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International Summit on the Teaching Profession - Framing the Issues
The document discusses the evolving challenges and strategies in the teaching profession, emphasizing the need for teachers to develop critical skills that foster student inquiry and deep learning. It analyzes the impact of socio-economic factors on student performance and highlights the importance of teacher professionalism, autonomy, and collaboration for effective education. The report also calls for stronger policies to support teachers' professional development and improve perceptions of teaching as a valued profession.
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International Summit on the Teaching Profession - Framing the Issues
- 1. 1 International Summit on theTeaching Profession Framing the issues Andreas Schleicher Director for Education and Skills OECD
- 2. The kind ofthings that are easy to teach are now easy to automate, digitize or outsource 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
- 3. Robotics The Auto-auto >1m km, oneminor accident, occasional human intervention
- 4.
- 5. A lot moreto come • 3D printing • Synthetic biology • Brain enhancements • Nanomaterials • Etc.
- 6. Everyone wants tolive in your countries -20 -15 -10 -5 0 5 10 15 20 25 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 High income OECD members Low income Middle income Source : OECD (2013), Trends Shaping Education. Primary source: World Bank (2012), World Databank: Net Migration. Net migration (in millions of people) into regions, with countries grouped by income level and OECD members, 1960-2010 .
- 7. Education in thepast
- 8.
- 9. Dimensions of studentlearning
- 10. What knowledge, skills andcharacter qualities do successful teachers require? Session 1
- 11. What knowledge, skills andcharacter qualities do successful teachers require? 96% of teachers: My role as a teacher is to facilitate students own inquiry
- 12. What knowledge, skills andcharacter qualities do successful teachers require? 86%: Students learn best by findings solutions on their own
- 13. What knowledge, skills andcharacter qualities do successful teachers require? 74%: Thinking and reasoning is more important than curriculum content
- 14. 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
- 15. 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 on wordproblems Fig I.3.1a 15 Word problems- Formal math situated in a word problem, where it is obvious to students what mathematical knowledge and skills are needed
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- 17. 17 Teaching strategiesand learning outcomes -0.4 -0.3 -0.2 -0.1 0.0 0.1 0.2 0.3 0.4 0.5 0.6 Below Level 1 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Index of student-oriented instruction Index of teacher-directed instruction Index of cognitive-activation instruction Students' proficiency level in PISA mathematics Mean Index Students at Level 5 and 6 can develop and work with models for complex situations, and work strategically with advanced thinking and reasoning skills Students below Level 2 have difficulties using basic algorithms, formulae, procedures or conventions to solve problems involving whole numbers
- 18. 18 Professional knowledgeand expertise in teaching Behaviour Cognition Content Character • Effectiveness is evidenced by teacher behaviour and student learning outcomes • Teachers as thoughtful, sentient beings, characterised by intentions, strategies, decisions and reflections • The nature and adequacy of teacher knowledge of the substance of the curriculum being taught • The teachers serve as moral agents, deploying a moral-pedagogical craft Teacher knowledge of, and sensitivity to, cultural, social and political contexts and the environments of their students.
- 19. 19 Second generation immigrantstudents’ performance in mathematics, by country of origin and destination 370 390 410 430 450 470 490 510 Austria Belgium Switzerland Germany Denmark Netherlands Austria Belgium Switzerland Germany Denmark Netherlands PISA score points in mathematics First-generation immigrants' score, after accounting for socio-economic… 2nd generation students from Turkey in: The country where migrants go to school matters more than the country where they came from 1st generation students from Turkey in: First generation immigrant students’ performance in mathematics, by country of origin and destination
- 20. 20 Immigrant students’ performancein mathematics, by country of origin and destination 300 350 400 450 500 550 600 Australia Macao-China New Zealand Hong Kong-China Qatar Finland Denmark United Arab… Netherlands PISA score points in mathematics First-generation immigrants' score, after accounting for socio-economic… Students from Arabic-speaking countries in: 50 55 60 65 70 75 80 85 90 95 Denmark Qatar United Arab Emirates Netherlands Finland % Percentage of students with an immigrant background who reported that they feel like they belong at school Students from Arabic-speaking countries in: The country where migrants go to school matters more than the country where they came from
- 21. 21 21 21 Make learning central,encourage engagement and responsibility Be acutely sensitive to individual differences Provide continual assessment with formative feedback Be demanding for every student with a high level of cognitive activation Ensure that students feel valued and included and learning is collaborative A continuum of support
- 22. What policies canhelp? Session 2
- 23. Student-level • Initiating andmanaging learning processes, including active learning • Responding to the learning needs of individual learners • Integrating formative and summative assessment Classroom level • Teaching in multicultural classrooms • Emphasising cross-curricular studies • Integrating students with special needs School level • Working and planning in teams and partner with other schools • Evaluating and planning for improvement • Using ICT for teaching and administration, etc. 23 Challenges for teachers
- 24. Developing Teaching as aprofession 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 status2 4 Implementing highly effective teacher policy and practice
- 25. 25 Teachers’ skills Numeracytest scores of tertiary graduates and teachers Numeracy score215 235 255 275 295 315 335 355 375 Spain Poland Estonia United States Canada Ireland Korea England (UK) England/N. Ireland (UK) Denmark Northern Ireland (UK) France Australia Sweden Czech Republic Austria Netherlands Norway Germany Flanders (Belgium) Finland Japan Numeracy score Numeracy skills of middle half of college graduates
- 26. 26 Teachers’ skills Numeracytest scores of tertiary graduates and teachers Numeracy score215 235 255 275 295 315 335 355 375 Spain Poland Estonia United States Canada Ireland Korea England (UK) England/N. Ireland (UK) Denmark Northern Ireland (UK) France Australia Sweden Czech Republic Austria Netherlands Norway Germany Flanders (Belgium) Finland Japan Numeracy score Numeracy skills of teachers
- 27. External forces exerting pressureand influence inward on an occupation Internal motivation and efforts of the members of the profession itself 27 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
- 29. Teacher professionalism Knowledge basefor 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)
- 30. High Peer Networks/ LowAutonomy High Autonomy Knowledge Emphasis Balanced Domains/ High Professionalism Balanced Domains/ Low Professionalism Teacher professionalism
- 31. 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
- 32. 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 3232 TALIS Teacher professionalism and PISA learning Australia Flanders Belgium) Alberta (Canada) Shanghai (China) Czech RepublicSpain England (UK) Spain EstoniaFinland France Spain Israel Japan Korea Latvia The Netherlands Norway New Zealand Poland Singapore Sweden 350 400 450 500 550 600 650 5.0 5.5 6.0 6.5 7.0 7.5 8.0 8.5 9.0 9.5 10.0 PISAmathematicsscore Teacher professionalism index
- 33. Status of the profession Teachers’ perceptionof the extent to which teaching is valued as a profession Satisfaction with the profession Teachers’ report on the extent to which teachers are happy with their decision to become a teacher. Satisfaction with work environment Teachers’ report on the extent to which teachers are happy with their current schools. Self-efficacy Teachers’ perception of their capabilities (e.g. controlling disruptive behaviour, use a variety of assessment strategies, etc.). 3 3333 Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 3333 Teacher outcomes
- 34. 0 10 20 30 40 50 60 70 Low professionalism Medium professionalism Highprofessionalism Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 3434 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. 3 5 3 5 Mean mathematics performance,by school location, after accounting for socio-economic status Fig II.3.3 3 5 3 5 Knowledge domain in high and low socio-economically disadvantaged schools and teacher job satisfaction -0.40 -0.20 0.00 0.20 0.40 0.60 0.80 1.00 Norway AbuDhabi(UAE) Israel Netherlands England(UK) Belgium(Flanders) Alberta(Canada) Italy Australia Serbia Croatia Shanghai(China) Spain Singapore Poland Malaysia SlovakRepublic Mexico Chile Estonia Brazil NewZealand Romania Latvia Portugal France Georgia Japan Sweden Korea Bulgaria Low High Association between satisfaction with current working environment and knowledge domain for each country separated by a high and low socio-economically disadvantaged concentration level. Unstandardisedcoefficients
- 36. 3 6 3 6 Mean mathematics performance,by school location, after accounting for socio-economic status Fig II.3.3 3 6 3 6 Peer networks domain in high and low socio-economically disadvantaged schools and teacher job satisfaction -0.40 -0.20 0.00 0.20 0.40 0.60 0.80 1.00 Bulgaria Australia Netherlands AbuDhabi(UAE) England(UK) NewZealand Serbia Singapore Estonia Croatia Chile Sweden Shanghai(China) Norway Belgium(Flanders) Mexico SlovakRepublic Brazil Alberta(Canada) Poland Portugal Malaysia Italy Spain France Korea Latvia Romania Israel Japan Georgia Low High Association between satisfaction with current working environment and peer networks domain for each country separated by a high and low socio-economically disadvantaged concentration level. Unstandardisedcoefficients
- 37. 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 3737 TALIS Teacher professionalism index
- 38. 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
- 39. 39 Induction andprofessional development 0.0 0.5 1.0 1.5 2.0 2.5 Brazil CzechRepublic Spain Israel Poland Estonia Finland Flanders(Belgium) Japan Denmark Latvia Korea Sweden Netherlands France Oddsratios Probability of participation in three or more professional development activities for lower secondary teachers who reported having participated in a formal induction programme versus teachers who reported that they had not participated in such programmes
- 40. 0 10 20 30 40 50 60 70 80 90 100 Discussindividual students Shareresources Teamconferences Collaboratefor common standards Teamteaching CollaborativePD Jointactivities Classroom observations Percentageofteachers Average Shanghai (China) Professionalcollaboration Percentage of lower secondary teachers who report doing the following activities at least once per month Teacher co-operation Exchange and co-ordination
- 41. Teachers Self-Efficacy andProfessional 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
- 42. 0 10 20 30 40 50 60 70 80 90 100 England(UK) Estonia Singapore Netherlands Shanghai (China) NewZealand Brazil Japan UnitedStates Australia Norway Israel Alberta (Canada) Poland Spain Korea Flanders (Belgium) Italy Sweden Denmark France Finland Percentageofteachers School ManagementPrincipals Other teachers Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 4 2 4 2 Teachers feedback : direct classroom observations
- 43. 43 What principals sayabout involving teachers in decision making at school 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 Percentage of lower secondary principals who "strongly disagree", "disagree", "agree" or "strongly agree" with the following statements about their school Percentageofteachers
- 44. 44 What principals sayabout involving teachers in decision making at school Percentage of lower secondary principals who reported that they "often" or "very often" distributed leadership activiti other stakeholders in and around the school during the 12 months prior to the survey 0 50 100 150 200 250 300 Latvia Shanghai(China) Poland Korea Estonia Norway Flanders(Belgium) Brazil CzechRepublic Alberta(Canada) Spain Australia England(UK) NewZealand Denmark Netherlands Singapore France Sweden Finland Italy Japan This school provides students with opportunities to actively participate in school decisions This school provides parents or guardians with opportunities to actively participate in school decisions This school provides staff with opportunities to actively participate in school decisions Cumulativepercentage
- 45. 45 Impact ofprofessional development on teaching 0 10 20 30 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 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
- 46. What can governments doto implement policies more effectively? Session 3
- 47. • Clear andconsistent 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 47 Successful reform delivery
- 48. Strive for consensus Engage stakeholders Careful piloting Sustainable resources Careful timing Partnership with unions •Acknowledge divergent views and interests • Communicate, communicate, communicate – Feedback reduces the likelihood of strong opposition – Involvement of stakeholders cultivates a sense of joint ownership over policies, and hence helps build consensus over both the need and the relevance of reforms • Mechanisms of regular and institutionalised consultation contribute to the development of trust among parties, and help them reach consensus – Regular interactions raise awareness of the concerns of others, thus fostering a climate of compromise • External pressures can be used to build a compelling case for change . 48 Successful reform implementation Strive for consensus about the aims without compromising the drive for improvement
- 49. Strive for consensus Engage stakeholders Careful piloting Sustainable resources Careful timing Partnership with unions •Regular involvement by stakeholders in policy design helps to build capacity and shared ideas over time • Several countries have established teaching councils that provide teachers and other stakeholder groups with both a forum for policy development and, critically, a mechanism for profession-led standard setting and quality assurance in teacher education, teacher induction, teacher performance and career development • Policy can encourage the formation of such communities . 49 Successful reform implementation Engage teachers not just in the implementation of reform but in their design
- 50. Strive for consensus Engage stakeholders Careful piloting Sustainable resources Careful timing Partnership with unions •Regular involvement by stakeholders in policy design helps to build capacity and shared ideas over time • Several countries have established teaching councils that provide teachers and other stakeholder groups with both a forum for policy development and, critically, a mechanism for profession-led standard setting and quality assurance in teacher education, teacher induction, teacher performance and career development • Policy can encourage the formation of such communities through: leadership-development strategies that describe how to create and sustain learning communities • building indicators of professional learning communities into processes of school inspection and accreditation • linking evidence of commitment to professional learning communities to performance-related pay and measures of teacher competence used in recertification • providing seed money for self-learning in schools and among schools • professional self- regulation through processes and organisations that include all teachers. 50 Successful reform implementation Engage teachers not just in the implementation of reform but in their design
- 51. Strive for consensus Engage stakeholders Careful piloting Sustainable resources Careful timing Partnership with unions •Currently only one in ten educational reforms is evaluated • Policy experimentation can help build consensus on implementation and can prove powerful in testing out policy initiatives and – by virtue of their temporary nature and limited scope – overcoming fears and resistance by specific groups of stakeholders. 51 Successful reform implementation Use and evaluate pilot projects before full implementation
- 52. Strive for consensus Engage stakeholders Careful piloting Sustainable resources Careful timing Partnership with unions •Capacity • Money 52 Successful reform implementation Back reforms with sustainable financing
- 53. Strive for consensus Engage stakeholders Careful piloting Sustainable resources Careful timing Partnership with unions •All political players and stakeholders need to develop realistic expectations about the pace and nature of reforms to improve outcomes • Certain reform measures are best introduced before others, particularly because of the substantial gap between the time at which the initial cost of reform is incurred, and the time when the intended benefits of reforms materialise • Time is needed to learn about and understand impact, to build trust and develop capacity for the next stage . 53 Successful reform implementation Time implementation carefully
- 54. Strive for consensus Engage stakeholders Careful piloting Sustainable resources Careful timing Partnership with unions •Putting the teaching profession at the heart of education reform requires a fruitful dialogue between governments and unions • Teachers should not just be part of the implementation of reforms but also part of their design • Conflict isn’t best addressed by weak unions but by strong social partnership . 54 Successful reform implementation Build partnerships with education unions to design and implement reforms
- 55. Routine cognitive skillsConceptual understanding, complex ways of thinking, ways of working Some students learn at high levels All students need to learn at high levels Student inclusion 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
- 56. 5656Lessonsfromhighperformers 56 56 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: