Teacher Development - Bertelsmann Stiftung · 2017-06-02 · Teacher Development An international...

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Teacher Development

An international perspective

2 March 2017

Andreas SchleicherDirector for Education and Skills

Trends in science performance (PISA)

2006 2009 2012 2015

OECD average

Trends in science performance (PISA)

2006 2009 2012 2015

OECD average

SingaporeJapan

EstoniaChinese Tapei FinlandMacao (China)

CanadaViet Nam

Hong Kong (China)B-S-J-G (China) KoreaNew ZealandSlovenia

AustraliaUnited KingdomGermany

Netherlands

SwitzerlandIreland

Belgium DenmarkPolandPortugal NorwayUnited StatesAustriaFranceSweden

Czech Rep.Spain Latvia

RussiaLuxembourg Italy

Hungary LithuaniaCroatia IcelandIsraelMalta

Slovak Rep.

GreeceChile

Bulgaria

United Arab EmiratesUruguay

Romania

Moldova Turkey

Trinidad and Tobago ThailandCosta Rica QatarColombia MexicoMontenegroJordan

Indonesia BrazilPeru

Lebanon

Tunisia

FYROMKosovo

Algeria

Dominican Rep. (332)

Science performance and equity in PISA (2015)

Some countries

combine excellence

with equity

High performance

High equity

Low performance

Low equity

Low performance

High equity

High performance

Low equity

More equity

Students expecting a career in scienceFigure I.3.2

Kazakhsta

guay 1

0Lithu

witzerl

lovak R

zech R

%Percentage of students who expect to work in science-related professional and technical occupations when they are 30

Science-related technicians and associate professionals

Information and communication technology professionals

Health professionals

Science and engineering professionals

Expectations of a science careerby gender

Figure I.3.5

0 2 4 6 8 10%

Science-related

technicians or associate

professionals2

Information and communi-

cation technology (ICT)

professionals

Health professionals

Science and engineering

professionalsBoys

SingaporeCanadaSloveniaAustralia

United KingdomIreland

Portugal

Chinese TaipeiHong Kong (China)

New ZealandDenmark

JapanEstoniaFinland

Macao (China)Viet Nam

B-S-J-G (China)Korea

GermanyNetherlandsSwitzerland

BelgiumPoland

SwedenLithuaniaCroatiaIcelandGeorgiaMalta

United StatesSpainIsrael

United Arab Emirates

BrazilBulgaria

ChileColombiaCosta Rica

Dominican RepublicJordanKosovo

LebanonMexico

PeruQatar

Trinidad and TobagoTunisiaTurkey

Uruguay

Above-average science performance

Stronger than average beliefs in science

Above-average percentage of students expecting to work in a science-related occupation

Norway

Multip

300 400 500 600 700

Score points in science

Low enjoyment of science

High enjoyment of science

Students expecting a career in scienceby performance and enjoyment of learning

Figure I.3.17

Change between 2006 and 2015 in students’

enjoyment of learning science

Czech R

itzerl

Enjoyment of science decreased

Enjoyment of science increased

Figure I.3.10

Challenges for teaching

Everyone wants to live in your countries

1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010

High income OECD members

Low income Middle income

Source : OECD (2013), Trends Shaping Education.

Primary source: World Bank (2012), World Databank: Net Migration.

Net migration (in millions of people) into regions,

with countries grouped by income level and OECD members, 1960-2010

Second generation immigrant students’ performance

in mathematics, by country of origin and destination

370 390 410 430 450 470 490 510

Austria

Belgium

Switzerland

Germany

Denmark

Netherlands

Austria

Belgium

Switzerland

Germany

Denmark

Netherlands

PISA score points in mathematics

First-generation immigrants' score, after accounting for socio-economic…

2nd generation students from

Turkey in:

The country where migrants go to school matters more

than the country where they came from

1st generation students from

Turkey in:

First generation immigrant students’ performance in mathematics,

by country of origin and destination

Immigrant students’ performance in mathematics,

by country of origin and destination

300 350 400 450 500 550 600

Australia

Macao-China

New Zealand

Hong Kong-China

Finland

Denmark

United Arab…

Netherlands

PISA score points in mathematics

First-generation immigrants' score, after accounting for socio-economic…

Students from Arabic-speaking

countries in:

50 55 60 65 70 75 80 85 90 95

Denmark

United Arab Emirates

Netherlands

Finland

Percentage of students with an immigrant background

who reported they feel they belong at school

Students from Arabic-speaking

countries in:

The country where migrants go to school matters more

than the country where they came from

The kind of things that are easy to teach are

now easy to automate, digitize or outsource

1960 1970 1980 1990 2000 2006 2009

Routine manual

Nonroutine manual

Routine cognitive

Nonroutine analytic

Nonroutine interpersonal

Mean task input in percentiles of 1960 task

Robotics

The Auto-auto>1m km,

one minor accident,

occasional human intervention

Augmented Reality

A lot more to come

• 3D printing

• Synthetic biology

• Brain enhancements

• Nanomaterials

• Etc.

Education in the past

Education now

Dimensions of student learning

What do we know about teaching?

Make learning central, encourage engagement and responsibility

Be acutely sensitive to individual differences

Provide continual assessment with formative feedback

Be demanding for every student with a high level of cognitive activation

Ensure that students feel valued and included and learning is collaborative

A continuum of support

Teaching and learning strategies inmathematics around the world

24Source: Figure 1.2

R² = 0,10

More teacher-directed

instructionTeaching

More memorisation

OECD average

More elaboration

More student-oriented

instruction

Are East Asian education systems really so

traditional?

Chinese Taipei

Vietnam

Macao-China Korea

Hong-Kong China

SingaporeJapan

Shanghai- China

Ireland

Hungary

France

Croatia

United Kingdom

AustraliaNew Zealand

Uruguay

Israel

Memorisation most frequently used compared to elaboration strategies

Teacher-directed instruction most

frequently used compared to student-oriented

instruction

United States

R² = 0,24

300 400 500 600 700 800

Teacher-directed strategies are related withhigher solution rates (OECD average)

Source: Figure 1.4Difficulty on the PISA scale 25

Greater success

Less success

Easy problem

Difficult problem

Odds ratio

Memorisation is less useful as problems become more difficult (OECD average)

R² = 0,81

300 400 500 600 700 800

Difficulty of mathematics item on the PISA scale

Source: Figure 4.326

Difficult problem

Easy problem

Greater success

Less success

Odds ratio

Control strategies are always helpful but less so as problems become more difficult (OECD average)

R² = 0,31

300 400 500 600 700 800

Difficulty of mathematics item on the PISA scale

Source: Figure 5.227

Difficult problem

Greater success

Less success

Easy problem

Odds ratio

Elaboration strategies are more useful as problems become more difficult (OECD average)

R² = 0,82

300 400 500 600 700 800

Difficulty of mathematics item on the PISA scaleSource: Figure 6.2

Difficultproblem

Greater success

Less success

Easy problem

Odds ratio

Students’ use of elaboration strategies

Source: Figure 6.1

rway 2

Kazakh

laysia

Below the OECD average At the same level as the OECD average Above the OECD average

% of students whounderstand new

concepts by relating them to things they

already know

Content knowledge

Epistemic understanding

480 490 500 510 520 530 540 550 560

Score points

Knowing science and thinking like a scientistFigure I.2.30

Developing Teaching

as a profession

Recruit top candidates into the profession

Support teachers in continued

development of practice

Retain and recognise effective teachers –path for growth

Improve the

societal view of

teaching as a

profession

Mean mathematics performance, by school location, after acc

ounting for socio-economic status3

Implementing highly effective teacher policy and practice

Mean mathematics performance, by school location,

after accounting for socio-economic status32

Teachers' perceptions of the value of teaching in society

Percentage of lower secondary education teachers who "agree" or "strongly agree" that teaching is a

valued profession in society

gapore

habi (U

nited A

rab…

erta (Canada)

Flanders

erlands

nd (United K

ingdom

United S

epublic

Portugal

France

Republic

Items are ranked in descending order, based on the percentage of teachers who strongly agree or agree that teaching is a valued profession in society.

after accounting for socio-economic statusFig II.3.33

Relationship between the perceived value of the teaching

profession and the share of PISA top performers (math)

Relationship between lower secondary education teachers' views on the value of their profession in society and the

share of top mathematics performers in PISA 2012

Australia

Brazil

BulgariaChile

Croatia

Czech Republic

Denmark

Estonia FinlandFrance

IcelandIsrael

Latvia

Mexico

Netherlands

Norway

Poland

Portugal

RomaniaSerbia

Singapore

Slovak Republic

SpainSweden

Alberta (Canada)

England (United

Kingdom)

Flanders (Belgium)

United States

0 10 20 30 40 50 60 70 80

Percentage of teachers who agree that teaching is valued in society

The ‘productivity’ puzzle

Making learning time productive so that students can build their academic, social and emotional

skills in a balanced way

Learning time and science performanceFigure II.6.23

Finland

Germany Switzerland

Japan Estonia

Sweden

NetherlandsNew Zealand

Macao(China)

Iceland

Hong Kong(China) Chinese Taipei

Uruguay

Singapore

PolandUnited States

Israel

Bulgaria

Russia Italy

Greece

B-S-J-G (China)

Colombia

Mexico

Brazil

CostaRica

Turkey

MontenegroPeru

QatarThailand

UnitedArab

Emirates

Tunisia

Dominican Republic

R² = 0,21

35 40 45 50 55 60

Total learning time in and outside of school

OECD average

Learning time and science performanceFigure II.6.23

itzerl

Czech R

ts in s

tal le

Hours Intended learning time at school (hours) Study time after school (hours) Score points in science per hour of total learning time

Developing teachers

External forces

exerting pressure and

influence inward on

an occupation

Internal motivation and

efforts of the members

of the profession itself

38 Professionalism

Professionalism is the level of autonomy and internal regulation exercised by members of an

occupation in providing services to society

Policy levers to teacher professionalism

Knowledge base for teaching (initial education and incentives for professional development)

Autonomy: Teachers’ decision-making power over their work (teaching content, course offerings, discipline practices)

Peer networks: Opportunities for exchange and support needed to maintain high standards of teaching (participation in induction,

mentoring, networks, feedback from direct observations)

Teacher

professionalism

Teacher professionalism

Knowledge base for teaching (initial education and incentives for professional development)

Autonomy: Teachers’ decision-making power over their work (teaching content, course offerings, discipline practices)

Peer networks: Opportunities for exchange and support needed to maintain high standards of teaching (participation in induction,

mentoring, networks, feedback from direct observations)

High Peer Networks/Low Autonomy

High Autonomy Knowledge Emphasis

Balanced Domains/High Professionalism

Balanced Domains/Low Professionalism

Teacher professionalism

Networks Autonomy Knowledge

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34242 TALIS Teacher professionalism index

Status of the

profession

Teachers’ perception of the extent to

which teaching is valued as a

profession

Satisfaction with

the profession

Teachers’ report on the extent

to which teachers are happy with

their decision to become a

teacher.

Satisfaction with

environment

Teachers’ report on the extent

to which teachers are happy with their current

schools.

Self-efficacy

Teachers’ perception of

their capabilities (e.g.

controlling disruptive

behaviour, use a variety of assessment

strategies, etc.).

4343 Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34343 Teacher outcomes

Low professionalism

High professionalism

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34444 Teacher professionalism index and teacher outcomes

Perceptions of

teachers’ statusSatisfaction with

the profession

Satisfaction with the

work environment

Teachers’

self-efficacy

Predicted percentile

Networks Autonomy Knowledge

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34545 TALIS Teacher professionalism index

ss indiv

students

te for

standard

ivitie

rvations

Average Shanghai (China)

Professional collaboration

Percentage of lower secondary teachers who report doing the following activities at least once per month

Teacher co-operation

Exchange and co-ordination

Teachers Self-Efficacy and Professional Collaboration

self-e

Teach jointly as a team in the same class

Observe other teachers’ classes and provide feedback

Engage in joint activities across different classes

Take part in collaborative professional learning

Less frequently

Morefrequently

School Management Principals Other teachers

after accounting for socio-economic statusFig II.3.34

Teachers feedback :

direct classroom observations

50What principals say about involving teachers

in decision making at school

This schoolprovides staff

withopportunities to

activelyparticipate in

school decisions

There is acollaborativeschool culture

that ischaracterised bymutual support

This schoolprovides parentsor guardians withopportunities to

school decisions

This schoolprovides

students withopportunities to

school decisions

I make importantdecisions on my

Strongly disagree

Disagree

Strongly agree

Percentage of lower secondary principals who "strongly disagree", "disagree", "agree" or "strongly agree" with the following statements about their school

What can governments do to implement policies

more effectively?

• Clear and consistent priorities (across governments and across time), ambition and urgency, and the capacity to learn rapidly.

Shared vision

• Appropriate targets, real-time data, monitoring, incentives aligned to targets, accountability, and the capacity to intervene where necessary.

Performance

management

• Building professional capabilities, sharing best practice and innovation, flexible management, and frontline ethos aligned with system objectives.

Frontline capacity

• Strong leadership at every level, including teacher leadership, adequate process design and consistency of focus across agencies.

Delivery architecture

52 Successful reform delivery

Strive for

consensus

Engage

stakeholders

Careful

piloting

Sustainable

resources

Careful

timing

Partnership

with unions

• Acknowledge divergent views and interests

• Communicate, communicate, communicate

– Feedback reduces the likelihood of strong opposition

– Involvement of stakeholders cultivates a sense of joint ownership over policies, and hence helps build consensus over both the need and the relevance of reforms

• Mechanisms of regular and institutionalised consultation contribute to the development of trust among parties, and help them reach consensus

– Regular interactions raise awareness of the concerns of others, thus fostering a climate of compromise

• External pressures can be used to build a compelling case for change .

53 Successful reform implementation

Strive for consensus about the aims without

compromising the drive for improvement

Strive for

consensus

Engage

stakeholders

Careful

piloting

Sustainable

resources

Careful

timing

Partnership

with unions

• Regular involvement by stakeholders in policy design helps to build capacity and shared ideas over time

• Several countries have established teaching councilsthat provide teachers and other stakeholder groups with both a forum for policy development and, critically, a mechanism for profession-led standard setting and quality assurance in teacher education, teacher induction, teacher performance and career development

• Policy can encourage the formation of such communities .

Engage teachers not just in the

implementation of reform but in their

design

Strive for

consensus

Engage

stakeholders

Careful

piloting

Sustainable

resources

Careful

timing

Partnership

with unions

• Regular involvement by stakeholders in policy design helps to build capacity and shared ideas over time

• Several countries have established teaching councils that provide teachers and other stakeholder groups with both a forum for policy development and, critically, a mechanism for profession-led standard setting and quality assurance in teacher education, teacher induction, teacher performance and career development

• Policy can encourage the formation of such communities through: leadership-development strategies that

describe how to create and sustain learning communities • building indicators of professional learning communities into processes of school inspection and accreditation • linking evidence of commitment to professional learning communities to performance-related pay and measures of teacher competence used in recertification • providing seed money for self-learning in schools and among schools • professional self-regulation through processes and organisations that include all teachers.

Engage teachers not just in the

implementation of reform but in their

design

Strive for

consensus

Engage

stakeholders

Careful

piloting

Sustainable

resources

Careful

timing

Partnership

with unions

• Currently only one in ten educational reforms is evaluated

• Policy experimentation can help build consensus on implementation and can prove powerful in testing out policy initiatives and – by virtue of their temporary nature and limited scope –overcoming fears and resistance by specific groups of stakeholders.

Use and evaluate pilot projects before full implementation

Strive for

consensus

Engage

stakeholders

Careful

piloting

Sustainable

resources

Careful

timing

Partnership

with unions

• Capacity

• Money

Back reforms with sustainable financing

Strive for

consensus

Engage

stakeholders

Careful

piloting

Sustainable

resources

Careful

timing

Partnership

with unions

• All political players and stakeholders need to develop realistic expectations about the pace and nature of reforms to improve outcomes

• Certain reform measures are best introduced before others, particularly because of the substantial gap between the time at which the initial cost of reform is incurred, and the time when the intended benefits of reforms materialise

• Time is needed to learn about and understand impact, to build trust and develop capacity for the next stage .

Time implementation carefully

Strive for

consensus

Engage

stakeholders

Careful

piloting

Sustainable

resources

Careful

timing

Partnership

with unions

• Putting the teaching profession at the heart of education reform requires a fruitful dialogue between governments and unions

• Teachers should not just be part of the implementation of reforms but also part of their design

• Conflict isn’t best addressed by weak unions but by strong social partnership .

Build partnerships with education

unions to design and implement reforms

Routine cognitive skills Conceptual understanding, complex ways of thinking, ways of working

Some students learn at high levels All students need to learn at high levelsStudent inclusion

Curriculum, instruction and assessment

Standardisation and compliance High-level professional knowledge workersTeacher quality

‘Tayloristic’, hierarchical Flat, collegialWork organisation

Primarily to authorities Primarily to peers and stakeholdersAccountability

What it all meansThe old bureaucratic system The modern enabling system

Schooling today Schooling tomorrow

Some students learn at high levels

All students learnat high levels

Uniformity Embracing diversity

Curriculum-centred Learner-centred

Learning a place Learning an activity

Prescription Informed profession

Delivered wisdom User-generated wisdom

Provision Outcomes

essons f

62 Thank you

Find out more about our work at www.oecd.org– All publications

– The complete micro-level database

Email: Andreas.Schleicher@OECD.org

Twitter: SchleicherEDU

and remember:

Without data, you are just another person with an opinion

Teacher Development - Bertelsmann Stiftung · 2017-06-02 · Teacher Development An international...

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