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1
Implementing highly effective
teacher policy and practice
2015 International Summit
of the Teaching Profession
Andreas S...
Developing Teaching
as a profession
Recruit top candidates
into the profession
Support teachers in
continued
development o...
Valuing teachers
and strengthening their
sense of effectiveness
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
44 Teachers' perce...
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
55
Countries where...
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
66
Percentage of l...
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
88
Behavioural is...
The more frequently that
teachers report participating
in collaborative practices
with their colleagues,
the higher their ...
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1010 Teachers Self...
0
10
20
30
40
50
60
70
80
90
100 Discussindividual
students
Shareresources
Teamconferences
Collaborateforcommon
standards
...
ProfessionalPersonal Pedagogical
Percentage of lower secondary teachers who report a "moderate" or "large" positive change...
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
1313 Teachers and...
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1414
Teachers feed...
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1515 Consequences ...
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1616 Teachers' sel...
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
Irelan...
Teacher skills and graduate skills (numeracy)
230 250 270 290 310 330 350
Italy
Poland
Estonia
United States
Canada
Irelan...
41%
22%
15%
11%
7%
4%
39%
23%
21%
12%
4%1%
Alberta (Canada)
Admin/leadership
Curriculum/teaching
Students
Parents/guardian...
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2222 Principals’ L...
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2323 School decisi...
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.32525 What teachers ...
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2727 Impact of pr...
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2828 Teachers' ne...
Australia
Brazil
Chile
Estonia
Spain
France
Iceland
Israel
Italy
Japan
Korea
Bulgaria
Malaysia
Mexico
Netherlands
Norway
P...
3232
Poverty isn’t destiny
PISA performance by decile of social background
30032535037540042545047550052555057560062565067...
Encouraging innovation
in the 21st-century
classroom
34
Changes in the demand for skills
Trends in different tasks in occupations (United States)
35
40
45
50
55
60
65
70
1960 ...
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
3535 Most teachers...
0 20 40 60 80 100
Students work on projects that require at least one week to
complete
Students use ICT for projects or cl...
0 20 40 60 80 100
If I am more innovative in my
teaching, I will be rewarded
Innovative practices will be
considered in ap...
38 Innovating to create 21st-century learning environments
Four
dimensions
Regrouping
educators
Regrouping
learners
Resche...
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 - con...
44
44 Thank you
Find out more about our work at www.oecd.org
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Implementing Highly Effective Teacher Policy and Practice - 2015 International Summit of the Teaching Profession

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Presentation by Andreas Schleicher - Director for the Directorate of Education and Skills, OECD.

Successful education systems are those that promote leadership at all levels, thereby encouraging teachers and principals, regardless of the formal positions they occupy, to lead innovation in the classroom, the school and the system as a whole. This report summarises evidence from the OECD Teaching and Learning International Survey and the OECD Programme for International Student Assessment that underpins the three themes of the 2015 International Summit on the Teaching Profession: school leadership, teachers’ self-efficacy and innovation in education. It also offers examples from around the world of how some schools are introducing innovative ways of teaching and learning to better equip students with the skills they need to participate fully in 21st-century global economies.

Published in: Education
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Implementing Highly Effective Teacher Policy and Practice - 2015 International Summit of the Teaching Profession

  1. 1. 1 Implementing highly effective teacher policy and practice 2015 International Summit of the Teaching Profession Andreas Schleicher Banff, 30 March 2015
  2. 2. 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
  3. 3. Valuing teachers and strengthening their sense of effectiveness
  4. 4. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 44 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 Malaysia Singapore Korea AbuDhabi(UAE) Finland Mexico Alberta(Canada) Flanders(Belgium) Netherlands Australia England(UK) Romania Israel UnitedStates Chile Average Norway Japan Latvia Serbia Bulgaria Denmark Poland Iceland Estonia Brazil Italy CzechRepublic Portugal Croatia Spain Sweden France SlovakRepublic Percentageofteachers
  5. 5. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 55 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 Finland France Iceland Israel Italy Japan Korea Latvia Mexico Netherlands Norway Poland Portugal Romania Serbia Singapore Slovak Republic Spain Sweden 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 Shareofmathematicstopperformers Percentage of teachers who agree that teaching is valued in society R2 = 0.24 r= 0.49
  6. 6. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 66 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 a good 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
  7. 7. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 88 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 15orless 16-20 21-25 26-30 31-35 36ormore Teacherjobsatisfaction(level) Class size (number of students) Average 10.0 10.5 11.0 11.5 12.0 12.5 13.0 None 1%to10% 11%to30% 31%ormore Teacherjobsatisfaction(level) Students with behavioural problems Average
  8. 8. 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 acc ounting for socio-economic status Fig II.3.3 99 Drivers of job satisfaction - collaboration
  9. 9. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 1010 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 Onceayearorless 2-4timesayear 5-10timesayear 1-3timesamonth Onceaweekormore Teacherself-efficacy(level) 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
  10. 10. 0 10 20 30 40 50 60 70 80 90 100 Discussindividual students Shareresources Teamconferences Collaborateforcommon standards Teamteaching CollaborativePD Jointactivities Classroomobservations Percentageofteachers 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
  11. 11. ProfessionalPersonal 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 Confidenceasateacher Motivation Jobsatisfaction Knowledgeandunderstandingofmain subjectfield(s) Teachingpractices Studentassessmentstoimprovestudent learning Classroommanagementpractices Methodsforteachingstudentswithspecial needs Publicrecognition Jobresponsibilities Roleinschooldevelopmentinitiatives Amountofprofessionaldevelopment Likelihoodofcareeradvancement Salaryand/orfinancialbonus Average Alberta (Canada) Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 1212 Feedback and change in behavior
  12. 12. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 1313 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
  13. 13. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 1414 Teachers feedback : direct classroom observations 0 10 20 30 40 50 60 70 80 90 100 Bulgaria Poland UnitedStates Romania Alberta(Canada) Croatia CzechRepublic AbuDhabi(UAE) Flanders(Belgium) Serbia SlovakRepublic Japan Israel Average Singapore Latvia Brazil Mexico Malaysia Sweden Estonia England(UK) Norway Finland Portugal Denmark Korea Chile Italy Netherlands France Spain Iceland Australia Percentageofteachers Principals School Management Other teachers
  14. 14. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 1515 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 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 Alberta (Canada) Average
  15. 15. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 1616 Teachers' self-efficacy and job satisfaction
  16. 16. Developing and promoting effective leadership among principals, teachers, and administrators
  17. 17. 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)
  18. 18. 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)
  19. 19. 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
  20. 20. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 2222 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
  21. 21. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 2323 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 This school provides parents or guardians with opportunities to actively participate in school decisions This school provides students with opportunities to actively participate in school decisions I make important decisions on my own Strongly disagree Disagree Agree Strongly agree
  22. 22. Mean mathematics performance, by school location, after accounting for socio-economic status Fig 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
  23. 23. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 2727 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…
  24. 24. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 2828 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 Alberta (Canada) Average
  25. 25. Australia Brazil Chile Estonia Spain France Iceland Israel Italy Japan Korea Bulgaria Malaysia Mexico Netherlands Norway Poland Portugal Romania Serbia Singapore Slovak Republic Latvia United States 0 10 20 30 40 50 60 0 10 20 30 40 50 60 70 %studentsfromdisadvantagedbackgrounds thepercentageofstudentswithavalueofESCSlowerthan-1 % principals who reported that more than 30% of their students are from socioeconomically disadvantaged homes Social background – principal and students Size of bullet represents impact of social background on student performance
  26. 26. 3232 Poverty isn’t destiny PISA performance by decile of social background 300325350375400425450475500525550575600625650675 Mexico Chile Greece Norway Sweden Iceland Israel Italy UnitedStates Spain Denmark Luxembourg Australia Ireland UnitedKingdom Hungary Canada Finland Austria Turkey Liechtenstein CzechRepublic Estonia Portugal Slovenia SlovakRepublic NewZealand Germany Netherlands France Switzerland Poland Belgium Japan Macao-China HongKong-China Korea Singapore ChineseTaipei Shanghai-China Source: PISA 2012
  27. 27. Encouraging innovation in the 21st-century classroom
  28. 28. 34 Changes in the demand for skills Trends 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.
  29. 29. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 3535 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 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 Alberta (Canada) Average
  30. 30. 0 20 40 60 80 100 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 Alberta (Canada) Average Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 3636 …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"
  31. 31. 0 20 40 60 80 100 If I am more innovative in my teaching, I will be rewarded Innovative practices will be considered in appraisal with high or moderate importance Average Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 3737 Innovation in schools Percentage of lower secondary teachers (2008) %
  32. 32. 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
  33. 33. 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 OECD OECDJapan Japan Changes in instructional practice – PISA 2006-9
  34. 34. 44 44 Thank you Find out more about our work at www.oecd.org – All publications – The complete micro-level database Email: Andreas.Schleicher@OECD.org Twitter: SchleicherEDU and remember: Without data, you are just another person with an opinion

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