Implementing Highly Effective Teacher Policy and Practice - 2015 International Summit of the Teaching Profession

1

Implementing highly effective

teacher policy and practice

2015 International Summit

of the Teaching Profession

Andreas Schleicher

Banff, 30 March 2015

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 Implementing highly effective teacher policy and practice

Valuing teachers and strengthening their

sense of effectiveness

Mean mathematics performance, by school location,

after accounting for socio-economic statusFig II.3.344 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.3.355

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



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

Alberta (Canada) Average

Teachers' satisfaction with their working environment


ounting for socio-economic statusFig II.3.388

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

or

less

16

-20

21

-25

26

-30

31

-35

36

or

more

Teach

er

job

sati

sfa

cti

on

(le

vel)

Class size (number of students)

Average

10.0

10.5

11.0

11.5

12.0

12.5

13.0

No

ne

1%

to 1

0%

11

% to 3

0%

31

% o

r m

ore

Teach

er

job

sati

sfa

cti

on

(le

vel)

Students with behavioural problems

Average

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.


ounting for socio-economic statusFig II.3.399 Drivers of job satisfaction - collaboration


after accounting for socio-economic statusFig II.3.31010 Teachers Self-Efficacy and Professional Collaboration

11.40

11.60

11.80

12.00

12.20

12.40

12.60

12.80

13.00

13.20

13.40

Never

Once

a y

ear

or

less

2-4

tim

es

a y

ear

5-1

0 t

imes

a y

ear

1-3

tim

es

a m

onth

Once

a w

eek o

r m

ore

Teach

er

self-e

ffic

acy

(le

vel)

Teach jointly as a

team in the same

class

Observe other

teachers’ classes and

provide feedback

Engage in joint

activities across

different classes

Take part in

collaborative

professional learning

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

Average Alberta (Canada)

Professional collaboration

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

Teacher co-operation11

Exchange and co-ordination

Professional Personal Pedagogical

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

lne

eds

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 Alberta (Canada)


after accounting for socio-economic statusFig II.3.31212 Feedback and change in behavior


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



Teachers feedback :

direct classroom observations

0

10

20

30

40

50

60

70

80

90

100

Bulg

aria

Pola

nd

Un

ite

d S

tate

s

Ro

man

ia

Alb

ert

a (

Can

ada

)

Cro

atia

Czech R

epu

blic

Abu D

hab

i (U

AE

)

Fla

nde

rs (

Belg

ium

)

Serb

ia

Slo

vak R

epub

lic

Japa

n

Isra

el

Ave

rage

Sin

gapo

re

La

tvia

Bra

zil

Me

xic

o

Ma

laysia

Sw

ede

n

Esto

nia

Engla

nd

(U

K)

No

rwa

y

Fin

land

Port

ug

al

De

nm

ark

Kore

a

Ch

ile

Ita

ly

Ne

therl

and

s

Fra

nce

Spain

Icela

nd

Austr

alia

Perc

en

tag

e o

f te

ach

ers

Principals School Management Other teachers


after accounting for socio-economic statusFig II.3.31515 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



after accounting for socio-economic statusFig II.3.31616 Teachers' self-efficacy and job satisfaction

Developing and promoting

effective leadership among principals, teachers,

and administrators

Teacher skills and graduate skills (numeracy)

230 250 270 290 310 330 350

Italy

Poland

Estonia

United States

Canada

Ireland

Korea

England (UK)

England/N. Ireland (UK)

Denmark

Northern Ireland (UK)

Slovak Republic

France

Australia

Sweden

Czech Republic

Austria

Netherlands

Norway

Germany

Flanders (Belgium)

Finland

Japan

Middle half of the numeracy

skill distribution of graduates

(16-65 years)

PIAAC test scores (numeracy)

Teacher skills and graduate skills (numeracy)

230 250 270 290 310 330 350

Italy

Poland

Estonia

United States

Canada

Ireland

Korea

England (UK)

England/N. Ireland (UK)

Denmark

Northern Ireland (UK)

Slovak Republic

France

Australia

Sweden

Czech Republic

Austria

Netherlands

Norway

Germany

Flanders (Belgium)

Finland

Japan

Middle half of the numeracy

skill distribution of graduates

(16-65 years)

Numeracy skills of teachers

PIAAC test scores (numeracy)

41%

22%

15%

11%

7%4%

39%

23%

21%

12%

4%1%

Alberta (Canada)

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 time21

Average


after accounting for socio-economic statusFig II.3.32222 Principals’ Leadership

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Take action to

ensure that

teachers feel

responsible for

their students'

learning

outcomes

Take action to

ensure that

teachers take

responsibility for

improving their

teaching skills

Collaborate with

teachers to solve

classroom

discipline

problems

Provide parents

or guardians

with information

on the school

and student

performance

Take action to

support co-

operation

among teachers

to develop new

teaching

practices

Collaborate with

principals from

other schools

Check for

mistakes and

errors in school

administrative

procedures and

reports

Observe

instruction in the

classroom

Resolve

problems with

the lesson

timetable in the

school

Never or rarely

Sometimes

Often

Very often


after accounting for socio-economic statusFig II.3.32323 School decisions and collaborative school culture

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

This school provides

staff with

opportunities to

actively participate in

school decisions

There is a

collaborative school

culture that is

characterised by

mutual support


parents or guardians

with opportunities to


school decisions


students with

opportunities to


school decisions

I make important

decisions on my own

Strongly

disagree

Disagree

Agree

Strongly

agree


after accounting for socio-economic statusFig II.3.32525 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


ounting for socio-economic statusFig II.3.32727 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…


ounting for socio-economic statusFig II.3.32828 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


Australia

Brazil

Chile

Estonia

Spain

France

Iceland

Israel

Italy

Japan

Korea

Bulgaria

Malaysia

Mexico

NetherlandsNorway

Poland

Portugal

RomaniaSerbia

Singapore

Slovak Republic

Latvia

United States

0

10

20

30

40

50

60

0 10 20 30 40 50 60 70

% s

tudents

from

dis

advanta

ged b

ack

gro

unds

the p

erc

enta

ge o

f st

udents

with a

valu

e o

f ESCS low

er

than -

1

% principals who reported that more than 30% of their studentsare from socioeconomically disadvantaged homes

Social background – principal and students

Size of bullet represents

impact of social background

on student performance

3232Poverty isn’t destinyPISA performance by decile of social background

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

Encouraging innovation in the 21st-century

classroom

34Changes in the demand for skillsTrends in different tasks in occupations (United States)

35

40

45

50

55

60

65

70

1960 1970 1980 1990 2000 2006 2009

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.


after accounting for socio-economic statusFig II.3.33535 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


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



ounting for socio-economic statusFig II.3.33636 …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"

0 20 40 60 80 100

If I am more innovative in myteaching, I will be rewarded

Innovative practices will beconsidered in appraisal with high or

moderate importance

Average


ounting for socio-economic statusFig II.3.33737 Innovation in schools

Percentage of lower secondary teachers (2008)

%

38 Innovating to create 21st-century learning environments

Four

dimensions

Regrouping

educators

Regrouping

learners

Rescheduling

learning

Widening

pedagogic

repertoires

• To gain the benefits of collaborative planning, work, and shared professional development strategies

• To open up pedagogical options • To give extra attention to groups of

learners • To give learners a sense of belonging

& engagement• To mix students of different ages• To mix different abilities and strengths• To widen pedagogical options,

including peer teaching• To allow for deeper learning• To create flexibility for more

individual choices• To accelerate learning• To use out-of-school learning in

effective & innovative ways

• Inquiry, authentic learning, collaboration, and formative assessment

• A prominent place for student voice & agency

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

43 Changes in instructional practice – PISA 2006-9

44

44 Thank you

Find out more about our work at www.oecd.org

– All publications

– The complete micro-level database

Email: [email protected]

Twitter: SchleicherEDU

and remember:

Without data, you are just another person with an opinion

Education

Implementing Highly Effective Teacher Policy and Practice - 2015 International Summit of the Teaching Profession