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INEE Curso UIMP 2016 - Evaluación educativa: Andreas Schleicher
The document discusses findings from the PISA assessment analyzing the academic performance of over half a million students from 65 countries, highlighting disparities in educational outcomes and the influence of socio-economic factors. It outlines effective education policies and practices from high-performing countries, focusing on commitment to universal achievement, quality teacher development, and the importance of an education system that promotes student engagement and accountability. Additionally, it emphasizes the necessity for clear educational goals, instructional coherence, and professional collaboration among educators to improve student learning outcomes.
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INEE Curso UIMP 2016 - Evaluación educativa: Andreas Schleicher
- 1. 1 1 PISA forSchools - Santander Learning from strong performers and successful reformers 4 July 2016 Andreas Schleicher
- 2. The kind ofthings that are easy to teach are now easy to automate, digitize or outsource
- 3. Changes in thedemand 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.
- 4. PISA in brief •Over half a million students… – representing 28 million 15-year-olds in 65 countries/economies … took an internationally agreed 2-hour test… – Goes beyond testing whether students can reproduce what they were taught… … to assess students’ capacity to extrapolate from what they know and creatively apply their knowledge in novel situations – Mathematics, reading, science, problem solving, financial literacy – Total of 390 minutes of assessment material … and responded to questions on… – their personal background, their schools and their engagement with learning and school • Parents, principals and system leaders provided data on… – school policies, practices, resources and institutional factors that help explain performance differences .
- 5. Singapore Hong Kong-ChinaChinese Taipei Korea Macao-China JapanLiechtenstein Switzerland Netherlands Estonia Finland Canada Poland Belgium Germany Viet Nam Austria Australia IrelandSlovenia DenmarkNew Zealand Czech Republic France United Kingdom Iceland LatviaLuxembourg Norway Portugal ItalySpain Russian Fed.Slovak Republic United States LithuaniaSwedenHungary Croatia Israel Greece SerbiaTurkey Romania Bulgaria U.A.E. Kazakhstan Thailand Chile Malaysia Mexico 410 420 430 440 450 460 470 480 490 500 510 520 530 540 550 560 570 580 Mean score High mathematics performance Low mathematics performance … Shanghai-China performs above this line (613) Average performance of 15-year-olds in Mathematics (PISA) Fig I.2.13 Below PISA Level 2 More than 20% of Spanish 15- year-olds do not reach PISA Level 2 (Shanghai 4%) 128% GDP 2,037 bn$
- 6. Socially equitable distribution oflearning opportunities High mathematics performance Low mathematics performance Average performance of 15-year-olds in mathematics Strong socio-economic impact on student performance Singapore Hong Kong-ChinaChinese Taipei Korea Macao-China Japan Liechtenstein Switzerland Netherlands Estonia Finland Canada Poland Belgium Germany Viet Nam Austria Australia IrelandSlovenia DenmarkNew Zealand Czech Republic France United Kingdom Iceland LatviaLuxembourg Norway Portugal ItalySpain Russian Fed.Slovak Republic United States LithuaniaSwedenHungary Croatia Greece SerbiaTurkey Romania Bulgaria U.A.E. Kazakhstan Thailand Chile Malaysia Mexico
- 7. AustraliaAustria Belgium Canada Chile Czech Rep. Denmark Estonia Finland France Germany Greece Hungary Iceland Ireland Israel Italy Japan Korea Luxembourg Mexico Netherlands NewZealand Norway Poland Portugal Slovak Rep. Slovenia Spain Sweden Switzerland Turkey UK US 2012 Socially equitable distribution of learning opportunities Strong socio-economic impact on student performance High mathematics performance Low mathematics performance
- 8. AustraliaAustria Belgium Canada Chile Czech Rep. Denmark Estonia Finland France Germany Greece Hungary Iceland Ireland Israel Italy Japan Korea Luxembourg Mexico Netherlands NewZealand Norway Poland Portugal Slovak Rep. Slovenia Spain Sweden Switzerland Turkey UK US Socially equitable distribution of learning opportunities Strong socio-economic impact on student performance High mathematics performance Low mathematics performance
- 9. AustraliaAustria Belgium Canada Chile Czech Rep. Denmark Estonia Finland France Germany Greece Hungary Iceland Ireland Israel Italy Japan Korea Luxembourg Mexico Netherlands NewZealand Norway Poland Portugal Slovak Rep. Slovenia Spain Sweden Switzerland Turkey UK US Singapore Shanghai Singapore 2003 - 2012 Chile 2003 Turkey 2003 High mathematics performance Low mathematics performance Socially equitable distribution of learning opportunities Strong socio-economic impact on student performance
- 10. 1111 Fostering resilience Thecountry where students go to class matters more than what social class students come from
- 11. 12 PISA mathematics performance bydecile 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
- 12.
- 13. 1414Lessonsfromhighperformers Catching up withthe top-performers Low impact on outcomes High impact on outcomes Low feasibility High feasibility Money pits Must haves Low hanging fruits Quick wins
- 14. 1515Lessonsfromhighperformers Low impact onoutcomes High impact on outcomes Low feasibility High feasibility Money pits Must haves Low hanging fruits Quick wins Commitment to universal achievement Gateways, instructional systems Capacity at point of delivery Incentive structures and accountability Resources where they yield most A learning system Coherence
- 15. 1616Lessonsfromhighperformers Low impact onoutcomes High impact on outcomes Low feasibility High feasibility Money pits Must haves Low hanging fruits Quick wins Commitment to universal achievement Gateways, instructional systems Capacity at point of delivery Incentive structures and accountability Resources where they yield most A learning system Coherence A commitment to education and the belief that all children can achieve Universal educational standards and personalization as the approach to heterogeneity in the student body… … as opposed to a belief that students have different destinations to be met with different expectations, and selection/stratification as the approach to heterogeneity Clear articulation who is responsible for ensuring student success and to whom
- 16. 1717Lessonsfromhighperformers Low impact onoutcomes High impact on outcomes Low feasibility High feasibility Money pits Must haves Low hanging fruits Quick wins Commitment to universal achievement Gateways, instructional systems Capacity at point of delivery Incentive structures and accountability Resources where they yield most A learning system Coherence Clear ambitious goals that are shared across the system and aligned with the instructional system Well established delivery chain through which curricular goals translate into instructional systems, instructional practices and student learning (intended, implemented and achieved) High level of metacognitive content of instruction
- 17. 1818Lessonsfromhighperformers Low impact onoutcomes High impact on outcomes Low feasibility High feasibility Money pits Must haves Low hanging fruits Quick wins Commitment to universal achievement Gateways, instructional systems Capacity at point of delivery Incentive structures and accountability Resources where they yield most A learning system Coherence Capacity at the point of delivery Attracting, developing and retaining high quality teachers and school leaders and a work organisation in which they can use their potential Instructional leadership and effective human resource management in schools Teacher leadership, keeping teaching intellectually attractive System-wide career development
- 18. Mean mathematics performance,by school location, after accounting for socio-economic status Fig II.3.3 19 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 Above-average performers in PISA
- 19. Mean mathematics performance,by school location, after accounting for socio-economic status Fig II.3.3 20 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
- 20. What knowledge, skills andcharacter qualities do successful teachers require?
- 21. What knowledge, skills andcharacter qualities do successful teachers require? 96% of teachers: My role as a teacher is to facilitate students own inquiry
- 22. What knowledge, skills andcharacter qualities do successful teachers require? 86%: Students learn best by findings solutions on their own
- 23. What knowledge, skills andcharacter qualities do successful teachers require? 74%: Thinking and reasoning is more important than curriculum content
- 24. Prevalence of memorisation rehearsal,routine exercises, drill and practice and/or repetition -2.00 -1.50 -1.00 -0.50 0.00 0.00 0.50 1.00 1.50 2.00 Switzerland Poland Germany Japan Korea France Sweden Shanghai-China Canada Singapore United States Norway Spain Netherlands United Kingdom Prevalence of elaboration reasoning, deep learning, intrinsic motivation, critical thinking, creativity, non-routine problems High Low Low High
- 25. 0.00 0.50 1.00 1.50 2.00 2.50 VietNam Macao-China Shanghai-China Turkey Uruguay Greece HongKong-China ChineseTaipei Portugal Brazil Serbia Bulgaria Singapore Netherlands Japan Argentina CostaRica Lithuania Tunisia NewZealand CzechRepublic Israel Korea Latvia Qatar Italy UnitedStates Estonia Ireland Australia Mexico UnitedArabEmirates Norway Malaysia Kazakhstan UnitedKingdom Romania OECDaverage Albania Colombia Indonesia Sweden Belgium Peru Thailand Denmark RussianFederation Canada SlovakRepublic Hungary Germany Croatia Luxembourg Montenegro Chile Poland Finland Austria Slovenia France Switzerland Jordan Liechtenstein Spain Iceland Indexofexposuretowordproblems Focus onword problems Fig I.3.1a 26 Word problems- Formal math situated in a word problem, where it is obvious to students what mathematical knowledge and skills are needed
- 26.
- 27. External forces exerting pressureand influence inward on an occupation Internal motivation and efforts of the members of the profession itself 28 Professionalism Professionalism is the level of autonomy and internal regulation exercised by members of an occupation in providing services to society
- 28. Policy levers toteacher professionalism Knowledge base for teaching (initial education and incentives for professional development) Autonomy: Teachers’ decision- making power over their work (teaching content, course offerings, discipline practices) Peer networks: Opportunities for exchange and support needed to maintain high standards of teaching (participation in induction, mentoring, networks, feedback from direct observations) Teacher professionalism Professionalism is the level of autonomy and internal regulation exercised by members of an occupation in providing services to society
- 29. Teacher professionalism Knowledge basefor teaching (initial education and incentives for professional development) Peer networks: Opportunities for exchange and support needed to maintain high standards of teaching (participation in induction, mentoring, networks, feedback from direct observations) Professionalism is the level of autonomy and internal regulation exercised by members of an occupation in providing services to society Autonomy: Teachers’ decision- making power over their work (teaching content, course offerings, discipline practices)
- 30. 0 1 2 3 4 5 6 7 8 9 10 Spain Japan France Brazil Finland Flanders Norway Alberta(Canada) Australia Denmark Israel Korea UnitedStates CzechRepublic Shanghai(China) Latvia Netherlands Poland England NewZealand Singapore Estonia Networks Autonomy Knowledge Meanmathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 3131 TALIS Teacher professionalism index
- 31. Percentage of lowersecondary 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 0 10 20 30 40 50 60 70 80 90 100 Iceland Finland Georgia Serbia Japan SlovakRepublic Netherlands Norway Alberta(Canada) Flanders(Belgium) Australia UnitedStates Croatia Korea Average Russia Chile Israel NewZealand Malaysia England(United… Romania CzechRepublic Singapore Shanghai(China) Access Participation % Not everywhere where induction programmes are accessible do teachers use them
- 32. 0 10 20 30 40 50 60 70 80 90 100 Discussindividual students Shareresources Teamconferences Collaborateforcommon standards Teamteaching CollaborativePD Jointactivities Classroomobservations Percentageofteachers Spain Professional collaboration Percentageof lower secondary teachers who report doing the following activities at least once per month Teacher co-operation33 Exchange and co-ordination
- 33. Mean mathematics performance,by school location, after accounting for socio-economic status Fig II.3.3 3434 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 Less frequently More frequently
- 34. 0 10 20 30 40 50 60 70 Low professionalism High professionalism Meanmathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 3535 Teacher professionalism index and teacher outcomes Perceptions of teachers’ status Satisfaction with the profession Satisfaction with the work environment Teachers’ self-efficacy Predicted percentile
- 35. % Yes No If I ammore innovative in my teaching I will be rewarded (country average)
- 36. 0 10 2030 40 50 60 Knowledge and understanding of subject field(s) Pedagogical competencies in teaching subject field(s) Student evaluation and assessment practices Knowledge of the curriculum ICT skills for teaching Student behaviour and classroom management Approaches to individual learning New technologies in the workplace Teaching cross-curricular skills Teaching students with special needs Student career guidance and counselling Approaches to developing cross-occupational competencies School management and administration Teaching in a multicultural/lingual setting Moderate Large 38 Impact of professional development on teaching Percentage of teachers who participated in professional development activities with the following content in the 12 months prior to the survey, and reported moderate or large positive impact of this activity on their teaching Percentage of teachers
- 37. 39 Making educational reformhappen • Clear and consistent priorities (across governments and across time), ambition and urgency, and the capacity to learn rapidly. Shared vision • Appropriate targets, real-time data, monitoring, incentives aligned to targets, accountability, and the capacity to intervene where necessary. Performance management • Building professional capabilities, sharing best practice and innovation, flexible management, and frontline ethos aligned with system objectives. Frontline capacity • Strong leadership at every level, including teacher leadership, adequate process design and consistency of focus across agencies. Delivery architecture
- 38. 4040Lessonsfromhighperformers Low impact onoutcomes High impact on outcomes Low feasibility High feasibility Money pits Must haves Low hanging fruits Quick wins Commitment to universal achievement Gateways, instructional systems Capacity at point of delivery Incentive structures and accountability Resources where they yield most A learning system Coherence Incentives, accountability, knowledge management Aligned incentive structures For students How gateways affect the strength, direction, clarity and nature of the incentives operating on students at each stage of their education Degree to which students have incentives to take tough courses and study hard Opportunity costs for staying in school and performing well For teachers Make innovations in pedagogy and/or organisation Improve their own performance and the performance of their colleagues Pursue professional development opportunities that lead to stronger pedagogical practices A balance between vertical and lateral accountability Effective instruments to manage and share knowledge and spread innovation – communication within the system and with stakeholders around it A capable centre with authority and legitimacy to act
- 39. 4141Lessonsfromhighperformers41 Aligning autonomywith accountability
- 40. 4242Lessonsfromhighperformers 42 42 Hong Kong-China Brazil Uruguay Albania Croatia Latvia Lithuania Chinese Taipei ThailandBulgaria Jordan Macao-China UAEArgentina Indonesia Kazakhstan Peru Costa Rica Tunisia Qatar Singapore Colombia Malaysia Serbia Romania Viet Nam Shanghai-China USA Poland New Zealand Greece UK Estonia Finland Slovak Rep. Luxembourg Germany Austria Czech Rep. France Japan Turkey Sweden Hungary Australia Israel Canada Chile Belgium Netherlands Spain Denmark Switzerland Iceland Slovenia Portugal Norway Korea Italy R² = 0.13 300 350 400 450 500 550 600 650 -1.5 -1 -0.5 0 0.5 1 1.5 Mathematicsperformance(scorepoints) Index of school responsibility for curriculum and assessment (index points) Countries that grant schools autonomy over curricula and assessments tend to perform better in mathematics Source: PISA 2012
- 41. No shared math policy Sharedmath policy 455 460 465 470 475 480 485 Less school autonomy More school autonomy Schools with more autonomy perform better than schools with less autonomy in systems with standardised math policies Score points School autonomy for curriculum and assessment x system's extent of implementing a standardised math policy (e.g. curriculum and instructional materials) Fig IV.1.16
- 42. Schools with moreautonomy perform better than schools with less autonomy in systems with more collaboration Teachers don't participate in management Teachers participate in management455 460 465 470 475 480 485 Less school autonomy More school autonomy Score points School autonomy for resource allocation x System's level of teachers participating in school management Across all participating countries and economies Fig IV.1.17
- 43. 0 20 4060 80 100 Written specification of the school's curriculum and educational goals Written specification of student-performance standards Systematic recording of data, including teacher and student attendance and graduation rates, test results… Internal evaluation/self-evaluation External evaluation Written feedback from students (e.g. regarding lessons, teachers or resources) Teacher mentoring Regular consultation with one or more experts over a period of at least six months with the aim of improving… Implementation of a standardised policy for mathematics % Percentage of students in schools whose principal reported that their schools have the following for quality assurance and improvement: Singapore OECD average Quality assurance and school improvement Fig IV.4.14 45
- 44. 4646Lessonsfromhighperformers Low impact onoutcomes High impact on outcomes Low feasibility High feasibility Money pits Must haves Low hanging fruits Quick wins Commitment to universal achievement Gateways, instructional systems Capacity at point of delivery Incentive structures and accountability Resources where they yield most A learning system Coherence Investing resources where they can make most of a difference Alignment of resources with key challenges (e.g. attracting the most talented teachers to the most challenging classrooms) Effective spending choices that prioritise high quality teachers over smaller classes
- 45. 4747 Align theresources with the challenges Hong Kong-China Brazil Uruguay Croatia Latvia Chinese Taipei Thailand Bulgaria Jordan Macao-China UAE Argentina Indonesia Kazakhstan Peru Costa Rica Montenegro Tunisia Qatar Singapore Colombia Malaysia Serbia Romania Viet Nam Shanghai-China USA Poland New Zealand Greece UK Estonia Finland Slovak Rep. Luxembourg Germany AustriaFrance Japan Turkey Sweden Hungary Australia Israel Canada Ireland Chile Belgium SpainDenmark Switzerland Iceland Slovenia Portugal Norway Mexico Korea Italy R² = 0.19 300 350 400 450 500 550 600 650 700 -0.500.511.5 Mathematicsperformance(scorepoints) Equity in resource allocation (index points) Greater equityLess equity Adjusted by per capita GDP Countries with better performance in mathematics tend to allocate educational resources more equitably Source: PISA 2012
- 46. 4848Lessonsfromhighperformers Low impact onoutcomes High impact on outcomes Low feasibility High feasibility Money pits Must haves Low hanging fruits Quick wins Commitment to universal achievement Gateways, instructional systems Capacity at point of delivery Incentive structures and accountability Resources where they yield most A learning system Coherence Coherence of policies and practices Alignment of policies across all aspects of the system Coherence of policies over sustained periods of time Consistency of implementation Fidelity of implementation (without excessive control)
- 47. 4949Lessonsfromhighperformers Low impact onoutcomes High impact on outcomes Low feasibility High feasibility Money pits Must haves Low hanging fruits Quick wins Commitment to universal achievement Gateways, instructional systems Capacity at point of delivery Incentive structures and accountability Resources where they yield most A learning system Coherence
- 48. 5050Lessonsfromhighperformers Some students learnat high levels All students need to learn at high levels Student inclusion Routine cognitive skills Conceptual understanding, complex ways of thinking, ways of working Curriculum, instruction and assessment Standardisation and compliance High-level professional knowledge workers Teacher quality ‘Tayloristic’, hierarchical Flat, collegial Work organisation Primarily to authorities Primarily to peers and stakeholders Accountability What it all means The old bureaucratic system The modern enabling system
- 49. 5151Lessonsfromhighperformers 51 51 Thank you Findout 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
Editor's Notes
- #3 Half of the jobs in the industrialised world are potentially automatable, because the things that are easy to teach and easy to test are also the things that are easy to automate, digitize and outsource.
- #7 This chart illustrates the reading literacy scale, from below the OECD average, marked in red, to around the OECD average, marked in yellow, to high performance, marked in green. .
- #8 But I do want to introduce a second dimension into this picture, that PISA pays great attention to. When you look at the distribution of student performance within each country, there are some countries in which social background has a strong impact on student performance, in other words, where educational opportunities are very unequally distributed, where there is a large gap between winners and losers and where a lot of the potential that children bring with them is wasted. There are other countries, where it matters much less into which social context students are born, where outcomes are socially equitably distributed. If you look at this, it is clear where we all want to be, namely where performance and equity are both strong. And nobody, and no country, can accept to be where performance is low and opportunities are very unequally distributed. Whether it is better to have high performance at the price of large disparities, or better to invest in small disparities at the price of mediocracy, that is subject to debate.
- #9 Strength of ESCS on performance (% variance explained) and maths perf 2012
- #10 Strength of ESCS on performance (% variance explained) and maths performance 2012 Size of bubbles shows spending levels
- #11 Lots of people still dismiss these results by saying these differences are all about culture. But if that was true, you would see the same picture year after year, and that’s not the case.
- #14 This graph relates the schools performance with the socioeconomic background. Your school is represented by the red dot and the vertical band shows schools with similar socioeconomic backgrounds. The regression line shows the estimation about the expected average of performance according to socioeconomic backgrounds. Therefore, the school in this example is a bit below the regression line which indicates that the performance is a bit worse than expected according to the socioeconomic background. What is important here is that a schools’ performance is not just a reflection of the students’ socio-economic background. As we see on the chart, some schools perform much higher than expected given their socio-economic context, while others do not perform as well as similar schools. There is a lot that can be learned from the schools that beat the expectations.
- #20 Figure 7.3
- #21 New graph for the PPT
- #22 The quality of education can never exceed the quality of teaching and teachers. But what exactly are the knowledge, skills and character qualities that will make teachers successful? How and to what extent are these related to teachers’ education? Some people explain poor learning outcomes in their country by claiming that their teachers come from the bottom third of their college graduates, while high-performing countries recruit their teachers from the top third. Surely, top school systems pay a great deal of attention to how they select their staff. They work hard to improve the performance of teachers who are struggling, they provide an environment in which teachers work together to frame good practice, and they establish intelligent pathways for teachers to grow in their careers. But does all that mean that in those countries the top third of graduates chose to become teachers rather than lawyers, doctors or engineers?
- #23 The quality of education can never exceed the quality of teaching and teachers. But what exactly are the knowledge, skills and character qualities that will make teachers successful? How and to what extent are these related to teachers’ education? Some people explain poor learning outcomes in their country by claiming that their teachers come from the bottom third of their college graduates, while high-performing countries recruit their teachers from the top third. Surely, top school systems pay a great deal of attention to how they select their staff. They work hard to improve the performance of teachers who are struggling, they provide an environment in which teachers work together to frame good practice, and they establish intelligent pathways for teachers to grow in their careers. But does all that mean that in those countries the top third of graduates chose to become teachers rather than lawyers, doctors or engineers?
- #24 The quality of education can never exceed the quality of teaching and teachers. But what exactly are the knowledge, skills and character qualities that will make teachers successful? How and to what extent are these related to teachers’ education? Some people explain poor learning outcomes in their country by claiming that their teachers come from the bottom third of their college graduates, while high-performing countries recruit their teachers from the top third. Surely, top school systems pay a great deal of attention to how they select their staff. They work hard to improve the performance of teachers who are struggling, they provide an environment in which teachers work together to frame good practice, and they establish intelligent pathways for teachers to grow in their careers. But does all that mean that in those countries the top third of graduates chose to become teachers rather than lawyers, doctors or engineers?
- #25 The quality of education can never exceed the quality of teaching and teachers. But what exactly are the knowledge, skills and character qualities that will make teachers successful? How and to what extent are these related to teachers’ education? Some people explain poor learning outcomes in their country by claiming that their teachers come from the bottom third of their college graduates, while high-performing countries recruit their teachers from the top third. Surely, top school systems pay a great deal of attention to how they select their staff. They work hard to improve the performance of teachers who are struggling, they provide an environment in which teachers work together to frame good practice, and they establish intelligent pathways for teachers to grow in their careers. But does all that mean that in those countries the top third of graduates chose to become teachers rather than lawyers, doctors or engineers?
- #30 There are different models of teacher professionalism across the TALIS systems, these figures present an example of the five most frequent models: High peer networks/low autonomy High autonomy Knowledge emphasis Balance domains/high support for professionalism Balance domains/ low support for professionalism
- #31 There are different models of teacher professionalism across the TALIS systems, these figures present an example of the five most frequent models: High peer networks/low autonomy High autonomy Knowledge emphasis Balance domains/high support for professionalism Balance domains/ low support for professionalism
- #32 The figure presents and overview of teacher professionalism looks like across TALIS systems, by plotting the teacher professionalism index. The index measures the extent to which education systems support teachers’ professionalism in each of TP domains. Each of the domains of teacher professionalism is scaled from 0 to 5, with 5 representing a theoretical maximum where all practices within the domain are observed. The overall index of teacher professionalism adds up values on the three domains, with values ranging from a theoretical minimum of 0 to a possible maximum of 15. In reality, as the figure shows, most teachers find themselves in environments where these practices are partially observed.
- #34 So if collaboration is important, how frequently do teachers engage in it? The pictures is actually mixed. When it comes to informal exchange and co-ordination, teachers are generally very active. And Alberta, here marked in red, is no exception to this. However, the kind of deep professional collaboration I referred to in the preceding chart is actually quite rare, as you can see on the right panel. Only one in 5 teachers pursues team teaching, that you saw closely related to job satisfaction, at least one per month. In countries such as Japan, Denmark or Italy it is a bit more common, but still not as frequent as you hope it might be. And the picture is similar for collaborative professional development. Even in Alberta, which together with Singapore, Australia and Israel does best on this you still find only a third of teachers doing this at least once per months. And least frequent is classroom observation that you also saw closely related to job satisfaction.
- #35 Here is some data on this. Teachers who teach more often jointly as a team consistently report higher levels of job satisfaction. The same is true for observing other teachers classes Or engaging in joint activities across different classes Or to take part in collaborative professional learning
- #36 The figure shows teacher’s predicted percentile in the distribution of all teachers, estimated by his or her overall score on the teacher professionalism index. The figure indicates where in the distribution of all teachers a given teacher would be expected to rank if she benefited from only one support, compared to those benefiting from five or ten best practices. As the figure shows, teachers with a value on the overall index of only one are expected to fall in the bottom third of all teachers in terms of their perceived status and self-efficacy and their satisfaction with their profession and work environment. In contrast, teachers with a value of five on the overall professionalism index are in the 40-51st percentile of all teachers in terms of all outcomes. At the top end of the spectrum, teachers with values of ten on the overall index, which corresponds to benefiting from two-thirds of the identified In concrete terms, it appears that gains in support for teacher professionalism matter more at the lower end of the spectrum, such that implementing a few additional best practices matters more for teachers’ perceptions of status and self-efficacy and satisfaction with profession and work environment if they are not benefiting from any. At the top end, additional best practices do not have the same additional effect on teachers’ perceptions and satisfaction. best practices, are likely to rank in the top half of the distribution of all teachers. In terms of variations across teachers’ perceptions and satisfaction, the analysis finds that teacher professionalism is least associated with teachers’ beliefs about the status of teaching in society, and more strongly linked to their perceptions of their own teaching and their satisfaction. The status outcome specifically asks teachers to what extent they believe that teaching is a valued profession in society, which may reflect larger structures of educational requirements and pay than the other three outcomes, which are more personal perceptions of satisfaction and teaching abilities. Nonetheless, we do find that higher values on the knowledge base and peer networks indices are both positively associated with perceived status. A careful look at the domains of teacher professionalism (TP) reveals different patterns of relationships between the different TP domains and teacher outcomes. IN particular it shows particularly the importance knowledge base and peer networks.
- #37 When we looked at this more closely in 2008, many teachers talked about schools as rather innovation-hostile environments. For example, just a quarter of teachers said that if they were more innovative in their teaching, they would be rewarded, and this is not just about money, we looked at any form of recognition. The figures are particularly low in Belgium, Ireland, Denmark and Australia. A higher percentage of teachers, though, said that innovative practices would be considered in appraisal and feedback, though you would really want to see this figure to be closer to 100%.
- #38 Figure 4.14
- #39 First, this figure shows that larger proportions of teachers, on average, reported that they had undertaken professional development focused on the content (73%) or pedagogical knowledge (68%) of the subject they teach rather than in the areas identified by TALIS as emerging competency areas and areas where there is a shortage of skills. For example, 16% of teachers reported that they had participated in professional development on teaching in a multicultural setting, and around 33% of teachers participated in professional development on teaching students with special needs. Second, teachers are less likely to report a moderate or large positive impact on their teaching from professional development in these emerging competency areas. Some 77% of teachers reported a moderate or large positive impact on their teaching from professional development activities that focused on teaching students with special needs or teaching in a multicultural or multilingual setting. In contrast, 91% of teachers who participated in professional development in subject-matter content and 87% of teachers who participated in such activities focusing on pedagogy reported such positive impact on their teaching. Individual teacher development, in turn, needs to be associated with school improvement. To be most effective, professional development programmes should be co-ordinated at the school level so that teachers are aware of the learning goals pursued by their colleagues and potential areas for collaboration. Such joint efforts can contribute to establishing learning communities. Schools that associate the individual teacher’s needs with the school’s priorities, and that also manage to provide the corresponding professional development activities, are likely to perform well.
- #51 I want to conclude with what we have learned about successful reform trajectories In the past when you only needed a small slice of well-educated people it was efficient for governments to invest a large sum in a small elite to lead the country. But the social and economic cost of low educational performance has risen substantially and all young people now need to leave school with strong foundation skills. When you could still assume that what you learn in school will last for a lifetime, teaching content and routine cognitive skills was at the centre of education. Today, where you can access content on Google, where routine cognitive skills are being digitised or outsourced, and where jobs are changing rapidly, the focus is on enabling people to become lifelong learners, to manage complex ways of thinking and complex ways of working that computers cannot take over easily. In the past, teachers had sometimes only a few years more education than the students they taught. When teacher quality is so low, governments tend to tell their teachers exactly what to do and exactly how they want it done and they tend to use Tayloristic methods of administrative control and accountability to get the results they want. Today the challenge is to make teaching a profession of high-level knowledge workers. But such people will not work in schools organised as Tayloristic workplaces using administrative forms of accountability and bureaucratic command and control systems to direct their work. To attract the people they need, successful education systems have transformed the form of work organisation in their schools to a professional form of work organisation in which professional norms of control complement bureaucratic and administrative forms of control.