Results from TALIS Press briefing 27 June 2014 Washington

1

Results from TALISPress briefing

27 June 2014Washington

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

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 …

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.355 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

Mal

aysia

Sing

apor

eKo

rea

Abu

Dhab

i (UA

E)Fi

nlan

dM

exico

Albe

rta (C

anad

a)Fl

ande

rs (B

elgi

um)

Neth

erla

nds

Aust

ralia

Engl

and

(UK)

Rom

ania

Israe

lUn

ited

Stat

esCh

ileAv

erag

eNo

rway

Japa

nLa

tvia

Serb

iaBu

lgar

iaDe

nmar

kPo

land

Icela

ndEs

toni

aBr

azil

Italy

Czec

h Re

publ

icPo

rtuga

lCr

oatia

Spai

nSw

eden

Fran

ceSl

ovak

Rep

ublic

0

10

20

30

40

50

60

70

80

90

100

Perc

enta

ge o

f tea

cher

s

Above-average performers in PISA

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.366 Countries where teachers believe their profession is valued

show higher levels of student achievementRelationship 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

BulgariaChile

Croatia

Czech Republic

Denmark

Estonia FinlandFrance

IcelandIsraelItaly

Japan

Korea

Latvia

Mexico

Netherlands

Norway

Poland

Portugal

RomaniaSerbia

Singapore

Slovak Republic

SpainSweden

Alberta (Canada)

England (UK)

Flanders (Belgium)

United States

Percentage of teachers who agree that teaching is valued in society

Shar

e of

mat

hem

atic

s to

p pe

rfor

mer

s

R2 = 0.24 r= 0.49

Developing21st century teachers to

prepare 21st century learners

8

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 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.3.399 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

United States 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

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31010 …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

0.81.71.7

6.5

OECD Japan

OECD OECDJapan

Japan

11 Changes in instructional practice – PISA 2006-9

Disc

uss

indi

vidu

al s

t...

Shar

e re

sour

ces

Team

con

fere

nces

Colla

bora

te fo

r com

m...

Team

teac

hing

Colla

bora

tive

PD

Join

t act

iviti

es

Clas

sroo

m o

bser

vatio

ns

0

10

20

30

40

50

60

70

80

90

100Average United States

Perc

enta

ge o

f te

ache

rs

Professional collaboration

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

Teacher co-operation12

Exchange and co-ordination

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31313 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.

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31414

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

Icel

and

Fin

land

Ser

bia

Japa

n

Slo

vak

Rep

ublic

Net

herla

nds

Nor

way

Alb

erta

(Can

ada)

Fla

nder

s (B

elgi

um)

Aus

tralia

Uni

ted

Sta

tes

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

0

10

20

30

40

50

60

70

80

90

100%

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31515 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



Participation in professional development and level of support received by teachers

70 75 80 85 90 95 1000

10

20

30

40

50

60

70

80

90

100

Australia

Brazil

Bulgaria

Chile

CroatiaCzech 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

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

Perc

enta

ge o

f te

ache

rs w

ho h

ad t

o pa

y fo

r no

ne

of t

he p

rofe

ssio

nal d

evel

opm

ent

acti

viti

es u

n-

dert

aken

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31717 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…

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

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


Improving Teach-

ing Using Appraisal and Feedback

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.32121 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


222

Teachers feedback : direct classroom observations

Bul

garia

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

0

10

20

30

40

50

60

70

80

90

100

Principals School Management Other teachers

Perc

enta

ge o

f tea

cher

s


Teachers feedback : never received

Icela

ndFin

land

Swed

enFla

nder

s (Be

lgiu

m)

Fran

ceIta

lyDe

nmar

kNe

ther

land

sNo

rway

Spai

nAu

stra

liaCr

oatia

Albe

rta (C

anad

a)Un

ited

Stat

esJa

pan

Portu

gal

Aver

age

Israe

lEn

glan

d (U

K)Ch

ileEs

toni

aSe

rbia

Czec

h Re

publ

icSl

ovak

Rep

ublic

Mexi

coSi

ngap

ore

Braz

ilKo

rea

Pola

ndAb

u Dh

abi (

UAE)

Bulg

aria

Rom

ania

Latv

iaMa

lays

ia

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

ache

rs


424 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

)

Teac

hing

pra

ctic

es

Stu

dent

ass

essm

ents

to im

prov

e st

uden

t lea

rnin

g

Cla

ssro

om m

anag

emen

t pra

ctic

es

Met

hods

for t

each

ing

stud

ents

with

spe

cial

nee

ds

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

0102030405060708090

100

Average United States

Personal Pedagogical Professional


525 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


Classroom Envi-ronment


727 Distribution of time

Teachers’ reported working hours per week and distribution of time spent in the classroom during an average lesson

Teaching

Planning

Marking

Administrative work

Team work

Student counselling

Extracurricular activities

Other tasks

Parents or guardians

School management

0 10 20 30

19

7

5

3

3

2

2

2

2

2

27

7

5

3

3

2

4

7

2

2

United States TALIS average Hours/week

613

80

United States

Administrative tasks

Keeping order in the classroom

Actual teaching and learning

813

79

TALIS average

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.32828 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 (Blgm)

Finland Malaysia

School management

Communication with parents

All other tasks

Extracurricular activities

Student counselling

Team work

Administrative work

Marking

Planning

Number of hours

US

US

US

US

US

US

US

US

US


929 Methods of assessing student learning

Percentage of lower secondary teachers who report using the following methods of assessing student learn-ing "frequently" or "in all or nearly all lessons"

Let students evaluate their own progress

Administer a standardised test

Individual students answer questions in front of the class

Provide written feedback on student work in addition to a mark

Develop and administer own assessment

Observe students when working on particular tasks and provide immediate feedback

0 10 20 30 40 50 60 70 80 90 100


Teacher Self-Effi-

cacy and Job Satis-faction


333

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


Teachers' satisfaction with their working environment


434 Teachers' satisfaction with their profession


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



535 Teachers' satisfaction with their profession


I regret that I decided to become a teacher

I wonder whether it would have been better to choose another profession

0 10 20 30 40 50 60 70 80 90 100

9

32

6

34



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 stu -dents with behavioural problems

15 o

r les

s

16-2

0

21-2

5

26-3

0

31-3

5

36 o

r mor

e

10.0

10.5

11.0

11.5

12.0

12.5

13.0


Class size (number of students)

Teac

her j

ob s

atis

fact

ion

(leve

l)

Non

e

1% to

10%

11%

to 3

0%

31%

or m

ore

10.0

10.5

11.0

11.5

12.0

12.5

13.0


Students with behavioural problems

Teac

her j

ob s

atis

fact

ion

(leve

l)


For a majority of TALIS countries,

Few countries attract the most experienced

teachers……to the most challenging

schools.

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33838 Work experience of teachers

Latv

ia

Est

onia

Bul

garia

Italy

Por

tuga

l

Spa

in

Slo

vak

Rep

ublic

Cze

ch R

epub

lic

Japa

n

Pol

and

Fran

ce

Aus

tralia

Rom

ania

Sw

eden

Kor

ea

Ave

rage

Den

mar

k

Isra

el

Mex

ico

Cro

atia

Net

herla

nds

Finl

and

Nor

way

Flan

ders

(Bel

gium

)

Chi

le

Ser

bia

Icel

and

Uni

ted

Sta

tes

Bra

zil

Mal

aysi

a

Alb

erta

(Can

ada)

Abu

Dha

bi (U

AE

)

Eng

land

(UK

)

Sin

gapo

re

0

5

10

15

20

25

30

35

Average years of working experience as a teacher in total Average years of working experience in other education rolesAverage years of working experience in other jobs Average years of working experience as a teacher at this school

Years

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34040 Teachers' self-efficacy and experience

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

5 or

less

6-10

11-1

5

16-2

0

21-2

5

26-3

0

31 o

r mor

e

11.6

11.8

12.0

12.2

12.4

12.6

12.8

13.0

13.2


Years of experience as a teacher in total

Teac

her s

elf-e

ffica

cy (l

evel

)

4141Resilience in educationPISA performance by decile of social background

Mex

ico

Gre

ece

Swed

en

Isra

el

Unite

d St

ates

Denm

ark

Aust

ralia

Unite

d Ki

ngdo

m

Cana

da

Aust

ria

Liec

hten

stei

n

Esto

nia

Slov

enia

New

Zea

land

Net

herl

ands

Switz

erla

nd

Belg

ium

Mac

ao-C

hina

Kore

a

Chin

ese

Taip

ei300

325

350

375

400

425

450

475

500

525

550

575

600

625

650

675

Source: PISA 2012

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

Documents

Results from TALIS Press briefing 27 June 2014 Washington