Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.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.
TALIS 2018 Pre-launch Webinar - New insights on teaching and learning - What ...EduSkills OECD
Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.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.
TALIS 2018 - Teachers and school leaders as lifelong learnersEduSkills OECD
Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.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.
TALIS 2018 - What do teachers tell us about their work and what matters to them?EduSkills OECD
Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.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.
Andreas Schleicher - OECD/Japan Seminar: Official launch of the TALIS results where Ministers discussed how to best shape teacher policy so as to have the strongest impact on the quality of the learning environment.
(25-26 June, 2014)
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.
TALIS (Teaching and Learning International Survey) EduSkills OECD
Effective teaching and teachers are key to producing high performing students. TALIS is the first international programme to focus on the learning environment and the working conditions of teachers in schools. TALIS fills important information gaps in the international comparisons of education systems. It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in some key policy areas. Cross-country analysis from TALIS allows countries to identify other countries facing similar challenges and to learn from other policy approaches.
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.
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.
TALIS 2018 Pre-launch Webinar - New insights on teaching and learning - What ...EduSkills OECD
Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.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.
TALIS 2018 - Teachers and school leaders as lifelong learnersEduSkills OECD
Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.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.
TALIS 2018 - What do teachers tell us about their work and what matters to them?EduSkills OECD
Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.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.
Andreas Schleicher - OECD/Japan Seminar: Official launch of the TALIS results where Ministers discussed how to best shape teacher policy so as to have the strongest impact on the quality of the learning environment.
(25-26 June, 2014)
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.
TALIS (Teaching and Learning International Survey) EduSkills OECD
Effective teaching and teachers are key to producing high performing students. TALIS is the first international programme to focus on the learning environment and the working conditions of teachers in schools. TALIS fills important information gaps in the international comparisons of education systems. It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in some key policy areas. Cross-country analysis from TALIS allows countries to identify other countries facing similar challenges and to learn from other policy approaches.
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.
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.
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 - Teacher professionalism in the face of COVID-19 (Paris, 23 Mar...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.
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.
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.
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.
Academic Resilience - What Schools and Countries do to Help Disadvantaged St...EduSkills OECD
Researchers and policy makers have been focusing on socio-economic disparities in academic achievement since the 1960s. Decades of empirical studies show that socioeconomically disadvantaged students are more likely to: drop out of school, repeat a grade, finish their studies at the same time as their more advantaged peers with less prestigious qualifications, and, in general, have lower learning outcomes as indicated by their poor performance in standardised assessments such as the Programme for International Student Assessment (PISA)
International Summit on the Teaching Profession - Framing the IssuesEduSkills OECD
by Andreas Schleicher, Director for Education and Skills, OECD. - If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the sixth International Summit on the Teaching Profession, describes the knowledge, skills and character qualities common to the most effective teachers. It examines the education policies and practices that help teachers to acquire these tools, including through induction and mentoring programmes, ongoing professional development activities, student assessments, and collaboration with colleagues. The publication also discusses the importance of involving all stakeholders – especially teachers – in the process of education reform.
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD. Poverty is not destiny The country where migrants go to school matters more than the country where they came from. Technology can amplify innovative teaching. Countries where students have stronger beliefs in their abilities perform better in mathematics.
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.
Implementing Highly Effective Teacher Policy and Practice - 2015 Internation...EduSkills OECD
Presentation by Andreas Schleicher - Director for the Directorate of Education and Skills, OECD.
Successful education systems are those that promote leadership at all levels, thereby encouraging teachers and principals, regardless of the formal positions they occupy, to lead innovation in the classroom, the school and the system as a whole. This report summarises evidence from the OECD Teaching and Learning International Survey and the OECD Programme for International Student Assessment that underpins the three themes of the 2015 International Summit on the Teaching Profession: school leadership, teachers’ self-efficacy and innovation in education. It also offers examples from around the world of how some schools are introducing innovative ways of teaching and learning to better equip students with the skills they need to participate fully in 21st-century global economies.
Raising Performance in Lithuanian Education - An International PerspectiveEduSkills OECD
Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania’s education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system.
1. The document summarizes findings from TALIS 2013, a survey of over 100,000 teachers in over 30 countries. It discusses teachers' professional development needs, barriers to participation, classroom practices, job satisfaction, and perceptions of the teaching profession.
2. TALIS 2018 will survey teachers in 45+ countries, including new participants from Latin America, on topics like instructional practices, school leadership, professional development, and diversity. It aims to provide insights to help support and retain teachers.
3. TALIS is a collaboration between OECD, governments, the European Commission, and teachers' unions to better understand teachers and learning environments worldwide.
OECD School Resources Review - Working and Learning TogetherEduSkills 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. This report was co-funded by the European Commission.
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.
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.
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
Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another. Education systems that have succeeded in improving student outcomes show that the way forward is by making teachers the top priority. The adaptability of education systems and their ability to evolve ultimately depends on enabling teachers to transform what and how students learn. This requires strong support and training for teachers, both before and after they enter the profession, with new forms of professional development to help teachers engage in more direct instruction and adapt it to the needs of their diverse classrooms. Education systems need to perform well in two dimensions: excellence and equity. Many high performers do well on both, demonstrating that they are not mutually exclusive. To do so requires specific measures to overcome factors that can hinder student performance, such as socio-economic background, immigrant status and gender.
This document summarizes findings from the Teaching and Learning International Survey (TALIS) regarding teachers, teaching practices, professional development, and school leadership. Some key findings include:
- Many teachers face challenging classrooms with students of varying needs and abilities.
- Teachers spend much of their time on non-teaching tasks like administrative work and classroom management rather than actual teaching.
- Teacher collaboration and use of student-centered teaching practices are not very common.
- Barriers like lack of time and support prevent teachers from engaging in professional development.
- Feedback to help teachers improve is often lacking or not meaningful.
Key questions for mathematics teachers - and how PISA can answer themEduSkills OECD
Ten Questions for Mathematics Teachers… and how PISA can help answer them aims to change that.
This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help them
reflect on their teaching strategies and how students learn.
Contents
Introduction: A teacher’s guide to mathematics teaching and learning
Question 1: How much should I direct student learning in my mathematics classes?
Question 2: Are some mathematics teaching methods more effective than others?
Question 3: As a mathematics teacher, how important is the relationship I have with my students?
Question 4: What do we know about memorisation and learning mathematics?
Question 5: Can I help my students learn how to learn mathematics?
Question 6: Should I encourage students to use their creativity in mathematics?
Question 7: Do students’ backgrounds influence how they learn mathematics?
Question 8: Should my teaching emphasise mathematical concepts or how those concepts are applied in the real world?
Question 9: Should I be concerned about my students’ attitudes towards mathematics?
Question 10: What can teachers learn from PISA?
This presentation was given by Stéphan Vincent-Lancrin at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.
Encuesta Docentes Talis España lanzamiento b pont junio 2014Beatriz Pont
Resumen de datos clave de percepción de docentes y directores españoles sobre su preparación y prácticas en las escuelas y clases - en comparación internacional - Segun nueva encuesta de la OCDE TALIS.
1. The document summarizes findings from TALIS 2013, a survey of over 100,000 teachers in over 30 countries. It discusses teachers' professional development needs, barriers to participation, classroom practices, job satisfaction, and perceptions of the teaching profession.
2. TALIS 2018 will survey teachers in 45+ countries, including new participants from Latin America, on topics like instructional practices, school leadership, professional development, and diversity. It aims to provide insights to help support and retain teachers.
3. TALIS is a collaboration between OECD, governments, the European Commission, and teachers' unions to better understand teachers and learning environments worldwide.
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 - Teacher professionalism in the face of COVID-19 (Paris, 23 Mar...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.
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.
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.
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.
Academic Resilience - What Schools and Countries do to Help Disadvantaged St...EduSkills OECD
Researchers and policy makers have been focusing on socio-economic disparities in academic achievement since the 1960s. Decades of empirical studies show that socioeconomically disadvantaged students are more likely to: drop out of school, repeat a grade, finish their studies at the same time as their more advantaged peers with less prestigious qualifications, and, in general, have lower learning outcomes as indicated by their poor performance in standardised assessments such as the Programme for International Student Assessment (PISA)
International Summit on the Teaching Profession - Framing the IssuesEduSkills OECD
by Andreas Schleicher, Director for Education and Skills, OECD. - If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the sixth International Summit on the Teaching Profession, describes the knowledge, skills and character qualities common to the most effective teachers. It examines the education policies and practices that help teachers to acquire these tools, including through induction and mentoring programmes, ongoing professional development activities, student assessments, and collaboration with colleagues. The publication also discusses the importance of involving all stakeholders – especially teachers – in the process of education reform.
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD. Poverty is not destiny The country where migrants go to school matters more than the country where they came from. Technology can amplify innovative teaching. Countries where students have stronger beliefs in their abilities perform better in mathematics.
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.
Implementing Highly Effective Teacher Policy and Practice - 2015 Internation...EduSkills OECD
Presentation by Andreas Schleicher - Director for the Directorate of Education and Skills, OECD.
Successful education systems are those that promote leadership at all levels, thereby encouraging teachers and principals, regardless of the formal positions they occupy, to lead innovation in the classroom, the school and the system as a whole. This report summarises evidence from the OECD Teaching and Learning International Survey and the OECD Programme for International Student Assessment that underpins the three themes of the 2015 International Summit on the Teaching Profession: school leadership, teachers’ self-efficacy and innovation in education. It also offers examples from around the world of how some schools are introducing innovative ways of teaching and learning to better equip students with the skills they need to participate fully in 21st-century global economies.
Raising Performance in Lithuanian Education - An International PerspectiveEduSkills OECD
Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania’s education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system.
1. The document summarizes findings from TALIS 2013, a survey of over 100,000 teachers in over 30 countries. It discusses teachers' professional development needs, barriers to participation, classroom practices, job satisfaction, and perceptions of the teaching profession.
2. TALIS 2018 will survey teachers in 45+ countries, including new participants from Latin America, on topics like instructional practices, school leadership, professional development, and diversity. It aims to provide insights to help support and retain teachers.
3. TALIS is a collaboration between OECD, governments, the European Commission, and teachers' unions to better understand teachers and learning environments worldwide.
OECD School Resources Review - Working and Learning TogetherEduSkills 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. This report was co-funded by the European Commission.
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.
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.
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
Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another. Education systems that have succeeded in improving student outcomes show that the way forward is by making teachers the top priority. The adaptability of education systems and their ability to evolve ultimately depends on enabling teachers to transform what and how students learn. This requires strong support and training for teachers, both before and after they enter the profession, with new forms of professional development to help teachers engage in more direct instruction and adapt it to the needs of their diverse classrooms. Education systems need to perform well in two dimensions: excellence and equity. Many high performers do well on both, demonstrating that they are not mutually exclusive. To do so requires specific measures to overcome factors that can hinder student performance, such as socio-economic background, immigrant status and gender.
This document summarizes findings from the Teaching and Learning International Survey (TALIS) regarding teachers, teaching practices, professional development, and school leadership. Some key findings include:
- Many teachers face challenging classrooms with students of varying needs and abilities.
- Teachers spend much of their time on non-teaching tasks like administrative work and classroom management rather than actual teaching.
- Teacher collaboration and use of student-centered teaching practices are not very common.
- Barriers like lack of time and support prevent teachers from engaging in professional development.
- Feedback to help teachers improve is often lacking or not meaningful.
Key questions for mathematics teachers - and how PISA can answer themEduSkills OECD
Ten Questions for Mathematics Teachers… and how PISA can help answer them aims to change that.
This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help them
reflect on their teaching strategies and how students learn.
Contents
Introduction: A teacher’s guide to mathematics teaching and learning
Question 1: How much should I direct student learning in my mathematics classes?
Question 2: Are some mathematics teaching methods more effective than others?
Question 3: As a mathematics teacher, how important is the relationship I have with my students?
Question 4: What do we know about memorisation and learning mathematics?
Question 5: Can I help my students learn how to learn mathematics?
Question 6: Should I encourage students to use their creativity in mathematics?
Question 7: Do students’ backgrounds influence how they learn mathematics?
Question 8: Should my teaching emphasise mathematical concepts or how those concepts are applied in the real world?
Question 9: Should I be concerned about my students’ attitudes towards mathematics?
Question 10: What can teachers learn from PISA?
This presentation was given by Stéphan Vincent-Lancrin at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.
Encuesta Docentes Talis España lanzamiento b pont junio 2014Beatriz Pont
Resumen de datos clave de percepción de docentes y directores españoles sobre su preparación y prácticas en las escuelas y clases - en comparación internacional - Segun nueva encuesta de la OCDE TALIS.
1. The document summarizes findings from TALIS 2013, a survey of over 100,000 teachers in over 30 countries. It discusses teachers' professional development needs, barriers to participation, classroom practices, job satisfaction, and perceptions of the teaching profession.
2. TALIS 2018 will survey teachers in 45+ countries, including new participants from Latin America, on topics like instructional practices, school leadership, professional development, and diversity. It aims to provide insights to help support and retain teachers.
3. TALIS is a collaboration between OECD, governments, the European Commission, and teachers' unions to better understand teachers and learning environments worldwide.
Presentation by Richard Yelland, OECD Head of Policy Advice and Implementatio...unicefmne
Presentation by Mr Richard Yelland, OECD Head of Policy Advice and Implementation Division, at the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
1) The document discusses findings from TALIS 2013, an international survey of over 100,000 teachers and school principals from over 6,500 schools in 34 countries. The survey examined teachers' working conditions, teaching practices, development, learning environments, and school leadership.
2) Key findings include that few countries attract more experienced teachers to schools with greater challenges, a lack of resources hampers schools' ability to provide quality education, and most teachers report that professional development has had a positive impact on their work.
3) Feedback practices and their impact are also examined. While over 80% of Spanish teachers report feedback has improved their work, many teachers internationally report never receiving certain types of feedback.
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)
1. The document summarizes results from the Teaching and Learning International Survey (TALIS) regarding teaching and learning conditions in Mexico and other countries. Over 100,000 teachers and 6,500 schools participated in the survey.
2. Key findings about Mexico include that lack of resources is a major hindrance to quality instruction, teachers have high needs for professional development in many areas, and feedback to teachers focuses more on student performance and behavior than on pedagogical competencies.
3. Mexican teachers report relatively high job satisfaction but place less emphasis on student-centered teaching practices compared to average across countries.
Accelerating Teacher Quality Improvement Education World Forum (18-21 Janua...EduSkills OECD
Main information sources include - Direct classroom observation, Analysis of students’ test scores, Assessing teachers’ content knowledge, Individual performance interviews, Teachers’ documented self-evaluation / portfolio, Surveys of students and parents, Using / triangulating multiple information sources
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.
Conferencia inaugural del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Andreas Schleicher, Director del Directorate for Education and Skills (OCDE).
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.
Supporting Teacher Professionalism Insights From TALIS 2013EduSkills OECD
This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.
The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.
The document discusses reforms aimed at improving learning around the world. It notes that expectations for learning have changed and now emphasize skills like collaboration, problem solving, and lifelong learning. However, 20th century teaching methods are not adequate to meet 21st century demands. Effective teachers engage students in active learning and continuously assess student work. The highest achieving nations invest heavily in teacher training and collaboration. Standards and assessments should focus on higher-order thinking skills rather than memorization. Overall, the document advocates for reforms that strengthen teaching quality through professional learning opportunities.
The document summarizes a presentation on school functionality given by Dr. Muavia Gallie. It discusses factors that contribute to dysfunctional schools versus functional schools. Key factors included leadership, vision/aims, decision making, relationships, and time spent on teaching/learning. School readiness components like attendance, planning, and support materials were also examined. Traditional versus innovative approaches to improving school functionality were presented.
The document discusses implementing a quality management system (QMS) based on total quality management (TQM) principles to improve the quality of higher education in Pakistan. It presents research on the current state of education, identifies issues like poor quality and regulatory problems. A seven element model is adopted to design a QMS, applying ISO 9001:2000 standards. The QMS aims to better meet student and employer needs, seek continual improvement, and help Pakistani education contribute more to economic growth.
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.
The document discusses Seattle Public Schools' commitment to eliminating opportunity gaps and ensuring excellence in education for all students. It notes that Latinx and African American male students have lower rates of meeting standards in 3rd grade English Language Arts. Addressing obstacles keeping some Latinx students from success is a priority. The district focuses on allocating resources through a racial equity framework, culturally responsive instruction, supportive environments, partnering with families and communities, and making commitments to eliminate achievement gaps. Initiatives include culturally responsive professional development, a teacher leadership cadre, and building leadership teams focused on racial equity. Community-based workgroups with representatives from education, health, housing and other sectors collaborate to identify root causes of inequities and foster
This document outlines a partnership between Olivet Nazarene University and two elementary schools in Bourbonnais, Illinois to implement Response to Intervention (RTI). Facilitators from the university work with RTI teams at the schools. They discuss introducing RTI concepts to teacher candidates and evaluating interventions using scientifically-based research criteria. Data shows improved reading scores after implementing RTI tiers and interventions like increased instruction time. The partnership aims to ensure all students receive support to become proficient readers.
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
Effective change in schools oecd pont 2018 mad 6 18Beatriz Pont
Education policy implementation: a framework for policy makers to help ensure that policies have impact in classrooms. Stakeholder engagement, smart policy design, conducive context and a coherent strategy
Reporting on Education: What You Need to KnowDavid Evans
This presentation provides tips for journalists covering education, gives a broad overview of education issues in Africa, and poses a few solutions. It was delivered as part of the impactAfrica webinar series, available here: http://impactafrica.fund/webinars.
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TALIS 2018 - Teachers and school leaders as lifelong learners (Washington, DC)
1. TALIS 2018
TEACHERS AND SCHOOL LEADERS
AS LIFELONG LEARNERS
Andreas Schleicher, Washington DC, 19 June 2019
2. What is TALIS?
The largest international survey examining teaching and learning
environments in schools. Asks teachers and school leaders about
their work, their schools and their classrooms
with 48 education systems covered
TALIS options:
Some countries also surveyed
their primary and upper secondary
teachers and some conducted
TALIS in PISA schools
3 surveys to date:
2008: 24 education systems
2013: 38 education systems
2018: 48 education systems from all continents
3. TALIS-participating
countries and economies
*Note: TALIS is administered for a sub-national entity only in the following countries: Argentina
(Buenos Aires), Canada (Alberta), China (Shanghai) and the United Kingdom (England).
This map is for illustrative purposes and is without prejudice to the status of or sovereignty
over any territory covered by this map.
TALIS 2008 and 2013-14
TALIS 2018 new systems
TALIS 2008
70,000 teachers
in 4,500 schools
TALIS 2013
150,000
teachers in
9,500 schools
TALIS 2018
260,000 teachers
in 15,000 schools
representing more
than 8 millions
teachers across 48
countries
4. The context
The quality of a school system cannot exceed the quality
of its teachers and principals…
…and the quality of teachers and principals cannot
exceed the quality of their education, their opportunities
to collaborate and develop and the quality of their
working conditions.
5. Teacher professionalism
Five pillars in TALIS
Professionalism
Knowledge
and skills
Career
opportunities
Collaborative
culture
Responsibility
and autonomy
Prestige
6. Teacher professionalism
Five pillars in TALIS
Professionalism
Knowledge
and skills
Career
opportunities
Collaborative
culture
Responsibility
and autonomy
Prestige
9. Teachers joined the profession because…
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
OECD average-31 United States
Percentage of teachers who report that the following elements were of "moderate" or "high"
importance in becoming a teacher
%
Fig I.4.1
10. Teachers joined the profession to…
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
OECD average-31 United States
Percentage of teachers who report that the following elements were of "moderate" or "high"
importance in becoming a teacher
%
Fig I.4.1
In nearly all countries teachers with higher
values on the social utility index report
greater commitment and tend to participate
more in professional development activities
after controlling for teachers’ characteristics.
13. Highest educational attainment of teachers
0
20
40
60
80
100
SlovakRepublic
Portugal
CzechRepublic
Finland
Croatia
Italy
Georgia
Russia
Bulgaria
Estonia
France
Slovenia
Sweden
Latvia
UnitedStates
Colombia
Israel
OECDaverage-31
Austria
Romania
Netherlands
Korea
Lithuania
Hungary
Norway
UnitedArabEmirates
Iceland
England(UK)
Malta
Mexico
Singapore
CABA(Argentina)
Alberta(Canada)
Chile
NewZealand
Belgium
Shanghai(China)
Japan
Flemish(Belgium)
Denmark
Turkey
Brazil
SaudiArabia
Kazakhstan
SouthAfrica
VietNam
Australia
Below ISCED level 5 ISCED level 5 ISCED level 6 ISCED level 7 ISCED level 8%
Fig I.4.3
Percentage of teachers, by highest level of formal education completed
Masters-level
15. Teachers' self-efficacy
0 10 20 30 40 50 60 70 80 90 100
Make my expectations about student behaviour clear
Get students to follow classroom rules
Control disruptive behaviour in the classroom
Calm a student who is disruptive or noisy
Provide an alternative explanation
Craft good questions for students
Vary instructional strategies in my classroom
Use a variety of assessment strategies
Get students to believe they can do well in school work
Help students value learning
Help students think critically
Motivate students who show low interest in school work
Support student learning through the use of ICT
Instruction
Student
engagement
Enhanced
activities
United States
Percentage of teachers who feel they can do the following "quite a bit" or "a lot“
Classroom
management
%
Fig I.2.7
16. Teachers’ assessment practices
0
20
40
60
80
100
Observe students when
working on particular tasks
and provide immediate
feedback
Administer own assessment Provide written feedback on
student work in addition to a
mark
Let students evaluate their
own progress
OECD average-31 United States
Percentage of teachers who “frequently” or “always” use the following assessment methods
in their class
%
Fig I.2.3
17. Teachers’ views on colleagues’ attitudes towards innovation
0
20
40
60
80
100
Georgia
VietNam
Shanghai(China)
Bulgaria
UnitedArabEmirates
Lithuania
Latvia
Romania
SaudiArabia
Kazakhstan
Russia
Estonia
Norway
SlovakRepublic
Hungary
Brazil
Slovenia
Turkey
Alberta(Canada)
SouthAfrica
Iceland
Denmark
Colombia
Mexico
England(UK)
CABA(Argentina)
Sweden
Singapore
Australia
OECDaverage-31
NewZealand
Chile
Austria
Croatia
UnitedStates
Japan
Israel
Italy
Korea
France
Spain
Finland
CzechRepublic
Netherlands
Malta
Flemish(Belgium)
Belgium
Portugal
Fig I.2.12
Percentage of teachers who “agree” or “strongly agree” that
most teachers in the school are open to change%
18. Teachers’ working hours spent on teaching and use of
class time during a typical lesson
Average number of working hours (i.e. 60 minutes) teachers report having spent on
teaching during the most recent complete calendar week
0
10
20
30
40
50
60
Chile
UnitedStates
Alberta(Canada)
Colombia
SouthAfrica
Turkey
Russia
UnitedArabEmirates
Mexico
Brazil
Israel
Hungary
Latvia
Estonia
Finland
SaudiArabia
OECDaverage-31
NewZealand
England(UK)
Portugal
SlovakRepublic
Australia
Bulgaria
Iceland
Croatia
Spain
Slovenia
Denmark
Austria
CzechRepublic
Lithuania
Malta
Sweden
Belgium
Flemish(Belgium)
France
Georgia
Korea
VietNam
Japan
Singapore
Cyprus
Netherlands
ChineseTaipei
Romania
CABA(Argentina)
Italy
Norway
Kazakhstan
Other tasks Administrative tasks Keeping order in the classroom Actual teaching and learning
Hours per week
Table I.2.27 and I.2.10
19. 80 85 90 95 100
Most teachers believe that the students’ well-being is important
Teachers and students usually get on well with each other
Most teachers are interested in what students have to say
If a student needs extra assistance, the school provides it
Teachers can rely on each other
OECD average-31 United States
Percentage of teachers who "agree" or "strongly agree" with the following statements about
what happens in their school
%
Table I.3.46
Teachers and students usually get on well
with each other…
20. Fig I.3.12
0
5
10
15
20
25
30
Intimidation or
bullying among
students
A student or
parent/guardian
reports unwanted
electronic contact
among students
Intimidation or
verbal abuse of
teachers or staff
Vandalism and
theft
A student or
parent/guardian
reports postings of
hurtful information
on the Internet
about students
Physical injury
caused by violence
among students
Use/possession of
drugs and/or
alcohol
OECD average-30 United States
Percentage of principals reporting that the following incidents occurred at least weekly in
their school
%
Disruptive incidents
23. Novice teachers feel less prepared
to control disruptive behaviour
50
60
70
80
90
100
Portugal
Colombia
Denmark
VietNam
Netherlands
Flemish(Belgium)
Hungary
Italy
UnitedArabEmirates
Shanghai(China)
Brazil
SaudiArabia
Turkey
CABA(Argentina)
Romania
Lithuania
SouthAfrica
Iceland
Austria
Mexico
Alberta(Canada)
England(UK)
Chile
Georgia
Latvia
OECDaverage-31
Belgium
Bulgaria
NewZealand
Slovenia
Israel
UnitedStates
CzechRepublic
Malta
Finland
Australia
Korea
Croatia
Sweden
Estonia
Singapore
Norway
Spain
SlovakRepublic
Kazakhstan
France
Japan
Novice teachers Experienced teachers
Percentage of teachers who feel "quite a bit" or "a lot" that they can control disruptive
behaviour in the classroom
%
Fig I.2.8
25. Teachers with some classroom
management training feel more confident
0.0
0.4
0.8
1.2
1.6
SouthAfrica
Colombia
Romania
Shanghai(China)
UnitedArabEmirates
Brazil
Mexico
England(UK)
Belgium
Hungary
Lithuania
Italy
Japan
Kazakhstan
SaudiArabia
Spain
Iceland
NewZealand
Chile
SlovakRepublic
CABA(Argentina)
Australia
OECDaverage-31
Finland
Portugal
Israel
Sweden
VietNam
Croatia
Georgia
Korea
CzechRepublic
Bulgaria
Turkey
Slovenia
Estonia
Singapore
France
Flemish(Belgium)
Norway
Alberta(Canada)
Latvia
Austria
Denmark
Netherlands
UnitedStates
Malta
Change in the index of self-efficacy in classroom management associated with being
trained in classroom management
Regression coefficient (β)
Fig I.4.6
26. 50
60
70
80
90
More than 30% Fewer than or equal
to 30%
Under age 30 Age 50 and above Novice Experienced
United States
By concentration of students from socio-
economically disadvantaged homes
By age By teaching experience
Time on teaching, by school environment
Average proportion of time teachers spend on actual teaching and learning in a typical
classroom, by teacher and school characteristics
%
Fig I.2.5
27. 0
5
10
15
20
25
30
Fewer than or equal to 30% More than 30%
OECD average-31 United States
By concentration of students from socio-
economically disadvantaged homes
Percentage of novice teachers, by socio-economic composition of schools
%
Fig I.4.9
Alignment of resources with needs
29. Sense of preparedness: United States
0 10 20 30 40 50 60 70 80 90 100
Content of some or all subject(s) taught
General pedagogy
Pedagogy of some or all subject(s) taught
Classroom practice in some or all subject(s) taught
Student behaviour and classroom management
Monitoring students’ development and learning
Teaching cross-curricular skills
Teaching in a mixed ability setting
Use of ICT for teaching
Teaching in a multicultural or multilingual setting
Element was included in formal education or training Well or "very well" prepared for the element
%
Percentage of teachers for whom the following elements were included in their formal
education or training and for which they feel “well” or “very well” prepared
Fig I.4.4
33. 0 10 20 30 40 50 60 70 80 90
To support less experienced teachers in their teaching
To improve teachers' pedagogical competence
To improve teachers' collaboration with colleagues
To strengthen teachers' professional identity
To improve students' general performance
To expand teachers' main subject(s) knowledge
OECD average-30 United States
Intended outcomes of mentoring
Percentage of principals reporting that the following outcomes of mentoring are of "high"
importance (OECD average-30)
%
Fig I.4.13
34. Barriers to participation in
professional development
Percentage of teachers reporting the following barriers to their participation in professional
development
%
0 10 20 30 40 50 60
Professional development conflicts with the teacher's work
schedule
There are no incentives for participating in professional
development
Professional development is too expensive
There is no relevant professional development offered
Do not have time because of family responsibilities
There is a lack of employer support
Do not have the pre-requisites
OECD average-31 United States
Fig I.5.14
38. Fig I.3.6
0
10
20
30
40
50
60
70
More than 10% of students
have special needs
At least 1% of students are
refugees
More than 10% of students
have a first language different
from the language(s) of
instruction
More than 30% of students
come from socio-economically
disadvantaged homes
OECD average-30 United States
Percentage of teachers teaching in schools with the following composition
%
Diversity in schools
39. Concentration of language learners
0
10
20
30
40
50
60
70
80
90
Singapore
SouthAfrica
Sweden
Austria
Alberta(Canada)
UnitedArabEmirates
Flemish(Belgium)
Bulgaria
England(UK)
Belgium
Iceland
Italy
NewZealand
Denmark
Netherlands
Israel
UnitedStates
Latvia
VietNam
Norway
Spain
Turkey
OECDaverage-30
Malta
Finland
Kazakhstan
France
Slovenia
Estonia
Russia
SlovakRepublic
Croatia
Georgia
Romania
CABA(Argentina)
Portugal
Lithuania
SaudiArabia
Colombia
Mexico
Chile
CzechRepublic
Japan
Korea
Hungary
Brazil
Shanghai(China)
Percentage of teachers teaching in schools with more than 10% of students whose first
language is different from the language(s) of instruction%
Fig I.3.8
40. Teachers' self-efficacy in multicultural classes
0
20
40
60
80
100
Reduce ethnic stereotyping
amongst students
Ensure that students with and
without a migrant background
work together
Raise awareness of cultural
differences amongst students
Cope with the challenges of a
multicultural classroom
OECD average-31 United States
Percentage of teachers who feel they can do the following "quite a bit" or "a lot" in teaching
a culturally diverse class%
Fig I.3.11
41. What principals see as
hindering quality instruction
0 5 10 15 20 25 30 35 40
Shortage of support personnel
Shortage of teachers with competence in special needs students
Shortage or inadequacy of time for instructional leadership
Shortage or inadequacy of physical infrastructure
Shortage or inadequacy of time with students
Shortage or inadequacy of instructional space
Shortage or inadequacy of digital technology for instruction
Shortage of qualified teachers
Shortage of teachers with competence in a multicultural setting
Insufficient Internet access
Shortage or inadequacy of necessary materials to train vocational skills
Shortage of teachers with competence in disadvantaged students
Shortage or inadequacy of library materials
Shortage of vocational teachers
Shortage or inadequacy of instructional materials
OECD average-30 United States
Percentage of principals reporting that the following shortages of resources hinder the
school's capacity to provide quality instruction "quite a bit" or "a lot"
%
Figure I.3.15
43. Teachers’ views on spending priorities
0 10 20 30 40 50 60 70 80
Reducing class sizes by recruiting more staff
Improving teacher salaries
Offering high quality professional development for teachers
Reducing teachers’ administration load by
recruiting more support staff
Improving school buildings and facilities
Supporting students with special needs
Investing in ICT
Supporting students from disadvantaged or migrant backgrounds
Investing in instructional materials
OECD average-31 United States
Percentage of teachers who reported the following spending priorities to be of “high importance”
%
Fig I.3.16
44. 0
10
20
30
40
50
60
70
80
90
100
0.0 0.5 1.0 1.5 2.0 2.5
Percentageofteachersreporting
improvingteacherssalariesasa
spendingpriority
Teachers’ statutory salaries relative to earnings of tertiary –educated workers
United States
Italy
Korea
Improving teacher salaries
Improving teacher salaries as a highly-important spending priority for lower secondary
teachers and lower secondary teachers' statutory salaries of teachers with 15 years of
experience
Below the OECD average
Above the OECD average
Denmark
Mexico
Austria Finland
England (UK)
Chile
Czech Republic
Flemish
(Belgium)
Lithuania
Portugal
46. • Review Initial Teacher Preparation
• Review allocation of new and experienced teachers to difficult schools
• Foster support mechanisms for new teachers – induction and mentoring especially
• Encourage collaboration and team-teaching for new teachers and pair them with
more experienced teachers to learn from in classroom management especially
• Review professional development offer to respond to teachers needs and
emerging trends
• Review the administrative burden and how to alleviate it
• Encourage and empower teachers to innovate
• Support and empower teachers and school leaders to make the most of diversity
in schools
• Incentivise participation in professional development
Implications for policy
47. 73
Empower teachers and school leaders
as agents of change
Attract quality teachers and
school leaders
Provide high-quality initial
education
Support the professional growth of
teachers and school leaders
Develop teachers and
school leaders’
professionalism
Promote quality teaching for
every student
48. 74
Empower teachers and school leaders
to innovate
Attract quality teachers and
school leaders
Provide high-quality initial
education
Support the professional growth of
teachers and school leaders
Develop teachers and
school leaders’
professionalism
Promote quality teaching for
every student
49. 75
Empower teachers and school leaders
to innovate
Attract quality teachers and
school leaders
Provide high-quality initial
education
Develop teachers and
school leaders’
professionalism
Video on innovation
https://youtu.be/2rH191iZKiE
50. 76
Empower teachers and school leaders
to innovate
Attract quality teachers and
school leaders
Provide high-quality initial
education
Support the professional growth of
teachers and school leaders
Develop teachers and
school leaders’
professionalism
Promote quality teaching for
every student
51. 77
Empower teachers and school leaders
to make the most of diversity
Provide high-quality initial
education
Promote quality teaching for
every student
Video on student diversity
https://youtu.be/vnz6lO71Q8s
52. 78
Empower teachers and school leaders
to innovate
Attract quality teachers and
school leaders
Provide high-quality initial
education
Support the professional growth of
teachers and school leaders
Develop teachers and
school leaders’
professionalism
Promote quality teaching for
every student
53. 79
Empower teachers and school leaders
to professionally grow
Provide high-quality initial
education
Support the professional growth of
teachers and school leaders
Video on professional development impact
https://youtu.be/c4oYHLFMfGA
54. Find out more about our work at www.oecd.org/education/TALIS
– All publications
– Country notes
– Videos
– The complete micro-level database
Emails: Andreas.Schleicher@OECD.org and TALIS@oecd.org
Twitter: SchleicherOECD and #OECDTALIS
Wechat: AndreasSchleicher
Thank you
Editor's Notes
We suggest keeping this slide to acknowledge all contributors to TALIS, in the Consortium, countries, the European Commission and unions.
If you can take this opportunity to thank them, this would be a nice gesture.
In light of todays’ challenges and the rapid pace of change, professionalism has shifted from a nice-to-have attribute to a must-have in the teaching profession. For this reason, the concept of professionalism of teachers and school leaders has underpinned the development of the TALIS 2018 instruments as well as the reporting of the data.
Understanding teachers and school leaders as “professionals” means having high expectations of them. It means they should not only conduct their work in an effective manner, but work to continuously improve their skills, collaborate with colleagues and parents, and think creatively about the challenges they face.
In return, communities managing education systems also have the responsibility of having open and direct dialogue with the teaching profession in order to create the framework conditions and provide the resources and support mechanisms needed to help teachers and school leaders further develop as professionals.
In light of todays’ challenges and the rapid pace of change, professionalism has shifted from a nice-to-have attribute to a must-have in the teaching profession. For this reason, the concept of professionalism of teachers and school leaders has underpinned the development of the TALIS 2018 instruments as well as the reporting of the data.
Understanding teachers and school leaders as “professionals” means having high expectations of them. It means they should not only conduct their work in an effective manner, but work to continuously improve their skills, collaborate with colleagues and parents, and think creatively about the challenges they face.
In return, communities managing education systems also have the responsibility of having open and direct dialogue with the teaching profession in order to create the framework conditions and provide the resources and support mechanisms needed to help teachers and school leaders further develop as professionals.
For the first time in 2018, TALIS asked teachers about their reasons for choosing this occupation.
Key message Point 1:
The good news – and our first takeaway - is that the vast majority of teachers across the OECD joined the profession out of altruistic motives and a sense of social purpose
Teachers joined the profession to make a difference to society and children
92% of teachers report that influencing the development of children and young people was of moderate or high importance in becoming a teacher
and 88% flag the opportunity to contribute to society
This social motivation is even stronger than the OECD average in United States…
… But also motivations related to job security, reliable income and steady career path.
92% of teachers report that influencing the development of children and young people was of moderate or high importance in becoming a teacher
and 88% flag the opportunity to contribute to society
This social motivation is even stronger than the OECD average in United States…
… But also motivations related to job security, reliable income and steady career path.
2 out of 3 teachers in the OECD (66.5%) also report that teaching was their first choice as a career, again highlighting their commitment to the job
Female teachers are more likely to report teaching as their first career choice (69%) than male teachers (59%)
The charts is ordered by teachers’ working hours which includes administrative tasks, keeping order in the classroom and actual teaching and learning
96% of teachers agree or strongly agree that teachers and students usually get on well with each other
Table I.3.46
Even more so in United States
And the majority of countries have seen an improvement in this area over the past decade (Israel being the exception)
Table I.3.49
… with the exception is intimidation or bullying among students which occurs daily or weekly in 14% of schools on average across the OECD
This is even more true for the US , with faces particular issues related to bullying and harmful use of new technologies.
Key message Point 2:
But the new TALIS results reveal a worrying trend with growing classroom time lost to discipline and administrative tasks, meaning teachers spend less time on the core of their work: teaching and supporting student learning
On average in the OECD, students spend an average of 913 hours per year in class.
For each hour, on average 78% is spent on actual teaching and learning, with the remaining time spent on keeping order (13%) and administrative tasks (8%).
More than 20% of classroom time is not spent on teaching and learning.
Novice teachers are generally less likely than their more experienced peers to feel confident in their teaching skills, especially in their ability to manage their classroom. On average across the OECD, 78% of novice teachers feel that they can control disruptive behaviour in the classroom, compared to 87% for experienced teachers
Figure I.2.8
Table I.2.20
Novice teachers are also more likely to report that they would like to change to another school if that were possible, at 22% compared to 19% for more experienced teachers
Table I.4.33
Half of the teachers on average across the OECD participated in professional development that covered student behaviour and classroom management over the past 12 months.
Figure I.5.9
Table I.5.18
The proportion is even higher for novice teachers – at 55%. This is the topic where there is most differences between novice and more experienced teachers.
Figure I.5.9
Table I.5.18
This is unfortunate as teachers with some classroom management training in their formal education tend to feel more efficient in their capabilities in this area
Figure I.4.6
Table I.4.17
Key message Point 3:
This problem is more acute
For teachers working in more challenging schools,
For younger teachers,
And for those who are less experienced
This calls for a rethink of teacher allocation policies, and support and training mechanisms available for new teachers and those already in the job
So let’s take a closer look at the new TALIS data and what they tell us to better understand these findings…
Key message Point 3:
This problem is more acute
For teachers working in more challenging schools,
For younger teachers,
And for those who are less experienced
This calls for a rethink of teacher allocation policies, and support and training mechanisms available for new teachers and those already in the job
So let’s take a closer look at the new TALIS data and what they tell us to better understand these findings…
Novice teachers tend to work in more challenging schools: while they represent 19% of the teacher population across the OECD, they are over-represented in the schools with high concentrations of disadvantaged students (22%) and students with a migrant background (23%)
Figure I.4.9
Table I.4.32
Half of the teachers on average across the OECD participated in professional development that covered student behaviour and classroom management over the past 12 months.
Figure I.5.9
Table I.5.18
The proportion is even higher for novice teachers – at 55%. This is the topic where there is most differences between novice and more experienced teachers.
Figure I.5.9
Table I.5.18
Only 72% of teachers across the OECD received initial training on student behaviour and classroom management, and 53% felt well or very well prepared for this when they completed their education
Only 62% of teachers received initial training on teaching in a mixed ability setting, and 44% felt prepared for this
Figure I.4.4
Tables I.4.13 and I.4.20
Insufficient induction: No matter how good initial teacher education is, intensive induction and mentoring is essential to support new teachers in bridging theory and practice. But 62% of teachers report that they did not receive any induction during their first employment. This share is even higher for novice teachers (66% - 2 out of 3)
Table I.4.38
This is unfortunate since participation in induction is associated with higher self-efficacy and job satisfaction, especially when undertaken at the current school
Figure I.4.11
Tables I.4.47 and I.4.51
Scarce use of team-teaching: Only 45% of teachers report that induction at their current school includes team-teaching with experienced teachers, despite its positive relationship with self-efficacy and job satisfaction
Figure I.4.10
Tables I.4.42, I.4.53 and I.4.54
Scarce recourse to reduced teaching loads for new teachers: Only 21% of teachers report that induction at their current school includes a reduced teaching load, again despite its promise for boosting self-efficacy and job satisfaction
Figure I.4.10
Tables I.4.42, I.4.55 and I.4.56
On average across the OECD, novice teachers report teaching about the same number of hours as more experienced teachers (around 21 hours per week)
Figure I.4.12
Table I.4.57
Insufficient use of mentoring for new teachers: Only 22% of novice teachers report having an assigned mentor on average across the OECD, despite the fact that 2 thirds of schools (64%) offer mentoring programmes
Figure I.4.14
Tables I.4.60 and I.4.64
Scarce use of team-teaching: Only 45% of teachers report that induction at their current school includes team-teaching with experienced teachers, despite its positive relationship with self-efficacy and job satisfaction
Figure I.4.10
Tables I.4.42, I.4.53 and I.4.54
Scarce recourse to reduced teaching loads for new teachers: Only 21% of teachers report that induction at their current school includes a reduced teaching load, again despite its promise for boosting self-efficacy and job satisfaction
Figure I.4.10
Tables I.4.42, I.4.55 and I.4.56
Insufficient use of mentoring for new teachers: Only 22% of novice teachers report having an assigned mentor on average across the OECD, despite the fact that 2 thirds of schools (64%) offer mentoring programmes
Figure I.4.14
Tables I.4.60 and I.4.64
This low use of mentoring is a lost opportunity. Indeed 77% of principals in schools that offer mentoring see this as highly important to support less experienced teachers in their teaching
Figure I.4.13
Table I.4.63
On average in England (UK), 27% of teachers work in classes with at least 10% of students whose first language is different from the language of instruction, which is higher than the average of OECD countries and economies participating in TALIS (18%). Also, more than half of the teachers (55%) work in classes with at least 1% of students who are refugees, which is almost twice the average of OECD countries and economies participating in TALIS (30%).
Shortage of support personnel is the number one resource issue reported by school principals (33% of them) as hindering their school’s capacity to provide quality instruction
NOTE FROM KARINE: I made some edits in red, please check and revert back to normal font color.
55% of teachers reported reducing teachers’ administration load by recruiting more support staff as a spending priority of high importance – the 4th highest
In England, this is the number 2 priority for teachers!
EAG 2018 table D3.2b: Statutory salaries of teachers with 15 years of experience and most prevalent qualification, relative to earnings for full-time, full-year workers with tertiary education (ISCED 5 to 8) in Lower secondary, general programmes
Review Initial Teacher Preparation
Review allocation of new teachers to difficult schools
Foster support mechanisms for new teachers – induction and mentoring especially
Encourage collaboration and team-teaching for new teachers and pair them with more experienced teachers to learn from in classroom management especially
Review the admin burden and how to alleviate it
Review Initial Teacher Preparation
Review allocation of new teachers to difficult schools
Foster support mechanisms for new teachers – induction and mentoring especially
Encourage collaboration and team-teaching for new teachers and pair them with more experienced teachers to learn from in classroom management especially
Review the admin burden and how to alleviate it
Review Initial Teacher Preparation
Review allocation of new teachers to difficult schools
Foster support mechanisms for new teachers – induction and mentoring especially
Encourage collaboration and team-teaching for new teachers and pair them with more experienced teachers to learn from in classroom management especially
Review the admin burden and how to alleviate it
Review Initial Teacher Preparation
Review allocation of new teachers to difficult schools
Foster support mechanisms for new teachers – induction and mentoring especially
Encourage collaboration and team-teaching for new teachers and pair them with more experienced teachers to learn from in classroom management especially
Review the admin burden and how to alleviate it
Review Initial Teacher Preparation
Review allocation of new teachers to difficult schools
Foster support mechanisms for new teachers – induction and mentoring especially
Encourage collaboration and team-teaching for new teachers and pair them with more experienced teachers to learn from in classroom management especially
Review the admin burden and how to alleviate it
Review Initial Teacher Preparation
Review allocation of new teachers to difficult schools
Foster support mechanisms for new teachers – induction and mentoring especially
Encourage collaboration and team-teaching for new teachers and pair them with more experienced teachers to learn from in classroom management especially
Review the admin burden and how to alleviate it
Review Initial Teacher Preparation
Review allocation of new teachers to difficult schools
Foster support mechanisms for new teachers – induction and mentoring especially
Encourage collaboration and team-teaching for new teachers and pair them with more experienced teachers to learn from in classroom management especially
Review the admin burden and how to alleviate it