P
rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
rTeachers’ report on impact of
appraisal and feedback in their school
Mal
aysia
Bulga
ria
Polan
dItal
y
Slova
k Rep
ublic
Hunga
ry
Mex
ico
Slove
nia
Turk
ey
Lith
uani
a
TALI
S Ave
rage
Esto
nia
Brazil
Portu
gal
Icel
and
Mal
ta
Austr
ia
Korea
Spain
Denm
ark
Austr
alia
Irel
and
Norway
Belgi
um (F
l.)100
80
60
40
20
0
20
40
60
80
100
Increased monetary or non-monetary rewards for improving quality of teach-ing Increased monetary or non-monetary rewards for more innovative teachingSchool principal alters monetary rewards of persistently underperforming teacherTeachers will be dismissed because of sustained poor performance
%
Source: OECD. Table 5.9.
3535In
tern
atio
nal S
umm
it o
n t
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ea
chin
g P
rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
rHow much autonomy public and
private schools have over salaries
Belgium
Ireland
Turkey
Germany
Italy
Singapore
Luxembourg
Slovenia
Korea
Norway
Brazil
Israel
Poland
Japan
OECD average
Hong Kong-China
Indonesia
Shanghai-China
Slovak Republic
United Kingdom
Netherlands
10080604020020406080100
Source: OECD , PISA 2009 Database, T able I V.3.5 (Fig 2.7 Building a High-Quality Teaching Profession)
Establishing teachers’ starting salaries
Determining teachers’ salaries increases
3636In
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atio
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n t
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chin
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rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
r
Coherence of policy and practice
Alignment of policies across all aspects of the system
Coherence of policies over sustained periods of time
Consistency of implementation
Fidelity of implementation
3737In
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atio
nal S
umm
it o
n t
he T
ea
chin
g P
rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
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r
Thank you !
Find out more about our work at… www.oecd.org/education www.pisa.oecd.org U.S. White House www.data.gov
Email: [email protected]
…and remember:
Without data, you are just another person with an opinion
3838In
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atio
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n t
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ea
chin
g P
rofe
ssio
n
New
Yor
k, 1
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Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
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nA
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r
Backup slides
3939In
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atio
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ea
chin
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rofe
ssio
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New
Yor
k, 1
6-17
Mar
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011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
rStudents’ views of teacher-student
relations
Portu
gal
Serb
ia
Pana
ma
Dubai (U
AE)
Colom
bia
Shan
ghai-C
hina
Peru
Jord
an
Trinidad
and
Tob
ago
Unite
d King
dom
Azerb
aijan
Qatar
Thailand
Russia
n Fe
dera
tion
Swed
enChi
le
Chine
se T
aipe
i
Slov
ak R
epub
lic
Hong
Kong
-China
Mon
tene
gro
Kyrg
yzstan
Czech
Rep
ublic
Liech
tens
tein
Croat
ia
Mac
ao-C
hina
Roman
ia
Nethe
rland
s
Austri
a
Germ
any
Lithu
ania
Bulga
ria
Finland
Slov
enia
0
10
20
30
40
50
60
70
80
90
100
Most of my teachers are interested in my well-being
%
Source: OECD , PISA 2009 Database, T able I V.4.1 (Fig 2.6 Building a High-Quality Teaching Profession)
4040In
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chin
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rofe
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New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
rStudents’ views of teacher-student
relations
50
60
70
80
90
100If I need extra help, I will receive it from my teachers%
Source: OECD , PISA 2009 Database, T able I V.4.1 (Fig 2.6 Building a High-Quality Teaching Profession)
4141In
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atio
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umm
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ea
chin
g P
rofe
ssio
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New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
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s S
chle
iche
rHow much autonomy individual
schools have over resource
allocation
GreeceUruguayPortugal
JordanTurkey
KazakhstanCanada
LatviaTrinidad and Tobago
GermanyArgentina
NorwaySpain
FinlandBrazil
United StatesPanama
ChileShanghai-China
AustraliaSlovak Republic
LithuaniaPeruItaly
IcelandSweden
ColombiaUnited Kingdom
Chinese TaipeiCzech Republic
ThailandJapan
Macao-China
100 80 60 40 20 0 20 40 60 80 100
Only “principals and/or teachers” have considerable responsibility to:
Determining course contentDeciding which courses are offered
Source: OECD , PISA 2009 Database, T able I V.3.5 (Fig 2.7 Building a High-Quality Teaching Profession)
4242In
tern
atio
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umm
it o
n t
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ea
chin
g P
rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
r
Lit
hu
an
ia
Ge
rma
ny
De
nm
ark
Cro
ati
a
Ho
ng
Ko
ng
-Ch
ina
Ko
rea
Ma
ca
o-C
hin
a
Po
rtu
ga
l
Hu
ng
ary
Ne
w Z
ea
lan
d
Ch
ile
Ita
ly
Pa
na
ma
Qa
tar-10
0
10
20
30
40
50
60
Sco
re p
oin
t d
iffe
ren
ceParental support at the beginning
of primary school Score point difference between students whose parents often
do (weekly or daily) and those who do not:
"talk about what they had done"
4343In
tern
atio
nal S
umm
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n t
he T
ea
chin
g P
rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
r
Performance difference between students who had attended pre-primary school for more than one year and those who did
not
Sco
re p
oin
t d
iffe
ren
ce
Isra
el
Belgiu
m
Mac
ao-C
hina
France
Switzer
land
United K
ingdom
Dubai (U
AE)
Kyrgyz
stan
Argen
tina
Germ
any
New Z
eala
nd
Slova
k Rep
ublic
Brazil
Luxem
bourg
Thaila
nd
Canad
a
Chines
e Tai
pei
Poland
Kazak
hstan
Roman
ia
Japan
Peru
Jord
an
Norway
Azerb
aija
n
Colom
biaChile
Lithuan
ia
Serbia
Nether
lands
Slove
nia
Finla
nd
Latvi
a0
20
40
60
80
100
120
Beyond schooling
Observed performance advantage
Performance advantage after accounting for socio-economic
factors
4444In
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rofe
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New
Yor
k, 1
6-17
Mar
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011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
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rofe
ssio
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chle
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r
A world of change in baseline qualifications
Approximated by percentage of persons with high school or equivalent qualfications in the age groups 55-64, 45-55, 45-44 und 25-34 years
Unit
ed S
tate
s
Czech R
epublic
Esto
nia
Germ
any
Sw
itzerl
and
Denm
ark
Canada
Norw
ay
Sw
eden
Russia
n F
edera
tion4
Austr
ia3
Slo
venia
Isra
el
Slo
vak R
epublic
New
Zeala
nd
Hungary
Fin
land
Unit
ed K
ingdom
3
Neth
erl
ands
Luxem
bourg
EU
19
avera
ge
OEC
D a
vera
ge
Fra
nce
Austr
alia
Icela
nd
Belg
ium
Pola
nd
Irela
nd
Kore
a
Chile2
Gre
ece
Italy
Spain
Turk
ey
Port
ugal
Mexic
o
Bra
zil2
0
10
20
30
40
50
60
70
80
90
100
1990s 1980s 1970s 1960s
%
1. Excluding ISCED 3C short programmes 2. Year of reference 20043. Including some ISCED 3C short programmes 3. Year of reference 2003.
13
1
1
2714
23
4545In
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chin
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ssio
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New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
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Hig
h-Q
ua
lity
Tea
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r
20102011201220132014201520162017201820192020202120222023202420252026202720282029203020312032203320342035203620372038203920402041204220432044204520462047204820492050205120522053205420552056205720582059206020612062206320642065206620672068206920702071207220732074207520762077207820792080208120822083208420852086208720882089209020912092209320942095209620972098209921002101210221032104210521062107210821092110-5%
0%
5%
10%
15%
20%
25%
30%
35%
40%
Relationship between test performance and economic outcomes
Annual improved GDP from raising performance by 25 PISA pointsPe
rcent
add
itio
n t
o G
DP
4646In
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rofe
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New
Yor
k, 1
6-17
Mar
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011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
r
Unite
d St
ates
Germ
any
Fran
ce
Mex
ico
Kore
a
Turk
ey
Pola
nd
Belgi
um
Greec
e
Austri
a
Switz
erla
nd
Hunga
ry
Finl
and
New Z
eala
nd
Luxe
mbo
urg
0
2000
4000
6000
8000
10000
12000
14000
Potential increase in economic output (bn $)
Increase average performance by 25 PISA points (Total 115 trillion $)
bn$
4747In
tern
atio
nal S
umm
it o
n t
he T
ea
chin
g P
rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
r
High science performance
Low science performance
Average performanceof 15-year-olds in science – extrapolate and apply
4848In
tern
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nal S
umm
it o
n t
he T
ea
chin
g P
rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
r
Unite
d St
ates
Turk
eyIta
ly
Fran
ce
Unite
d Ki
ngdo
m
Canad
a
Kore
a
Portu
gal
Nethe
rland
s
Swed
en
Czech
Rep
ublic
Hunga
ry
Irela
nd
New Z
eala
nd
Finl
and
0
2000
4000
6000
8000
10000
12000
14000 Potential increase in economic output (bn $)
Raise everyone to minimum of 400 PISA pointsbn$
4949In
tern
atio
nal S
umm
it o
n t
he T
ea
chin
g P
rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
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r
Raise everyone to minimum of 400 PISA points
% currrent GDP
