Main information sources include - 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

1. 1
Accelerating
teacher quality
improvement
EWF 2015
Andreas Schleicher

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 Many challenges

3. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
33 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

4. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
44
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

5. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
55
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

6. 0
10
20
30
40
50
60
70
80
90
100 Discussindividual
students
Shareresources
Teamconferences
Collaborateforcommon
standards
Teamteaching
CollaborativePD
Jointactivities
Classroomobservations
Percentageofteachers
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

7. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
77 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.

8. Improving
Teaching Using
Appraisal and
Feedback

9. • 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

10. • Completion of probation
• Performance management:
– Teacher registration / certification / professional a
ccreditation
– Regular evaluation
– Evaluation for promotion purposes
• Reward for high-performing teachers
Many opportunities

11. • 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

12. • 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

13. 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

14. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1515 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
Confidenceasateacher
Motivation
Jobsatisfaction
Knowledgeandunderstandingofmain
subjectfield(s)
Teachingpractices
Studentassessmentstoimprovestudent
learning
Classroommanagementpractices
Methodsforteachingstudentswith
specialneeds
Publicrecognition
Jobresponsibilities
Roleinschooldevelopmentinitiatives
Amountofprofessionaldevelopment
Likelihoodofcareeradvancement
Salaryand/orfinancialbonus
Average
Average
Personal Pedagogical Professional

15. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1616 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
Average

16. • 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?

17. • 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?

18. Making the best
use of teachers

19. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2020 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

20. 2121
Ensuring that every student
has access to excellent teaching
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
PISA performance by decile of social background

21. • 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

22. TALIS
is a partnership
between
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2323
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 ecec@oecd.org
Email: Andreas.Schleicher@OECD.org
Twitter: SchleicherEDU
and remember:
Without data, you are just another person with an opinion