The OECD Teachers’ Professional Learning (TPL) Study project overview 2020
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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.
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The OECD Teachers’ Professional Learning (TPL) Study project overview 2020
- 1. The OECD Teachers’ Professional Learning (TPL) Study Supporting initial teacher preparation & continuing professional learning Project Overview 2020 OECD Directorate for Education and Skills
- 2. THE TPL STUDY CONTEXT, MOTIVATION AND SCOPE
- 3. WHICH POLICY ENVIRONMENTS CAN SUPPORT THE PROFESSIONAL GROWTH OF TEACHERS FROM INITIAL TEACHER PREPARATION (Strand I) TO CONTINUING PROFESSIONAL LEARNING (Strand II)? The Teachers’ Professional Learning (TPL) Study Overarching question
- 4. Objectives • Identify policies that can support the professional growth of teachers • Support peer learning by exploring common challenges, strengths and innovations in countries Scope Full cycle of teachers’ prof. learning • Strand I: Initial teacher preparation • Strand II: Continuing professional learning Methodology • Review of data and research • Filling information gaps • OECD diagnostic visits to volunteer countries (SWOT policy diagnosis) • National & comparative analysis Timeline • Launch meeting: 27-28 June 2019 • OECD Review Visits: 2020-21 • 2nd project meeting: 23 June 2020 • Final conference: 2021 (TBC) The Teachers’ Professional Learning (TPL) Study At a glance…
- 5. 5 The Teachers’ Professional Learning (TPL) Study Methodology Desk-based research Analytical framework Literature reviews Country Background Report (CBR) guidelines Self evaluation & peer learning Focused CBRs Annual project meetings Peer exchange during country diagnoses Country diagnosis 5-day expert visit and SWOT analysis Webinars and short national reports Stakeholder engagement Comparative work Synthesis report on Strand I: “Flying Start” (2019) Synthesis work on Strand II (2021): TBC
- 6. 6 Continuing professional development In-service educationPre-service education Attracting candidates Selecting candidates Equipping prospective teachers with the skills and knowledge they need Supporting beginning teachers Certifying and hiring new teachers Ensuring quality delivery of ITE programmes Alternative pathways Entry into teaching Progress through ITESelection into ITE Teachers’ Professional Learning (TPL) Study (launched in 2019) to include CPL Initial Teacher Preparation (ITP) Study (2016-2018) First years of teaching Scope: The full cycle of teachers’ professional learning Building on and expanding the OECD ITP Study (2016-18) Continuing professional learning (CPL)
- 7. STRAND I: INITIAL TEACHER PREPARATION
- 8. 8 Continuing professional learning (CPL) STRAND II In-service educationPre-service education Attracting candidates Selecting candidates Equipping prospective teachers with the skills and knowledge they need Supporting beginning teachers Certifying and hiring new teachers Ensuring quality delivery of ITE programmes Alternative pathways Entry into teaching Progress through ITESelection into ITE First years of teaching Strand I: Initial Teacher Preparation Scope: ITE and the first years of teaching
- 9. 9 Strand I: Initial Teacher Preparation Six focus areas Exploring how ITP systems… 1. Attract the most suitable candidates into ITE 2. Select the most suitable candidates into ITE 3. Equip prospective teachers with knowledge and skills 4. Deliver ITE programmes effectively 5. Certify, Select and Hire new teachers 6. Support beginning teachers.
- 10. Strand I: Initial Teacher Preparation Country participation to date
- 11. Strand I: Initial Teacher Preparation See results of the ITP Study (2016-18) on TeacherReady!
- 12. Introduction: The role of initial teacher preparation Challenges: The greatest challenges in initial teacher preparation today and how we can address them Conclusion: Towards principles of effective initial teacher preparation systems Strand I: Initial Teacher Preparation Synthesis report “A Flying Start – Improving ITP Systems”
- 13. Continuous professional development Attracting Selecting Certifying and hiring Supporting Equipping Quality Strategic vision: continuity and coherence of teacher learning Systematic production, mediation and use of data and evidence Building capacity at all levels Whole of system approach through partnerships and engagement Establishing an evidence-informed ITP system Ensuring a balanced educator workforce Equipping teachers with updated knowledge and competences Providing integrated early professional development Challenges Emerging principles Strand I: Initial Teacher Preparation Synthesis report: Main challenges and emerging principles
- 14. STRAND II CONTINUING PROFESSIONAL LEARNING
- 15. Changing learning objectives and students’ needs • Many countries are revising their curricula to include broader and more future oriented-learning objectives for students (e.g. ICT) • Teachers express high needs for professional learning about teaching students from diverse backgrounds (e.g. SEN, multicultural settings) New evidence on more (and less) effective CPL practices • Evidence from research suggests that effective CPL is school-based, collaborative and sustained • The focus of CPL policy is typically on more traditional forms of teacher professional development 15 Strand II: Continuing Professional Learning Motivation: Why are countries rethinking CPL?
- 16. Source: OECD (2019), TALIS 2018: Vol I, Tables I.5.1., I.5.7 and I.5.15. Percentage of teachers who took part in professional development activities / reported that they had a positive impact on their teaching practice 60 65 70 75 80 85 90 95 100 Participated in professional development activities Felt professional development had a positive impact on their teaching practices % Strand II: Continuing Professional Learning Concerns about effectiveness of PD
- 17. Strand II: Continuing Professional Learning New evidence on effective learning practices 0 10 20 30 40 50 60 70 80 Courses/seminars attended in person Reading professional literature Education conferences Peer and/or self-observation and coaching as part of a formal arrangement Participation in a professional development network Online courses/seminars Other types of professional development activities Percentage of teachers who participated in the following professional development activities TALIS average-48 Source: OECD, TALIS 2018, VOL I, Table I.5.7 But participation in such forms of professional learning is not yet widespread
- 18. CPL in a range of settings: • At home, on school premises, or off site in training institutes, HE institutions, teacher professional orgs etc… CPL in a range of formats: • Looking at formal development activities (often initiated by schools or education authorities, involving structured activities) and informal learning activities (often teacher initiated and less structured)? CPL by a range of different providers: • …teachers are an important CPL provider, but so are schools, education authorities, HE institutes, and private 3rd party providers 18 Strand II: Continuing Professional Learning Scope of the study
- 19. 3 levels of action… Quality Content Provision Access Motivation How to ensure the quality of the CPL offer? How to match provision and content to teacher, school and system needs? How to ensure access and address barriers? How to shape teachers’ motivation to participate? … and 5 policy dimensions Objective: systematically examine the policy environments that support the continuing professional growth of teachers across… Strand II: Continuing Professional Learning How does the study approach CPL?
- 20. 20 Thank you for your attention! For more information on the Teachers’ Professional Learning Study contact: deborah.nusche@oecd.org
Editor's Notes
- Just to mention two of these reasons. First, teachers need to be prepared to respond to changing learning objectives and student needs, which affect what and how we expect teachers to teach in the future. Edu 2030: teachers to support students as agents in their own learning; in technology-rich environments Inclusion/migration: new skills to adapt teaching practices to a wide range of learner profiles This concerns not only new entrants to the profession but also those who have been on the job for many years and may need to reconsider some of their established practices Second, there is a lot of evidence over the past few decades indicates that to be effective, teacher learning needs to be considered as a continuous school-based process. It must be related to teachers’ actual practice rather than something that happens only before they enter the classroom or only punctually as externally provided learning courses Traditionally, the focus of policy when it comes to CPD has been rather narrow, focusing on externally provided, one-off, formal courses… but there is a consensus that these forms have not lived up to their promise and there is a much greater variety of formats…