Andreas Schleicher [Oecd] 2011_building a High-quality Teaching Profession, Lessons From Around the...

7/31/2019 Andreas Schleicher [Oecd] 2011_building a High-quality Teaching Profession, Lessons From Around the World

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InternationalSummitonthe

TeachingProfession

NewY

ork,16-17March2011

Build

ingaHigh-QualityTeach

ingProfession

Andres

Schleicher Building a High-Quality

Teaching ProfessionLessons from around the world

Andreas Schleicher

Special advisor to the Secretary-General on Education PolicyHead of the Indicators and Analysis Division, EDU


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Studentlearning

Practices

Instruction

Intervention

Support systems

People

TeachersPrincipals

Support personnelFamilies

Processes

Selection

Preparation

Recruitment/inductionWork organisation

Development

Supervision

Retention

Tools

Standards

Curricula

Technology

AssessmentsData systems

Policies and alignment


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Some students learn at high levels All students learn at high levels

Student inclusion

Routine cognitive skills for lifetime jobs Learning to learn, complex ways ofthinking, ways of working

Curriculum, instruction and assessment

Taught to teach established content High-level professional knowledge workers

Teacher quality

Tayloristic, hierarchical Flat, collegial, differentiated and diversecareers

Work organisation

Primarily to authorities Also to peers and stakeholders

Teacher evaluation and accountability

Teacher policies

The past The most effective systems


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How teachers are recruited into theprofession and educated

Great systems attract great teachersLast year Finland had over 6000 applicants for 600 jobs.

Great systems prioritize the quality of teachersover the size of classes.

Salaries matterbut career prospects, career diversity and giving teachers responsibility asprofessionals and leaders of reform are equally important.


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Teacher salariesrelative to workers with college degrees

Source: OECD, Education at a Glance 2010, Table 3.1 (Fig 1.1 Building a High-Quality Teaching Profession)

0.0

0.2

0.4

0.6

0.8

1.0

1.2

1.4

Spain

NewZealand

Germany

Australia

Finland

Sweden

Belgium(Fl.)

Scotland

Belgium(Fr.)

Denmark

France

England

Korea

Netherlands

Austria

Greece

Portugal

Estonia

Poland

Norway

UnitedStates

Italy

Israel

Slovenia

Hungary

Iceland

C

zechRepublic

Ratio of salary after 15 years of experience/minimum training to earningsfor full-time full-year workers with tertiary education aged 25 to 64


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-5

0

5

10

15

Portugal

Spain

Switzerland

Belgium

Korea

Luxembourg

Germany

Greece

Japan

Australia

UnitedKingdom

N

ewZealand

France

N

etherlands

Denmark

Italy

Austria

Cze

chRepublic

Hungary

Norway

Iceland

Ireland

Mexico

Finland

Sweden

Un

itedStates

Poland

Slov

akRepublic

Salary as % of GDP/capita Instruction time 1/teaching time 1/class size

-10

-5

0

5

10

15

Portugal

Spain

Switzerland

Belgium

Korea

Luxembourg

Germany

Greece

Japan

Australia

UnitedKingdom

N

ewZealand

France

N

etherlands

Denmark

Italy

Austria

Cze

chRepublic

Hungary

Norway

Iceland

Ireland

Mexico

Finland

Sweden

Un

itedStates

Poland

Slov

akRepublic

Difference with OECD average

High performing systems often prioritize thequality of teachers over the size of classes

Contribution of various factors to upper secondary teacher compensation costsper student as a percentage of GDP per capita (2004)

Percentage points


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Percentage of OECD countriesin which the following factors shape teacher pay

1

84%

72%

66%

31%

66%

69%

44%

0 20 40 60 80 10

Years of experience as a teacher

Additional management responsibilities

Teaching in a disadvantaged, remote or highcost area

Special tasks (career guidance, counselling)

Teaching courses in a particular field

A higher initial educational qualification

A higher certification or training obtainedduring professional life

Outstanding performance in teaching

Source: OECD, Education at a Glance 2010. (Fig 3.6Building a High-Quality Teaching Profession)


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How teachers are recruited into theprofession and educated

The status of teaching is not a static attribute of culturebut has, in some countries, changed significantly.

Top-down initiatives alone were often insufficient toachieve deep and lasting changes

(You can mandate compliance but you need to unleash excellence).

h l bili


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Schools with less autonomy

Schools with more autonomy

480

490

500

Systems with moreaccountability Systems with less

accountability

495

School autonomy in resourceallocation

S stems accountabilit arran ements

PISA score in reading

School autonomy, accountabilityand student performance

Impact of school autonomy on performance in systems with and withoutaccountability arrangements


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Interesting practices to bring in a widerbackground of teachers

Opening the teaching profession to individuals with relevantexperience outside education

not just in vocational programs.

Recognizing the skills and experience gained outside educationand reflecting those in starting salaries.

Enabling appropriately qualified entrants, including mature studentteacher trainees

to start working and earning a salary before acquiring teacher education

qualifications.

Offering more flexible approaches to teacher educationthat provide opportunities for part-time study and distance learning, and that give

credits for relevant qualifications and experience .


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How teachers are developed in serviceand supported

No matter how good the pre-service education for teachers isit cannot prepare teachers for rapidly changing challenges throughout their careers

High-performing systems rely on ongoing professional toupdate individuals knowledge of a subject in light of recent advances

update skills and approaches in light of new teaching techniques, new circumstances,and new research

enable teachers to apply changes made to curricula or teaching practice

enable schools to develop and apply new strategies concerning the curriculum andteaching practice

exchange information and expertise among teachers and others

help weaker teachers become more effective .

Effective professional development is on-goingincludes training, practice and feedback, and adequate time and follow-up support


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CreatingEffec

tiveTeaching

andLearningEnvironments

O

ECD

Teachingand

Learning

In

ternationalStudy(T

ALIS)

0

10

20

30

40

50

60

70

80

90

100

Imp

act

Participat

ion

Imp

act

Participat

ion

Imp

act

Participat

ion

Imp

act

Participat

ion

Imp

act

Participat

ion

Imp

act

Participat

ion

Imp

act

Participat

ion

Imp

act

Participat

ion

Imp

act

Participat

ion

Individual

and

collaborative

research

Qualification

programmes

Informal

dialogue to

improve

teaching

Reading

professional

literature

Courses and

workshops

Professional

development

network

Mentoring

and peer

observation

Observation

visits to

other schools

Education

conferences

and seminars

TALIS Average%

Figure3.15

Relatively few teachers participate in the kinds of professionaldevelopment which they find has the largest impact on their work

Comparison of teachers participating in professionaldevelopment activities and teachers reporting

moderate or high level impact by types of activity


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CreatingEffectiveTeaching

andLearningEnvironments

O

ECD

Teachingand

Learning

In

ternationalStudy(TALIS)

0

10

20

30

40

50

60

70

80

90

100

Imp

act

Participat

ion

Imp

act

Participat

ion

Imp

act

Participat

ion

Imp

act

Participat

ion

Imp

act

Participat

ion

Imp

act

Participat

ion

Imp

act

Participat

ion

Imp

act

Participat

ion

Imp

act

Participat

ion

Individual

and

collaborative

research

Qualification

programmes

Informal

dialogue to

improve

teaching

Reading

professional

literature

Courses and

workshops

Professional

development

network

Mentoring

and peer

observation

Observation

visits to

other schools

Education

conferences

and seminars

TALIS Average%

Relatively few teachers participate in the kinds of professionaldevelopment which they find has the largest impact on their work

Comparison of teachers participating in professionaldevelopment activities and teachers reporting

moderate or high level impact by types of activity


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0

10

20

30

40

50

Conflictwith

w

orkschedule

Nosuitable

professional

development

Family

re

sponsibilities

T

ooexpensive

Lackof

employer

support

Didnothave

thepre-

requisites

%

Teacher demand for professional development is often not met,sometimes for lack of time, sometimes for lack of opportunity

Among those teachers who wanted more development thanthey received (TALIS averages)

Source:OECD, TALIS Table 3.7 (Fig 2.3 Building a High-Quality Teaching Profession)


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Employment conditionsThe predominant employment model remains career-based

but some countries have introduced position-based systemsmany countries have probationary periods

and an increasing number require periodic renewal of licenses.

Limited but increasing career diversity

both horizontally and vertically.

Some efforts to improve mobilitybetween schools and with other occupations.

Countries struggle with transparency in teacher labour marketbut some have all vacancies posted, and provide websites where the information is centralized or

establish a network of agencies to co-ordinate and foster recruitment activities .

Schools have become more involved in personnel management.

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Percentage ofpublic and

private schools

that haveconsiderable

autonomy over

10080604020020406080100

Greece

ItalyAustria

PortugalSingapore

BrazilColombia

JapanIndonesiaGermanySpain

KoreaFinlandMexico

ArgentinaQatar

CanadaAustralia

IrelandOECD averageIsrael

ChileNorwayBelgium

SwitzerlandHong Kong-China

PolandUnited States

United KingdomRussian Federation

SloveniaSweden

DenmarkShanghai-ChinaSlovak Republic

HungaryCzech Republic

NetherlandsNew Zealand

Selecting teachers for hireDismissing teachers

Source: OECD , PISA 2009 Database, T able I V.3.5(Fig 2.7 Building a High-Quality Teaching Profession)

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0

10

20

30

40

50

60

70

80

90

100

Italy

Spain

Portuga

l

Ireland

Brazi

l

Iceland

Norway

Austria

Australia

Belgium

(Fl.)

Malta

Turkey

Mexico

Denmark

Poland

Korea

Slovenia

Hungary

Estonia

SlovakRepublic

Lithuania

Malaysia

Bulgaria

No appraisal or feedback No school evaluation%

Countries are ranked in descending order of the percentage of teachers who have received no appraisal or feedback.Source: OECD. Table 5.1 and 5.3

Some teachers are left aloneTeachers who received no appraisal or feedback and teachers inschools that had no school evaluation in the previous five years

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How teachers are evaluated andcompensated

Criteria used to evaluate teachers includeteacher qualifications, including teacher credentials, years of service, degrees,

certifications and relevant professional development

how teachers operate in the classroom setting, including attitudes, expectations andpersonal characteristics, as well as strategies, methods and actions employed in their

interaction with students; and

measures of teacher effectiveness, based on assessment of how teachers contributeto students learning outcomes as well as their knowledge of their field and

pedagogical practice

In most countries, teachers value appraisal and feedback highly

and report that it improves their job satisfaction and personal development, widenstheir repertoire of pedagogical practices and improves their effectiveness.

In many countries, appraisal and feedback have limited impact

on public recognition, professional development, careers and pay.

35 D i l d f db k


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Does appraisal and feedbackmake a difference for the job?

0

10

20

30

4050

60

70

80

90

100

Malaysia

Lithuania

Bulgaria

Poland

Slovenia

Estonia

SlovakRepublic

Brazil

Mexico

Denmark

TALIS

Average

Hungary

Norway

Iceland

Italy

Korea

Australia

Ireland

Spain

Turkey

Portugal

Austria

Malta

Belgium

(Fl.)

Opportunities for professional development activitiesA change in the likelihood of career advancementPublic recognition from the principal and/or colleagues

Changes in work responsibilites that make the job more attractive%

Countries are ranked in descending order of changes in teachers' opportunities for professional developmentactivities.Source: OECD. Table 5.5.

6

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Teachers report on impact ofappraisal and feedback in their school

100

80

60

40

20

0

20

40

60

80

100

Increased monetary or non-monetary rewards for improving quality of teaching

Increased monetary or non-monetary rewards for more innovative teaching

School principal alters monetary rewards of persistently underperforming teacherTeachers will be dismissed because of sustained poor performance

%

Source: OECD. Table 5.9.

37

37 H h Czech Republic


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How muchautonomypublic and

privateschools haveover salaries

10080604020020406080100

Belgium

GreeceIrelandAustriaTurkey

ArgentinaGermany

SpainItaly

CanadaSingaporePortugal

LuxembourgIceland

SloveniaEstonia

KoreaMexicoNorway

SwitzerlandBrazilFinland

IsraelNew Zealand

PolandAustralia

JapanColombia

OECD averageUnited States

Hong Kong-ChinaDenmarkIndonesia

Russian FederationShanghai-China

ChileSlovak Republic

HungaryUnited Kingdom

SwedenNetherlands

Czech Republic


Establishing teachers

starting salariesDetermining teacherssalaries increases

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Coherence of policy and practice

Alignment of policies across all aspects of the system

Coherence of policies over sustained periods of time

Consistency of implementation

Fidelity of implementation

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Thank you !

Find out more about our work at

www.oecd.org/education www.pisa.oecd.org

U.S. White House www.data.gov

Email: [email protected]

and remember:

Without data, you are just another person with an opinion

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http://www.oecd.org/educationhttp://www.pisa.oecd.org/http://www.data.gov/http://www.data.gov/http://www.pisa.oecd.org/http://www.oecd.org/education


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Backup slides

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41 Students views of teacher student


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Students views of teacher-studentrelations

0

10

20

30

40

50

60

70

80

90

00

Portugal

Turkey

Serbia

Albania

Panama

Kazakhstan

Dubai(UAE)

Indonesia

Colombia

Brazil

Shanghai-China

UnitedStates

Peru

Singapore

Jordan

Canada

TrinidadandTobago

Denmark

UnitedKingdom

Australia

Azerbaijan

Mexico

Qatar

NewZealand

Thailand

Estonia

RussianFederation

Ireland

Sweden

Argentina

Chile

Iceland

ChineseTaipei

Italy

SlovakRepublic

Uruguay

H

ongKong-China

Spain

Montenegro

Switzerland

Kyrgyzstan

Hungary

CzechRepublic

OECDaverage

Liechtenstein

Greece

Croatia

Latvia

Macao-China

Belgium

Romania

Israel

Netherlands

Korea

Austria

Luxembourg

Germany

Norway

Lithuania

France

Bulgaria

Tunisia

Finland

Poland

Slovenia

Japan

% Most of my teachers are interested in my well-being


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42 Students views of teacher student


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Students views of teacher-studentrelations

50

60

70

80

90

00

Kazakhstan

Albania

Azerbaijan

Shanghai-China

Portugal

Canada

Kyrgyzstan

HongKong-China

ChineseTaipei

UnitedKingdom

UnitedStates

Singapore

NewZealand

Turkey

Dubai(UAE)

Latvia

Netherlands

Indonesia

Peru

Estonia

Australia

Finland

Belgium

Korea

Thailand

Switzerland

RussianFederation

Iceland

Sweden

TrinidadandTobago

Qatar

Jordan

France

Bulgaria

SlovakRepublic

Colombia

Denmark

Panama

OECDaverage

Mexico

CzechRepublic

Lithuania

Macao-China

Brazil

Liechtenstein

Chile

Ireland

Hungary

Italy

Tunisia

Montenegro

Norway

Slovenia

Romania

Poland

Luxembourg

Serbia

Germany

Israel

Croatia

Spain

Argentina

Austria

Uruguay

Japan

Greece

% If I need extra help, I will receive it from my teachers


43

43 How much PolandMacao-China


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How muchautonomyindividual

schools haveover resourceallocation

100 80 60 40 20 0 20 40 60 80 100

GreeceSerbia

UruguayTunisia

PortugalMontenegro

JordanLuxembourg

TurkeyBulgaria

KazakhstanCroatiaCanadaMexicoLatvia

Russian FederationTrinidad and TobagoSwitzerland

GermanyAzerbaijanArgentina

IrelandNorway

QatarSpain

BelgiumFinland

SloveniaBrazil

AlbaniaUnited States

AustriaPanamaLiechtenstein

ChileSingapore

Shanghai-ChinaOECD average

AustraliaRomania

Slovak RepublicHungary

LithuaniaIsrael

PeruDenmark

ItalyKyrgyzstanIcelandDubai (UAE)

SwedenEstonia

ColombiaIndonesia

United KingdomNew Zealand

Chinese TaipeiHong Kong-China

Czech RepublicNetherlands

ThailandKoreaJapanPoland

Only principals and/orteachers have considerableresponsibility to:

Determining course content

Deciding which courses areoffered


44

44 P t l t t th b i i f


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0

10

2030

40

50

60

Lithuania

Germany

Denmark

Croatia

HongKong-China

Korea

Macao-China

Portugal

Hungary

New

Zealand

Chile

Italy

Panama

Qatar

Scorepointdifference

Parental support at the beginning ofprimary school

Score point difference between students whose parents often do

(weekly or daily) and those who do not:"talk about what they had done"

45

45

Beyond schooling


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Performance difference between students who had attended pre-primary school for more than one year and those who did not

Scorepointdiff

erence

0

20

40

60

80

100

120

Israel

Singapore

Belgium

Qatar

Macao-China

Italy

France

HongKong-China

Switzerland

Denmark

UnitedKingdom

Liechtenstein

Dubai(UAE)

Greece

Kyrgyzstan

Uruguay

Argentina

Shanghai-China

Germany

Spain

New

Zealand

Australia

SlovakRepublic

Sweden

Brazil

Hungary

Luxembourg

Mexico

Thailand

TrinidadandTobago

Canada

OECDaverage

ChineseTaipei

Indonesia

Poland

Iceland

Kazakhstan

Panama

Romania

CzechRepublic

Japan

Tunisia

Peru

Austria

Jordan

Bulgaria

Norway

Albania

Azerbaijan

RussianFederation

Colombia

Portugal

Chile

UnitedStates

Lithuania

Turkey

Serbia

Montenegro

Netherlands

Ireland

Slovenia

Croatia

Finland

Korea

Latvia

Estonia

Beyond schooling

Observed performance advantage

Performance advantage afteraccounting for socio-economic factors

46

46 A ld f h i b li lifi i


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A world of change in baseline qualificationsApproximated by percentage of persons with high school or equivalent qualfications

in the age groups 55-64, 45-55, 45-44 und 25-34 years

0

10

20

30

40

50

60

70

80

90

100

UnitedStates

CzechRepublic

Estonia

Germany

Switzerland

Denmark

Canada

Norway

Sweden

R

ussianFederation4

Austria3

Slovenia

Israel

SlovakRepublic

New

Zealand

Hungary

Finland

UnitedKingdom3

Netherlands

Luxembourg

EU19

average

OECD

average

France

Australia

Iceland

Belgium

Poland

Ireland

Korea

Chile2

Greece

Italy

Spain

Turkey

Portugal

Mexico

Brazil2

1990s 1980s 1970s 1960s

%

1. Excluding ISCED 3C short programmes 2. Year of reference 20043. Including some ISCED 3C short programmes 3. Year of reference 2003.

13

1

1

2714

23

47

47 Relationship between test performance


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0%

5%

10%

15%

20%

25%

30%

35%

40%

2010 2020 2030 2040 2050 2060 2070 2080 2090 2100 2110

Relationship between test performanceand economic outcomes

Annual improved GDP from raising performance by 25 PISA points

PercentadditiontoGDP

48

48f b P


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0

2000

4000

6000

8000

10000

12000

14000

Un

itedStates

Japan

Germany

Unit

edKingdom

France

Italy

Mexico

Spain

Korea

Canada

Turkey

Australia

Poland

N

etherlands

Belgium

Sweden

Greece

Cze

chRepublic

Austria

Norway

Switzerland

Portugal

Hungary

Denmark

Finland

Ireland

N

ewZealand

Slov

akRepublic

Luxembourg

Iceland

Potential increase in economic output (bn $)

Increase average performance by 25 PISA points(Total 115 trillion $)

bn$

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49 High science performanceFinland


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Low science performance

Average performanceof 15-year-olds inscience extrapolateand apply

Hong Kong-ChinaCanadaChinese TaipeiEstonia JapanNew ZealandAustraliaNetherlands

Liechtenstein KoreaSloveniaGermanyUnited KingdomCzech Republic SwitzerlandMacao-China

AustriaBelgium

Ireland HungarySwedenPoland Denmark

France CroatiaIceland

LatviaUnited States Slovak Republic,Spain,LithuaniaNorway

LuxembourgRussian Federation

ItalyPortugal Greece

Israel

Turkey

JordanThailandRomania

Montenegro Mexico

IndonesiaArgentinaBrazilColombiaTunisiaAzerbaijan

Qatar

Kyrgyzstan

310

360

410

460

510

560

16

50

50


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0

2000

4000

6000

8000

10000

12000

14000

Un

itedStates

Mexico

Turkey

Germany

Italy

Japan

France

Spain

Unit

edKingdom

Poland

Canada

Greece

Korea

Australia

Portugal

Belgium

N

etherlands

Norway

Sweden

Austria

Cze

chRepublic

Switzerland

Hungary

Denmark

Ireland

Slov

akRepublic

N

ewZealand

Luxembourg

Finland

Iceland

Potential increase in economic output (bn $)

Raise everyone to minimum of 400 PISA pointsbn$

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0%

200%

400%

600%

800%

1000%

1200%

Mexico

Turkey

Greece

Portugal

Italy

Luxembourg

itedStates

Spain

Poland

Germany

Norway

Hungary

akRepublic

Belgium

France

Denmark

Austria

Sweden

Iceland

Switzerland

chRepublic

Ireland

edKingdom

ewZealand

Australia

etherlands

Japan

Canada

Korea

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Raise everyone to minimum of 400 PISA points% currrentGDP

Andreas Schleicher [Oecd] 2011_building a High-quality Teaching Profession, Lessons From Around the...

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Transcript of Andreas Schleicher [Oecd] 2011_building a High-quality Teaching Profession, Lessons From Around the...