The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of human resource policies that strengthen, recognise and preserve the positive impact that teachers, school leaders and other school staff have on their students. It offers an in-depth analysis of how human resource policies can make the best use of available resources to create supportive working environments and build both individual and collective professional capacity in schools. This includes the design of entry requirements, career structures, salary schedules and working time arrangements to attract, retain and motivate high-quality staff; the effective and equitable matching of staff with schools through fair and transparent staff funding and recruitment; and informed investments in professional learning, from initial preparation to continuing development. Throughout its analysis, the report looks at implementation challenges and considers under which conditions human resource policy reforms are most likely to have the desired effects on schools and their staff. This report is the third in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. This report was co-funded by the European Commission.
Supporting schools with better human resource policiesEduSkills OECD
The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of human resource policies that strengthen, recognise and preserve the positive impact that teachers, school leaders and other school staff have on their students. It offers an in-depth analysis of how human resource policies can make the best use of available resources to create supportive working environments and build both individual and collective professional capacity in schools. This includes the design of entry requirements, career structures, salary schedules and working time arrangements to attract, retain and motivate high-quality staff; the effective and equitable matching of staff with schools through fair and transparent staff funding and recruitment; and informed investments in professional learning, from initial preparation to continuing development. Throughout its analysis, the report looks at implementation challenges and considers under which conditions human resource policy reforms are most likely to have the desired effects on schools and their staff. This report is the third in a series of thematic comparative reports bringing together findings from the OECD School Resources Review.
OECD School Resources Review - The Funding of School EducationEduSkills OECD
This report on the funding of school education constitutes the first in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably. This report was co-funded by the European Commission.
OECD School Resources Review - Responsive School SystemsEduSkills OECD
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions. This report was co-funded by the European Commission.
OECD School Resources Review - Project Overview 2020EduSkills OECD
The OECD School Resources Review aims to help countries make resource decisions that support quality, equity and efficiency in school education. The Review provides country-specific and comparative analysis on the use of financial, physical and human resources in school systems. It offers policy advice on how to govern, distribute and manage resources so that they contribute to achieving countries’ educational objectives. More information on the project and its publications can be found at: http://www.oecd.org/education/school-resources-review/.
The OECD Teachers’ Professional Learning (TPL) Study project overview 2020EduSkills OECD
This document provides an overview of the OECD Teachers' Professional Learning Study, which examines policies that can support teachers' professional growth and development from initial teacher preparation through continuing professional learning. The study has two strands: Strand I focuses on initial teacher preparation and the first years of teaching, while Strand II examines continuing professional learning. The study uses a combination of literature reviews, country background reports, policy diagnostics, and stakeholder engagement to identify challenges and emerging principles in different systems. The goal is to support peer learning and provide evidence to inform policies that can strengthen teachers' professional learning over their entire careers.
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (London, 23 Marc...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
Supporting schools with better human resource policiesEduSkills OECD
The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of human resource policies that strengthen, recognise and preserve the positive impact that teachers, school leaders and other school staff have on their students. It offers an in-depth analysis of how human resource policies can make the best use of available resources to create supportive working environments and build both individual and collective professional capacity in schools. This includes the design of entry requirements, career structures, salary schedules and working time arrangements to attract, retain and motivate high-quality staff; the effective and equitable matching of staff with schools through fair and transparent staff funding and recruitment; and informed investments in professional learning, from initial preparation to continuing development. Throughout its analysis, the report looks at implementation challenges and considers under which conditions human resource policy reforms are most likely to have the desired effects on schools and their staff. This report is the third in a series of thematic comparative reports bringing together findings from the OECD School Resources Review.
OECD School Resources Review - The Funding of School EducationEduSkills OECD
This report on the funding of school education constitutes the first in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably. This report was co-funded by the European Commission.
OECD School Resources Review - Responsive School SystemsEduSkills OECD
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions. This report was co-funded by the European Commission.
OECD School Resources Review - Project Overview 2020EduSkills OECD
The OECD School Resources Review aims to help countries make resource decisions that support quality, equity and efficiency in school education. The Review provides country-specific and comparative analysis on the use of financial, physical and human resources in school systems. It offers policy advice on how to govern, distribute and manage resources so that they contribute to achieving countries’ educational objectives. More information on the project and its publications can be found at: http://www.oecd.org/education/school-resources-review/.
The OECD Teachers’ Professional Learning (TPL) Study project overview 2020EduSkills OECD
This document provides an overview of the OECD Teachers' Professional Learning Study, which examines policies that can support teachers' professional growth and development from initial teacher preparation through continuing professional learning. The study has two strands: Strand I focuses on initial teacher preparation and the first years of teaching, while Strand II examines continuing professional learning. The study uses a combination of literature reviews, country background reports, policy diagnostics, and stakeholder engagement to identify challenges and emerging principles in different systems. The goal is to support peer learning and provide evidence to inform policies that can strengthen teachers' professional learning over their entire careers.
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (London, 23 Marc...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
Education Reforms Across OECD - Trends and ChallengesEduSkills OECD
The document summarizes education reforms across OECD countries from 2008-2014. It finds that OECD countries adopted over 450 reforms in this period, focusing on areas like equity, quality, preparing students for the future, school improvement, evaluation and assessment, governance and funding. However, countries struggled with implementing coherent reform strategies and ensuring reforms reached classrooms. The document also provides examples of reforms in specific countries like Australia, Ireland, and Sweden in this period.
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
TALIS 2018 Pre-Launch Webinar - New insights on teaching and learning - What ...EduSkills OECD
Understanding teachers and school leaders as “professionals” means having high expectations of them as advanced knowledge workers. It means they should not only conduct their work in an effective manner, but also strive to improve their skills throughout their career, collaborate with colleagues and parents to work towards school improvement,and think creatively about the challenges they face. However, if we expect teachers and schools leaders to act as professionals, we should treat them as such. This report aims to provide an in-depth analysis of teachers’ and school leaders’ perceptions of the value of their profession, their work-related well-being and stress, and their satisfaction with their working conditions. It also offers a description of teachers’ and school leaders’ contractual arrangements, opportunities to engage in professional tasks such as collaborative teamwork, autonomous decision making, and leadership practices.Based on the voice of teachers and school leaders, the report offers a series of policy recommendations to help strengthen the professionalisation of teaching careers.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
The design of school learning environments can foster, or hinder, the teaching and learning of 21st century skills. By the time students complete their compulsory education, they will have spent many thousands of hours within school buildings. The same holds true for their teachers and school leaders who all too often are obliged to adapt to existing layouts in schools, rather than shape them actively.
The OECD School User Survey: Improving Learning Spaces Together gives voice to those who use schools on a daily basis. This unique OECD tool consists of three self-assessment questionnaires designed for students, teachers and school leaders. They can be used to collect and triangulate evidence on the actual use of learning spaces, as well as to solicit user perspectives.
Survey results can be used at the school level to support continuous improvement and the intelligent use or refurbishment of educational facilities. They can provide deeper insights into how physical learning environments shape teaching practices and affect students’ learning outcomes and well-being.
The OECD School Resources Review examines how school resources can be effectively used to improve student outcomes. It takes a comprehensive look at how countries govern, distribute, and manage financial resources, infrastructure, human resources, and other resources. The review involves country background reports, country reviews, and thematic reports on topics like school funding. Its goal is to provide evidence-based policy advice and lessons learned across education systems to help countries get the best results from their investment in school resources.
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
B pont int perspective on ed change bc boisi oct 2015Beatriz Pont
What are OECD countries education change and reform strategies? Are policy makers high expectations: matched with policy capacity to reach the classrooms? There is a need to have clear vision, focus on implementation and evaluation of reforms.
20 annual boisi lecture, Lynch School of Education, Boston College,October, 2015
http://frontrow.bc.edu/program/pont/
School Leadership for Learning launch - Presentation by Montserrat Gomendio -...EduSkills OECD
1. The document summarizes findings from the Teaching and Learning International Survey (TALIS) 2013, which surveyed over 100,000 teachers and school leaders from over 6,500 schools in more than 30 countries and economies.
2. It finds that most school leaders engage in both instructional leadership, such as supporting teacher collaboration and development, and distributed leadership, through involving stakeholders in decision making. However, countries differ in the balance of these approaches among their school leaders.
3. School leadership is linked to stronger professional learning communities among teachers, as measured by factors like collaborative activities and shared responsibilities. Instructional leadership specifically relates to more reflective dialogue, deprivatized practice, and collective focus on student learning.
Presentation of Starting Strong IV by Montserrat Gomendio, OECDEduSkills OECD
Presentation of Starting Strong IV, the new report by the OECD on monitoring quality in early childhood education and care, launched on 28 October 2015 at the International Early Childhood Education and Care Event on Monitoring Quality in Dublin
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
What does teaching look like? Launch of the Global Teaching InSights video studyEduSkills OECD
As education systems and schools around the world are being challenged in unprecedented ways, teachers are playing a central role in both supporting young people to navigate these difficult times and prepare them for the world ahead. But the true complexity of teaching is rarely seen and still little understood. What do we really mean by impactful, high-quality teaching? How does it actually drive learning and growth? What does all it mean in the context of COVID-19?
Andreas Schleicher, OECD Director of Education and Skills, discusses these issues and presents the findings of the Global Teaching InSights report, which looks at what practices teachers use to manage the classroom, provide social-emotional support, and deliver quality instruction. This new international study is unique in the type of evidence collected, using classroom videos from over 700 teachers across eight different countries and economies to understand the nuances of teaching, along with teaching materials, teachers’ and students’ views, and students tests in a pre-post design, all aimed at providing as detailed and rich a picture of teaching as possible.
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
1) The document analyzes data from the 2018 Teaching and Learning International Survey (TALIS) to provide insights into teacher and school preparedness for the COVID-19 pandemic from primary to upper secondary education.
2) It finds that teachers' access to information and communication technology (ICT) training varies significantly across countries and is generally lower for experienced versus novice teachers.
3) Collaboration and collegiality tend to decrease with higher education levels, though formal collaboration can boost teachers' self-efficacy in upper secondary.
4) Supporting student diversity and special needs is a priority in primary education, but teaching students with special needs is a relatively high stressor for these teachers.
TALIS 2013 Results: An International Perspective on Teaching and LearningEduSkills OECD
The OECD Teaching and Learning International Survey (TALIS) aims to provide valid, timely and comparable information to help countries review and define policies for developing a high-quality teaching profession. It is an opportunity for teachers and school leaders to provide input into educational policy analysis and development in key areas. Themes explored include professional development, school leadership, teaching practices, school climate, appraisal and feedback, job satisfaction and teacher profiles.
Schooling Redesigned - Towards Innovative Learning SystemsEduSkills OECD
What does redesigning schools and schooling through innovation mean in practice? How might it be brought about? These questions have inspired an influential international reflection on “Innovative Learning Environments” (ILE) led by the OECD. This reflection has already resulted in publications on core design principles and frameworks and on learning leadership. Now the focus extends from exceptional examples towards wider initiatives and system transformation. The report draws as core material on analyses of initiatives specially submitted by some 25 countries, regions and networks. It describes common strengths around a series of Cs: Culture change, Clarifying focus, Capacity creation, Collaboration & Co-operation, Communication technologies & platforms, and Change agents. It suggests that growing innovative learning at scale needs approaches rooted in the complexity of 21st century society and “learning eco-systems”. It argues that a flourishing middle level of change around networks and learning communities provides the platform on which broader transformation can be built.
This report is not a compendium of “best practices” but a succinct analysis presenting original concepts and approaches, illustrated by concrete cases from around the world. It will be especially useful for those designing, researching or engaging in educational change, whether in schools, policy, communities or wider networks.
Finding Ways to Strengthen Integrity Through Institutional Reform and Better ...EduSkills OECD
Education in Ukraine is marked by integrity violations from early childhood education and care through postgraduate study. In the past decade policy makers and civic organisations have made progress in addressing these challenges. However, much remains to be done. OECD Reviews of Integrity in Education: Ukraine 2017 aims to support these efforts.
The review examines systemic integrity violations in Ukraine. These include: preferential access to school and pre-school education through favours and bribes; misappropriation of parental contributions to schools; undue recognition of learning achievement in schools; paid supplementary tutoring by classroom teachers; textbook procurement fraud; and, in higher education, corrupt access, academic dishonesty, and unwarranted recognition of academic work.
The report identifies how policy shortcomings create incentives for misconduct and provide opportunities for educators and students to act on these incentives. It presents recommendations to address these weaknesses and strengthen public trust in a merit-based education system. The audience of this report is policy makers, opinion leaders and educators in Ukraine.
How can curriculum reform contribute to educational recovery in Scotland and ...EduSkills OECD
The recovery of education systems from COVID-19 is vital to the future social and economic health of societies.
Based on their work during the pandemic, the OECD and Education International have jointly established ten principles to contribute to the debate about how education systems can recover and reach greater levels of quality and equity.
One aspect is about rethinking curriculum design and delivery.
Andreas Schleicher looks at what can be learnt from curriculum reform in Scotland and other countries in the context of the recovery.
Read the ten principles -- https://oe.cd/3DF
OECD School Resources Review - 2019 Project UpdateEduSkills OECD
How does the study look at resource use?
Purpose: to explore what policies best ensure that school resources are effectively used to improve student outcomes
An educational perspective on the use of resources:
Acknowledging quality and equity as central educational goals
Accounting for complexity and diversity of governance contexts
Several developments increased attention to school resources:
Global financial crisis
Demographic developments
Evolving educational goals
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
The document discusses trends in education based on findings from the OECD's Programme for International Student Assessment (PISA). It shows that student performance in science has increased steadily over time for the OECD average. It also shows graphs comparing science performance to factors like spending per student, learning time, and internet use. The document advocates for the importance of early childhood education, presenting data showing its impact on later student performance and literacy skills. It discusses how access to early childhood programs varies between countries and is often less for children who could benefit most.
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
Building a high-quality teaching profession - lessons from around the worldEduSkills OECD
Andreas Schleicher (Special advisor to the Secretary-General of the OECD on Education Policy - Head of the Indicators and Analysis Division of the OECD Directorate for Education)
This document discusses how school districts can continue improving teaching quality during tough economic times. It recommends that districts rethink how they spend money on professional development by aligning spending with long-term strategies, reallocating funds from non-strategic areas, and ensuring internal practices support teaching quality goals. Stimulus funds should support sustainable reforms rather than ongoing costs.
Education Reforms Across OECD - Trends and ChallengesEduSkills OECD
The document summarizes education reforms across OECD countries from 2008-2014. It finds that OECD countries adopted over 450 reforms in this period, focusing on areas like equity, quality, preparing students for the future, school improvement, evaluation and assessment, governance and funding. However, countries struggled with implementing coherent reform strategies and ensuring reforms reached classrooms. The document also provides examples of reforms in specific countries like Australia, Ireland, and Sweden in this period.
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
TALIS 2018 Pre-Launch Webinar - New insights on teaching and learning - What ...EduSkills OECD
Understanding teachers and school leaders as “professionals” means having high expectations of them as advanced knowledge workers. It means they should not only conduct their work in an effective manner, but also strive to improve their skills throughout their career, collaborate with colleagues and parents to work towards school improvement,and think creatively about the challenges they face. However, if we expect teachers and schools leaders to act as professionals, we should treat them as such. This report aims to provide an in-depth analysis of teachers’ and school leaders’ perceptions of the value of their profession, their work-related well-being and stress, and their satisfaction with their working conditions. It also offers a description of teachers’ and school leaders’ contractual arrangements, opportunities to engage in professional tasks such as collaborative teamwork, autonomous decision making, and leadership practices.Based on the voice of teachers and school leaders, the report offers a series of policy recommendations to help strengthen the professionalisation of teaching careers.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
The design of school learning environments can foster, or hinder, the teaching and learning of 21st century skills. By the time students complete their compulsory education, they will have spent many thousands of hours within school buildings. The same holds true for their teachers and school leaders who all too often are obliged to adapt to existing layouts in schools, rather than shape them actively.
The OECD School User Survey: Improving Learning Spaces Together gives voice to those who use schools on a daily basis. This unique OECD tool consists of three self-assessment questionnaires designed for students, teachers and school leaders. They can be used to collect and triangulate evidence on the actual use of learning spaces, as well as to solicit user perspectives.
Survey results can be used at the school level to support continuous improvement and the intelligent use or refurbishment of educational facilities. They can provide deeper insights into how physical learning environments shape teaching practices and affect students’ learning outcomes and well-being.
The OECD School Resources Review examines how school resources can be effectively used to improve student outcomes. It takes a comprehensive look at how countries govern, distribute, and manage financial resources, infrastructure, human resources, and other resources. The review involves country background reports, country reviews, and thematic reports on topics like school funding. Its goal is to provide evidence-based policy advice and lessons learned across education systems to help countries get the best results from their investment in school resources.
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
B pont int perspective on ed change bc boisi oct 2015Beatriz Pont
What are OECD countries education change and reform strategies? Are policy makers high expectations: matched with policy capacity to reach the classrooms? There is a need to have clear vision, focus on implementation and evaluation of reforms.
20 annual boisi lecture, Lynch School of Education, Boston College,October, 2015
http://frontrow.bc.edu/program/pont/
School Leadership for Learning launch - Presentation by Montserrat Gomendio -...EduSkills OECD
1. The document summarizes findings from the Teaching and Learning International Survey (TALIS) 2013, which surveyed over 100,000 teachers and school leaders from over 6,500 schools in more than 30 countries and economies.
2. It finds that most school leaders engage in both instructional leadership, such as supporting teacher collaboration and development, and distributed leadership, through involving stakeholders in decision making. However, countries differ in the balance of these approaches among their school leaders.
3. School leadership is linked to stronger professional learning communities among teachers, as measured by factors like collaborative activities and shared responsibilities. Instructional leadership specifically relates to more reflective dialogue, deprivatized practice, and collective focus on student learning.
Presentation of Starting Strong IV by Montserrat Gomendio, OECDEduSkills OECD
Presentation of Starting Strong IV, the new report by the OECD on monitoring quality in early childhood education and care, launched on 28 October 2015 at the International Early Childhood Education and Care Event on Monitoring Quality in Dublin
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
What does teaching look like? Launch of the Global Teaching InSights video studyEduSkills OECD
As education systems and schools around the world are being challenged in unprecedented ways, teachers are playing a central role in both supporting young people to navigate these difficult times and prepare them for the world ahead. But the true complexity of teaching is rarely seen and still little understood. What do we really mean by impactful, high-quality teaching? How does it actually drive learning and growth? What does all it mean in the context of COVID-19?
Andreas Schleicher, OECD Director of Education and Skills, discusses these issues and presents the findings of the Global Teaching InSights report, which looks at what practices teachers use to manage the classroom, provide social-emotional support, and deliver quality instruction. This new international study is unique in the type of evidence collected, using classroom videos from over 700 teachers across eight different countries and economies to understand the nuances of teaching, along with teaching materials, teachers’ and students’ views, and students tests in a pre-post design, all aimed at providing as detailed and rich a picture of teaching as possible.
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
1) The document analyzes data from the 2018 Teaching and Learning International Survey (TALIS) to provide insights into teacher and school preparedness for the COVID-19 pandemic from primary to upper secondary education.
2) It finds that teachers' access to information and communication technology (ICT) training varies significantly across countries and is generally lower for experienced versus novice teachers.
3) Collaboration and collegiality tend to decrease with higher education levels, though formal collaboration can boost teachers' self-efficacy in upper secondary.
4) Supporting student diversity and special needs is a priority in primary education, but teaching students with special needs is a relatively high stressor for these teachers.
TALIS 2013 Results: An International Perspective on Teaching and LearningEduSkills OECD
The OECD Teaching and Learning International Survey (TALIS) aims to provide valid, timely and comparable information to help countries review and define policies for developing a high-quality teaching profession. It is an opportunity for teachers and school leaders to provide input into educational policy analysis and development in key areas. Themes explored include professional development, school leadership, teaching practices, school climate, appraisal and feedback, job satisfaction and teacher profiles.
Schooling Redesigned - Towards Innovative Learning SystemsEduSkills OECD
What does redesigning schools and schooling through innovation mean in practice? How might it be brought about? These questions have inspired an influential international reflection on “Innovative Learning Environments” (ILE) led by the OECD. This reflection has already resulted in publications on core design principles and frameworks and on learning leadership. Now the focus extends from exceptional examples towards wider initiatives and system transformation. The report draws as core material on analyses of initiatives specially submitted by some 25 countries, regions and networks. It describes common strengths around a series of Cs: Culture change, Clarifying focus, Capacity creation, Collaboration & Co-operation, Communication technologies & platforms, and Change agents. It suggests that growing innovative learning at scale needs approaches rooted in the complexity of 21st century society and “learning eco-systems”. It argues that a flourishing middle level of change around networks and learning communities provides the platform on which broader transformation can be built.
This report is not a compendium of “best practices” but a succinct analysis presenting original concepts and approaches, illustrated by concrete cases from around the world. It will be especially useful for those designing, researching or engaging in educational change, whether in schools, policy, communities or wider networks.
Finding Ways to Strengthen Integrity Through Institutional Reform and Better ...EduSkills OECD
Education in Ukraine is marked by integrity violations from early childhood education and care through postgraduate study. In the past decade policy makers and civic organisations have made progress in addressing these challenges. However, much remains to be done. OECD Reviews of Integrity in Education: Ukraine 2017 aims to support these efforts.
The review examines systemic integrity violations in Ukraine. These include: preferential access to school and pre-school education through favours and bribes; misappropriation of parental contributions to schools; undue recognition of learning achievement in schools; paid supplementary tutoring by classroom teachers; textbook procurement fraud; and, in higher education, corrupt access, academic dishonesty, and unwarranted recognition of academic work.
The report identifies how policy shortcomings create incentives for misconduct and provide opportunities for educators and students to act on these incentives. It presents recommendations to address these weaknesses and strengthen public trust in a merit-based education system. The audience of this report is policy makers, opinion leaders and educators in Ukraine.
How can curriculum reform contribute to educational recovery in Scotland and ...EduSkills OECD
The recovery of education systems from COVID-19 is vital to the future social and economic health of societies.
Based on their work during the pandemic, the OECD and Education International have jointly established ten principles to contribute to the debate about how education systems can recover and reach greater levels of quality and equity.
One aspect is about rethinking curriculum design and delivery.
Andreas Schleicher looks at what can be learnt from curriculum reform in Scotland and other countries in the context of the recovery.
Read the ten principles -- https://oe.cd/3DF
OECD School Resources Review - 2019 Project UpdateEduSkills OECD
How does the study look at resource use?
Purpose: to explore what policies best ensure that school resources are effectively used to improve student outcomes
An educational perspective on the use of resources:
Acknowledging quality and equity as central educational goals
Accounting for complexity and diversity of governance contexts
Several developments increased attention to school resources:
Global financial crisis
Demographic developments
Evolving educational goals
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
The document discusses trends in education based on findings from the OECD's Programme for International Student Assessment (PISA). It shows that student performance in science has increased steadily over time for the OECD average. It also shows graphs comparing science performance to factors like spending per student, learning time, and internet use. The document advocates for the importance of early childhood education, presenting data showing its impact on later student performance and literacy skills. It discusses how access to early childhood programs varies between countries and is often less for children who could benefit most.
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
Building a high-quality teaching profession - lessons from around the worldEduSkills OECD
Andreas Schleicher (Special advisor to the Secretary-General of the OECD on Education Policy - Head of the Indicators and Analysis Division of the OECD Directorate for Education)
This document discusses how school districts can continue improving teaching quality during tough economic times. It recommends that districts rethink how they spend money on professional development by aligning spending with long-term strategies, reallocating funds from non-strategic areas, and ensuring internal practices support teaching quality goals. Stimulus funds should support sustainable reforms rather than ongoing costs.
This document discusses building a high-quality teaching profession based on lessons from top-performing education systems around the world. It examines factors such as how teachers are recruited, educated, developed, evaluated, and compensated. High-performing systems tend to prioritize teacher quality over class size, see teaching as a prestigious profession, and provide ongoing professional development and collaboration opportunities for teachers. The document advocates for policies that promote coherence across the education system to develop teachers as professionals.
- ERS is a nonprofit consulting firm that works with school districts to analyze spending and resource allocation to design new strategies.
- Between 1970-2005, K-12 spending doubled but achievement gaps remain, with 80% of increased spending going to staffing and benefits rather than teacher salaries.
- Class sizes have decreased slightly but school structure has remained the same despite rising costs and declining revenues.
This document discusses implementing the Choice Based Credit System (CBCS) in Indian higher education. It provides background on the large size of India's higher education system but notes current shortcomings like a lack of skills training and overemphasis on memorization. CBCS aims to address this with an interdisciplinary approach, credits system, course choices, and evaluation of learning rather than memorization. Adopting CBCS could help develop employable graduates and address India's shortage of skilled workers. Challenges to implementing CBCS include developing new syllabi, defining credits, training staff, and ensuring student involvement and attendance. CBCS may increase faculty needs but institutions face resource constraints. Overall CBCS could help reform curriculum and improve higher education quality
The principal addressed the end of year developments in the education system. MOE focused on making every student an engaged learner, every school a good school, every teacher a caring educator, and every parent a supportive partner. Key initiatives included removing school banding, introducing best practice awards for character education and partnership, and providing more resources for schools to customize learning and engage parents. Exam formats for subjects like English were also changing starting in 2013. The principal emphasized working together to deliver the best outcomes for students.
- Provide language
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Teachers:
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Students:
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resources
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Parents:
- View child's
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Admin:
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i-MTL Portal
An integrated online platform
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This document summarizes a presentation on how states can help school districts promote restructuring during difficult financial times. It identifies seven priorities for restructuring, including restructuring teacher compensation to link pay to performance, rethinking standardized class sizes to target individual attention, and redirecting special education spending to early intervention. The presentation uses an interactive budgeting game to illustrate how districts could meet an 8% budget cut target while still moving toward improved performance through strategic investments and savings in areas like instructional time and leadership development. Participants discussed insights around opportunities for district transformation during budget cuts and ways states can support and incentivize priority restructuring actions.
This document provides background information and outlines the scope of a proposed thesis that will investigate the lived experiences of neophyte (new) school heads in Leyte, Philippines. The study aims to understand the challenges faced by new school administrators and how they cope. It will interview heads from 4 schools who have served 2-5 years. The theoretical frameworks of symbolic interactionism and organizational adaptation theory will be used. The significance of the study is that it could help DepEd and other stakeholders better support new school leaders in managing schools.
The Funding of School Education - Connecting Resources and LearningEduSkills OECD
Launch Seminar, 26 June 2017, Brussels with Deborah Nusche & Thomas Radinger, OECD, Directorate for Education and Skills
School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably.
American education is facing challenges including budget cuts, increased standards, and high teacher attrition. Effective talent management can help districts improve teacher effectiveness and retention by providing personalized learning, tracking performance, and supporting career growth. Integrated talent management systems allow districts to deliver differentiated instruction to educators through all stages of their career. These systems make talent management more efficient and data-driven while empowering teachers with customized development opportunities. Case studies show districts that implement talent management software see benefits like increased compliance, insight into training needs, and improved outcomes.
The document outlines the principal's address to secondary one pupils, focusing on three key areas that the Ministry of Education worked on over the past year: developing every student as an engaged learner, strengthening every school, and supporting every teacher as a caring educator. New initiatives are announced to enhance the educational system by providing more learning support, recognizing schools in a new way, and better supporting teachers. Parents are also encouraged to become more supportive partners in their children's education.
The document outlines Ram Bahadur Hamal's presentation at the University of Macau Leadership Symposium on June 16, 2019. The presentation covers conceptualizations of teacher leadership, paradigms and models of teacher leadership, teachers' roles inside and outside the classroom, and challenges of transforming teacher leadership. It also defines key terms like head teacher and discusses their roles and responsibilities as school leaders. The presentation discusses head teacher leadership practices and the dimensions of visioning and goal setting, building school culture, supporting learning, cultivating leadership in others, managing resources, and promoting continuous improvement.
20140908 Alger Teacher Incentive Pay that WorksVicki Alger
This document provides a summary of a report on teacher incentive pay programs around the world. It discusses 10 case studies of effective programs that reward teachers based on student achievement. Two successful group incentive programs are from Chile and Dallas, Texas that keep teachers motivated by carefully defining incentive award groups. Two individual incentive programs that focus on student achievement are from Little Rock, Arkansas and England. The report also discusses programs that combine group and individual incentives. It provides lessons for policymakers on defining expectations, supporting teachers, rewarding performance, building sustainable programs, and promoting continuous improvement.
National Professional Standards for Teachers draft by ncteThanavathi C
This document provides an overview of the draft National Professional Standards for Teachers (NPST) in India. It discusses the importance of establishing teaching standards to improve teacher quality and student outcomes. The key points are:
1. NEP 2020 mandates the development of NPST to attract high-quality teachers and empower them. NPST will establish standards for teacher roles, competencies, career progression, and performance evaluation.
2. NPST is intended to inform teacher education curriculum, career management, salaries, promotions and professional development. Compliance with NPST will be a requirement for teacher certification and career advancement.
3. The document outlines the evolving role of teachers and challenges they face. It emphasizes that teacher quality
The principal addressed the end of year developments in 2012 and plans for 2013. Key points included:
1) MOE focused on engaging learners, providing quality schools and supporting teachers over the past year.
2) Plans for 2013 include rolling out ICT applications to enhance mother tongue language teaching and assessments, reviewing the English language curriculum, and assessing the food and nutrition curriculum.
3) ICT will be introduced in parts of mother tongue language exams starting in 2013 to create more authentic assessments that better evaluate proficiency. Field tests found comparable performance between computer-based and paper-based assessments.
4) Support for teachers includes ICT portals, resources, and training to help implement the curriculum
Stand for Children Indiana and Teach Plus Indiana released a new report that assesses the state of the teaching profession in Indiana and puts forth a series of recommendations to combat teacher shortage and help retain teachers in the Hoosier state.
Raising the standards of the teaching workforce through effective professiona...Ofsted
Delivering outstanding professional development for teaching
Sean Harford HMI, National Director, Education gave this presentation at the 'Raising the standards of teaching through professional development' conference, Manchester, 21 September 2016.
@HarfordSean
#HelpSean
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OECD School Resources Review - Working and Learning Together
1. Working and Learning Together
-
Rethinking Human Resource Policies for
Schools
OECD School Resources Review
OECD Directorate for Education and Skills
2. Working and Learning Together:
Rethinking Human Resource Policies for Schools
2
What evidence is it based on?
Summary of the state of the art in
teacher and school leadership policy
• Latest OECD data and systematic
review of academic research
• New analyses of relevant data
Contextualised policy analysis based on
• 18 national reports
• 12 in-depth OECD country reviews
• 21 country responses to an
explorative data collection on
national policy frameworks
What does this report offer?
A perspective on human
resource policies considering all
adults working in and with
schools
• Teachers
• School leaders
• Support staff and others
Focus on resource implications
and implementation challenges
Policy approaches to support
effective working environments
in schools
4. Long-standing evidence that teachers have a profound
impact on student learning
• How to strengthen, recognize and preserve this
contribution?
Growing recognition of collective capacity in schools as a key
element of effective schools
• How to support effective collaboration and distribution of
responsibilities?
People are the most important resource in schools
Both individually and collectively
4
5. School systems employ staff in a wide range
of roles and the mix of staff in schools varies
across countries, depending e.g. on:
• Teacher task profiles and responsibilities
• Changing student needs
• Inclusion policies
• Learning time arrangements
• School responsibilities / decentralisation
19 Country profiles offer comparative
information on school staffing frameworks
5
People are the most important resource in schools
Both individually and collectively
6. -4 000
-3 000
-2 000
-1 000
0
1 000
2 000
3 000
Contribution of theoretical class size
Contribution of teaching time
Contribution of instruction time
Contribution of teachers' salary
Difference of salary cost of teachers per student from OECD average
USD
Contribution of various factors to per-student salary costs of teachers, ISCED 1, 2017
In USD converted using Purchasing Power Parities (PPPs) for private consumption.
Source: Education at a Glance 2019, Figure C7.2 (link)
People are the most important resource in schools
Also from a financial perspective
7. I regret that I decided to become a
teacher
I think that the teaching profession is
valued in society
I wonder whether it would have been
better to choose another profession
If I could decide again, I would still
choose to work as a teacher
The advantages of being a teacher
clearly outweigh the disadvantages
Persistent challenges for staff in schools
Low perceived status of school-level professions
Share of lower secondary teachers who "agree" or "strongly agree" with the following statements:
76.0
75.6
33.8
25.8
9.1
0 10 20 30 40 50 60 70 80
OECD average-31
%
Source: TALIS 2018, Vol. I. Table I.4.34
8. Persistent challenges for staff in schools
Shortages of teachers and leaders
Source: PISA 2015, Vol. II, Table II.6.14
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
To some extent A lot
Percentage of students in schools whose principal reported that the school's capacity
to provide instruction is hindered by a lack of teaching staff
%
9. Persistent challenges for staff in schools
Shortcomings in professional learning
Source: OECD (2019), TALIS 2018: Vol I, Tables I.5.1., I.5.7 and I.5.15.
Percentage of teachers who took part in professional development activities /
reported that they had a positive impact on their teaching practice
60
65
70
75
80
85
90
95
100
Participated in professional development activities Felt professional development had a positive impact on their teaching practices
%
10. Three main policy questions to address persistent challenges:
• How to design attractive career structures and salary scales?
• How to ensure all schools have the professionals they need?
• How to encourage continuous professional learning?
Human resource policies for schools = the regulations and principles of
action that shape who school staff are and what they do, through
their influence on careers, staff distribution and professional learning.
10
What policies can support school systems in
resolving key staffing challenges?
11. The study’s analytical framework emphasises:
professional agency, collective capacity, effective resourcing
11
Source: OECD (2019), Working and Learning Together, Figure 1.3
13. 13
1. Design career structures with opportunities for professional growth
2. Establish salary scales that attract new entrants and reward growing expertise
3. Review the staff mix and working time arrangements
4. Ensure an effective and equitable distribution of school staff
5. Adopt a broad vision of initial preparation for teaching and school leadership
6. Support continuing professional learning and collaboration
6 Policy Approaches to Support Effective
Working Environments in Schools
15. School systems need to consider both intrinsic and
extrinsic motivations of adults working in schools
Source: TALIS 2018, Vol. I , Fig I.4.1
Percentage of teachers who report that the following
elements were of "moderate" or "high" importance in
becoming a teacher
0 10 20 30 40 50 60 70 80 90 100
Teaching allowed me to influence the development of children
and young people
Teaching allowed me to provide a contribution to society
Teaching allowed me to benefit the socially disadvantaged
Teaching was a secure job
Teaching provided a reliable income
The teaching schedule fit with responsibilities in my personal life
Teaching offered a steady career path
%
16. Lack of opportunities for professional growth for teachers
• Teacher career structures are traditionally “flat”
• Only 8/20 OECD review countries offer multi-stage career structures for teachers
Strong emphasis on formal qualifications and experience in advancements
• All but one OECD review country require a given level of seniority for career advancement and formal
qualifications are a more wide-spread criterion than performance
Potential for more articulated leadership career pathways
• The majority of OECD review countries does not offer a well-defined career structure for school leaders
16
Traditional teaching careers provide few opportunities for
professional growth and distributed leadership (1)
17. 17
Traditional teaching careers provide few opportunities for
professional growth and distributed leadership (2)
Single-stage career
• Austria
• Belgium
• Chile
• Colombia
• Denmark
• Iceland
• Luxembourg
• Portugal
• Spain
• Turkey
• Uruguay
Multi-stage career
• Czech Republic
• Estonia
• Kazakhstan
• Lithuania
• Mexico
• Slovak Republic
• Slovenia
• Sweden
Source: OECD (2019), Working and Learning Together, based on
Table 2.1
18. Articulating vertical and horizontal career paths for teachers
• Vertical promotions provide formal recognition and higher responsibilities
– Examples: Czech Republic, Kazakhstan, Lithuania, Slovenia
• Horizontal diversification provides greater autonomy to specialize in particular roles
– Examples: Austria, Chile, Uruguay
• “Career lattice” structures combine vertical progression and horizontal specialisation
– Examples: Singapore, Slovak Republic
Career structures for school leaders can extend both ways and include
• Middle leadership positions to allow more distributed forms of leadership
• System leadership positions to share and spread good practice
– Example: Denmark
18
Designing attractive and motivating career paths (1)
21. Staff compensation is not always commensurate with
responsibilities, both for teachers…
Teachers' salaries relative to earnings for tertiary-educated workers aged 25 to 64, 2011-2017
21
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
2
Primary education
2011 2017
Ratio
Source: OECD (2019), Working and Learning Together, Figure 2.1, based on Education at a Glance 2019
22. Minimum and maximum statutory salaries for lower secondary teachers and school heads
(ISCED 2), 2017
22
… and school leaders
Source: OECD (2019), Working and Learning Together, Figure 2.4, based on Education at a Glance 2019
0
20000
40000
60000
80000
100000
120000
140000
160000
Salary range of teachers (most prevalent qualification) School head - Minimum School head - Maximum
Equivalent USD converted using PPPs
23. Salary progression of lower secondary teachers, 2018
Annual statutory salaries of teachers in public institutions, in equivalent USD converted using PPPs
23
Balancing competitive starting salaries with
attractive earnings progression
0
20 000
40 000
60 000
80 000
100 000
120 000
140 000
160 000
Starting salary/minimum qualifications
Salary after 15 years of experience/most prevalent qualifications
Salary at top of scale/maximum qualifications
Equivalent USD converted using PPPs
Source: OECD (2019), Working and Learning Together, Figure 2.2, based on Education at a Glance 2019
24. Salary scales can attract and retain high-calibre candidates
Balancing competitive starting salaries w/ attractive earnings
progression
What factors should determine teachers’ salary progression?
• Professional development?
• Growing responsibilities?
• Performance?
– Risks and unintended consequences
– Individual and group level incentives
Linking salaries to career advancement creates a more indirect link
between pay and professional growth
24
Linking salary scales to professional growth
26. Teachers' working hours (ISCED 2), 2018
26
Teachers’ work involves many, sometimes
competing responsibilities
0
10
20
30
40
50
60
70
Total working hours Teaching Lesson planning / preparation
Collaboration / dialogue with peers Marking / correcting Administrative work
Source: OECD (2019), Working and Learning Together, Figure 2.6, based on TALIS 2018
27. 27
Average proportion of time lower secondary principals report spending curriculum and teaching-related
tasks and meetings, 2018
And large administrative workloads for principals
can take time away from pedagogical leadership
Source: TALIS 2018, Vol. I Fig I.2.11
0
10
20
30
40
50
60
70
80
90
100
Korea
Japan
Kazakhstan
Israel
Chile
Alberta(Canada)
NewZealand
Mexico
Spain
Italy
UnitedStates
France
Lithuania
SlovakRepublic
England(UK)
Slovenia
OECDaverage-30
Colombia
CzechRepublic
Austria
Hungary
Belgium
Flemish(Belgium)
Estonia
Turkey
Latvia
Finland
Denmark
Iceland
Portugal
Sweden
Norway
Netherlands
% of working time
16%
28. The extent to which teachers and school leaders are
supported by other staff varies considerably
28
0.1
0.2
0.5
0.3 0.6-0.9
0.7
0
0.5
1
1.5
2
2.5
3
3.5
2018 2013
Staff ratio
Source: OECD (2019), Working and Learning Together, Figure 1.1, based on TALIS 2018
Change in pedagogical support staff (ISCED 2), 2013-2018
Number of pedagogical support staff per ten teachers
29. 29
Teachers' administrative work and support (ISCED 2), 2018
But hiring additional support staff might neither be sufficient
nor necessary to ease teachers’ administrative burden
Canada (Alberta)
Chile
Czech Republic
Denmark
UK (England)
Estonia
Finland
Belgium (Fl.)
France
Iceland
Israel
Italy
Japan
Korea
Latvia
Mexico
Netherlands
Norway
PortugalSlovak Republic
Spain
Sweden
0
1
2
3
4
5
6
2 4 6 8 10 12 14
Ratio of teachers to administrative or management personnel
Hours spent on administrative tasks
Source: OECD (2019), Working and Learning Together, Figure 2.7,
based on TALIS 2018
30. Ensuring that teachers’ and school leaders’ working time reflects their range of tasks
Clarify task expectations for teachers and school leaders
Help staff prioritise among various and competing claims on their time
Provide employment contracts based on a workload system rather than or in addition to their
teaching hours
Provide a good balance of autonomy and supports for school staff to collaborate
Reviewing the mix of staff and the use of their time in schools
Draw on wide range of staff working in schools to support students’ holistic learning
Invest in research to understand staff time use / staffing needs and to inform resource allocations
Redistribute leadership responsibilities within schools and systems
Build human resource management capacity within schools
Reviewing staff mix and working time arrangements
32. 32
Recruitment systems may work against novice teachers
and channel them to the most difficult schools
Distribution of novice teachers by concentration of students from
socio-economically disadvantaged homes (ISCED 2), 2018
-15
-10
-5
0
5
10
15
Estonia
Turkey
Belgium(Fl.)
France
Alberta(Canada)
UnitedStates
Belgium
Austria
England(UK)
Kazakhstan
NewZealand
Spain
Mexico
OECDaverage-31
Chile
Hungary
Sweden
Japan
Denmark
Lithuania
Portugal
Italy
Israel
Colombia
Percentagepointdifferencebetweenschools
with“morethan”and“lessthanorequalto”
30%ofstudentsfromsocio-economically
disadvantagedhomes
Source: OECD (2019), Working and Learning Together, Figure 3.7,
based on TALIS 2018
Less novice
teachers in schools
in low SES context
More novice
teachers in
schools in low
SES context
33. Financial incentives can be effective, but work differently
depending on context and require evaluation and monitoring
Source: OECD (2019), Working and Learning Together, Table 3.7
34. Ensuring an adequate supply of professionals and facilitating a good matching process
Collecting data on skills needs, involving stakeholders, and ensuring a good flow of
information
Collaborate in the recruitment of staff and build school capacity for staff recruitment
Tackling inequities in the distribution of teachers and school leaders
Design and implement equitable and transparent funding systems
Make schools supportive places for staff to work with students
Prepare school leaders for effective staff assignments within schools
Additional strategies are necessary to promote the
effective and equitable staffing of schools
36. Teachers' sense of preparedness for different elements of teaching (ISCED 2), 2018
Percentage of teachers who felt "not at all" or "somewhat prepared" for the following elements
0
10
20
30
40
50
60
Pedagogy of some or all subjects taught (%)
Classroom practice in some or all subjects taught (%)%
Source: OECD (2019), Working and Learning Together, Figure 4.1,
based on TALIS 2018
Many teachers leave initial teacher education feeling
unprepared for the realities of the classroom
37. New teachers do not always benefit from induction
Induction and mentoring for beginning teachers (ISCED 2), 2018
Results based on responses of teachers with five years of experience or less
0
10
20
30
40
50
60
70
Formal induction Informal induction Mentoring
Source: OECD (2019), Working and Learning Together, Figure 4.2,
based on TALIS 2018
38. Supporting effective forms of professional learning
remains a challenge (1)
0 10 20 30 40 50 60 70 80
Courses/seminars attended in person
Reading professional literature
Education conferences
Peer and/or self-observation and coaching as part of a
formal arrangement
Participation in a professional development network
Online courses/seminars
Other types of professional development activities
Percentage of teachers who participated in the following professional
development activities
TALIS average-48
Source: OECD, TALIS 2018, VOL I, Table
I.5.7
39. Supporting effective forms of professional learning
remains a challenge (2)
Overemphasis on
formal structures
or roles
Source: OECD (2019), Working and Learning Together, Table 4.5
40. Linking initial learning to schools
Ensure teacher candidates have extensive opportunities for situated learning in school settings
Invest in teacher and school leader residency programmes
Link initial training to formal induction and coaching
Adopting a systematic approach to professional learning
Support high-quality, individualised coaching for teachers and leaders
Identify opportunities and support for school-based learning teams
Support schools to develop coherent adult learning goals that suit the community they serve
Invest in monitoring tools to permit schools to capture teaching and learning strategies that work
Supporting professional learning and growth
41. 41
1. Design career structures with opportunities for professional growth
2. Establish salary scales that attract new entrants and reward growing expertise
3. Review the staff mix and working time arrangements
4. Ensure an effective and equitable distribution of school staff
5. Adopt a broad vision of initial preparation for teaching and school leadership
6. Support continuing professional learning and collaboration
Summing up
42. 42
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