Accelerating Teacher Quality Improvement Education World Forum (18-21 January 2015, London, United Kingdom)

1

Accelerating

teacher quality

improvement

EWF 2015

Andreas Schleicher

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 acc

ounting for socio-economic status22 Many challenges

Mean mathematics performance, by school location,

after accounting for socio-economic statusFig II.3.333 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

100

Mala

ysia

Sin

gapore

Kore

a

Abu D

habi (U

AE)

Finla

nd

Mexi

co

Alb

erta (Canada)

Flanders

(Belg

ium

)

Neth

erlands

Aust

ralia

Engla

nd (UK)

Rom

ania

Isra

el

United S

tate

s

Chile

Ave

rage

Norw

ay

Japan

Latv

ia

Serb

ia

Bulg

aria

Denm

ark

Pola

nd

Icela

nd

Est

onia

Bra

zil

Italy

Cze

ch R

epublic

Portugal

Cro

atia

Spain

Sw

eden

France

Slo

vak R

epublic

Perc

enta

ge o

f te

ach

ers


after accounting for socio-economic statusFig II.3.344

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

EstoniaFinland

France

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

Share

of

math

em

atics

top p

erf

orm

ers

Percentage of teachers who agree that teaching is valued in society

R2 = 0.24 r= 0.49


ounting for socio-economic statusFig II.3.355

What do teachers say about their 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

0

10

20

30

40

50

60

70

80

90

100D

iscu

ss indiv

idual

students

Share

reso

urc

es

Team

confe

rence

s

Colla

bora

te for co

mm

on

standard

s

Team

teach

ing

Colla

bora

tive

PD

Join

t act

ivitie

s

Cla

ssro

om

obse

rvations

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-operation as a key to professional development6

Exchange and co-ordination


ounting for socio-economic statusFig II.3.377 Teacher collaboration

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.

Improving

Teaching Using

Appraisal and

Feedback

• Appraisal and evaluation are an essential part of an approach of teachers as professionals

• Balancing improvement and accountability purposes –linking summative and formative dimensions

• The importance of merit: good performance needs to be recognised and rewarded

• Based on a shared understanding of high-quality teaching – involving teachers in the development of professional standards

• Distributing responsibilities – involving internal (school) and external actors in the process

• Evaluation of individual teachers not to be confused with evaluation of schools or systems

Teachers as professionals –

Teacher evaluation as part of professionalism

• Completion of probation

• Performance management:

– Teacher registration / certification / professional accreditation

– Regular evaluation

– Evaluation for promotion purposes

• Reward for high-performing teachers

Many opportunities

• Main information sources

– Direct classroom observation

– Analysis of students’ test scores

– Assessing teachers’ content knowledge

– Individual performance interviews

– Teachers’ documented self-evaluation / portfolio

– Surveys of students and parents

– Using / triangulating multiple information sources

• Important: trust in the process is dependent on its transparency

Many potential sources

• Potential evaluators

– School principal

– School management

– Other teachers, peers

– External evaluators, inspectors

– Teachers themselves

– Using / triangulating multiple evaluators

• Important: developing skills and capacity for adequate evaluation

Many potential actors


ounting for socio-economic statusFig II.3.31313 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


after accounting for socio-economic statusFig II.3.31515 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

Co

nfiden

ce

as a

teache

r

Mo

tivation

Job s

atisfa

ction

Know

led

ge a

nd u

nd

ers

tand

ing

of

main

subje

ct field

(s)

Tea

ch

ing

pra

ctice

s

Stu

de

nt a

ssessm

ents

to im

pro

ve s

tud

ent

learn

ing

Cla

ssro

om

mana

gem

en

t pra

ctice

s

Me

tho

ds for

teachin

g s

tuden

ts w

ith

specia

l nee

ds

Public

recog

nitio

n

Job r

esp

onsib

ilities

Ro

le in s

cho

ol develo

pm

ent

initia

tive

s

Am

ou

nt o

f pro

fessio

na

l d

evelo

pm

ent

Lik

elih

ood o

f care

er

advancem

ent

Sala

ry a

nd/o

r fin

ancia

l bon

us

Average

AveragePersonal Pedagogical Professional


after accounting for socio-economic statusFig II.3.31616 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

Average

• Absolute objectivity is not possible, but inter-subjectivity in judgments is

– Based on a shared view on high-quality teaching

– Involve multiple views and try to triangulate and converge

– Judgments to be documented, but avoid administrative overload and bureaucratic procedures (“ticking boxes on forms”)

– The ‘carpenter’s eye’ principle: a professional very quickly ‘sees’ good or bad quality .

What does it all mean?

• The quality of education is a function of the quality culture in education

– Quality and excellence as an intrinsic driver, but supported by formal and informal processes of evaluation

– How tolerant is a system for bad quality – how tolerant is the teaching profession for low quality?

– It is lethal for a system when good teachers do not feel recognised and see bad teachers getting away with mediocre performance

What does it all mean?

Making the best

use of teachers


after accounting for socio-economic statusFig II.3.32020 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 10

Number of hours

School management

Communication with parents

All other tasks

Extracurricular activities

Student counselling

Team work

Administrative work

Marking

Planning

2121Ensuring that every student

has access to excellent teaching

300

325

350

375

400

425

450

475

500

525

550

575

600

625

650

675

Mexic

oChile

Gre

ece

Norw

ay

Sw

eden

Icela

nd

Isra

el

Italy

United S

tate

sSpain

Denm

ark

Luxem

bourg

Aust

ralia

Irela

nd

United K

ingdom

Hungary

Canada

Fin

land

Aust

ria

Turk

ey

Lie

chte

nst

ein

Cze

ch R

epublic

Est

onia

Port

ugal

Slo

venia

Slo

vak R

epublic

New

Zeala

nd

Germ

any

Neth

erlands

Fra

nce

Sw

itze

rland

Pola

nd

Belg

ium

Japan

Maca

o-C

hin

aH

ong K

ong-C

hin

aKore

aSin

gapore

Chin

ese

Taip

ei

Shanghai-Chin

a

Source: PISA 2012

PISA performance by decile of social background

• Making teaching an attractive career choice in order to get the best possible candidates into the profession

• Ensuring high-quality initial teacher training and providing induction and mentoring programmes once a teacher has entered the profession

• Offering effective in-service professional development to update and renew skills and knowledge

• Establishing attractive employment conditions, compensation systems and career structures in order to retain and reward good teachers and provide a stimulating context for professional growth

• Effective school leaders supporting teachers and schools are key.

In conclusion

TALIS is a partnership

between


ounting for socio-economic statusFig II.3.32323

an international

research

consortium

OECD

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

For further information about the ECEC data development, please contact [email protected]

Email: [email protected]

Twitter: SchleicherEDU

and remember:

Without data, you are just another person with an opinion