1 implementing highly effective teacher policy and practice 2015 education international 7 th world...

1

Implementing highly effective teacher policy and practice

2015 Education International7th World Congress

Montse GomendioOttawa, 21-26 July 2015

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 accounting for socio-economic status22 Implementing highly effective teacher policy and practice

Valuing teachers and strengthening their

sense of effectiveness

Mean mathematics performance, by school location, after accounting for socio-economic status

Fig II.3.344 Teachers' perceptions of the value of teaching

Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society

Mala

ysi

a

Sin

gap

ore

Kore

a

Ab

u D

hab

i (U

AE)

Fin

lan

d

Mexic

o

Alb

ert

a (

Can

ad

a)

Fla

nd

ers

(B

elg

ium

)

Neth

erl

an

ds

Au

stra

lia

En

gla

nd

(U

K)

Rom

an

ia

Isra

el

Un

ited

Sta

tes

Ch

ile

Avera

ge

Norw

ay

Jap

an

Latv

ia

Serb

ia

Bu

lgari

a

Den

mark

Pola

nd

Icela

nd

Est

on

ia

Bra

zil

Italy

Cze

ch R

ep

ub

lic

Port

ug

al

Cro

ati

a

Sp

ain

Sw

ed

en

Fra

nce

Slo

vak R

ep

ub

lic

0

10

20

30

40

50

60

70

80

90

100

Perc

enta

ge o

f te

ach

ers


Fig II.3.355Countries where teachers believe their profession is valued show higher levels of student achievement

Relationship between lower secondary teachers' views on the value of their profession in society and the country’s share of top mathematics performers in PISA 2012

0 10 20 30 40 50 60 70 800

5

10

15

20

25

30

35

40

45

Australia

Brazil

Bulgaria

Chile

Croatia

Czech Republic

Denmark

Estonia FinlandFrance

IcelandIsrael

Italy

Japan

Korea

Latvia

Mexico

Netherlands

Norway

Poland

Portugal

Romania

Serbia

Singapore

Slovak Republic

SpainSweden

Alberta (Canada)

England (UK)

Flanders (Belgium)

United States

Percentage of teachers who agree that teaching is valued in society

Sh

are

of

ma

the

ma

tics t

op

pe

rfo

rme

rs

R2 = 0.24 r= 0.49


Fig II.3.366

Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements

I would recommend my school as a good place to work

I enjoy working at this school

All in all, I am satisfied with my job

0 10 20 30 40 50 60 70 80 90 100

84

90

91

Alberta (Canada) Average

Teachers' satisfaction with their working environment


Fig II.3.377Behavioural issues equate to lower job satisfaction, class size doesn’t

Teachers' job satisfaction level following the number of students in the classroom in relation to the percentage of stu -dents with behavioural problems

15 o

r le

ss

16-2

0

21-2

5

26-3

0

31-3

5

36 o

r m

ore

10.0

10.5

11.0

11.5

12.0

12.5

13.0

Average

Class size (number of students)

Tea

cher

jo

b s

atis

fact

ion

(le

vel)

Non

e

1% t

o 10

%

11%

to

30%

31%

or

mor

e

10.0

10.5

11.0

11.5

12.0

12.5

13.0

Average

Students with behavioural problems

Tea

cher

jo

b s

atis

fact

ion

(le

vel)

The more frequently that

teachers report participating

in collaborative practices

with their colleagues,

the higher their level of

self-efficacy.

The same is true

for job satisfaction.


Fig II.3.388 Drivers of job satisfaction and effectiveness - collaboration


Fig II.3.399 Teachers Self-Efficacy and Professional Collaboration

Never

On

ce a

year.

..

2-4

tim

es a

...

5-1

0 t

imes .

..

1-3

tim

es .

..

On

ce a

wee..

.11.40

11.60

11.80

12.00

12.20

12.40

12.60

12.80

13.00

13.20

13.40

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 col-laborative profes-sional learning

Teach

er

self

-effi

cacy (

level)

Less frequently

Morefrequently

Dis

cuss

in

div

idu

al st

...

Sh

are

reso

urc

es

Team

con

fere

nce

s

Colla

bora

te f

or

com

m..

.

Team

teach

ing

Colla

bora

tive P

D

Join

t act

ivit

ies

Cla

ssro

om

ob

serv

ati

on

s

0

10

20

30

40

50

60

70

80

90

100Average Alberta (Canada)

Perc

enta

ge o

f te

ach

ers

Professional collaboration

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

Teacher co-operation10

Exchange and co-ordination

Professional Personal Pedagogical

Percentage of lower secondary teachers who report a "moderate" or "large" positive change in the following issues after they received feedback on their work

Con

fiden

ce a

s a

teac

her

Mot

ivat

ion

Job

satis

fact

ion

Kno

wle

dge

and

unde

rsta

ndin

g of

mai

n su

bjec

t fie

ld(s

)

Tea

chin

g pr

actic

es

Stu

dent

ass

essm

ents

to

impr

ove

stud

ent

lear

ning

Cla

ssro

om m

anag

emen

t pr

actic

es

Met

hods

for

tea

chin

g st

uden

ts w

ith s

peci

al n

eeds

Pub

lic r

ecog

nitio

n

Job

resp

onsi

bilit

ies

Rol

e in

sch

ool d

evel

opm

ent

initi

ativ

es

Am

ount

of

prof

essi

onal

dev

elop

men

t

Like

lihoo

d of

car

eer

adva

ncem

ent

Sal

ary

and/

or f

inan

cial

bon

us

0

10

20

30

40

50

60

70

80

90

100

Average Alberta (Canada)


Fig II.3.31111 Feedback and change in behavior


Fig II.3.31212

Teachers feedback : direct classroom observations

Bul

garia

Pol

and

Uni

ted

Sta

tes

Rom

ania

Alb

erta

(C

anad

a)

Cro

atia

Cze

ch R

epub

lic

Abu

Dha

bi (

UA

E)

Fla

nder

s (B

elgi

um)

Ser

bia

Slo

vak

Rep

ublic

Japa

n

Isra

el

Ave

rage

Sin

gapo

re

Latv

ia

Bra

zil

Mex

ico

Mal

aysi

a

Sw

eden

Est

onia

Eng

land

(U

K)

Nor

way

Fin

land

Por

tuga

l

Den

mar

k

Kor

ea

Chi

le

Ital

y

Net

herla

nds

Fra

nce

Spa

in

Icel

and

Aus

tral

ia

0

10

20

30

40

50

60

70

80

90

100

Principals School Management Other teachers

Per

cen

tag

e o

f te

ach

ers


Fig II.3.31313 Consequences of feedback

Percentage of lower secondary teachers who "agree" or "strongly agree" that:

If a teacher is consistently underperforming, he/she would be dismissed

The best performing teachers in this school receive the greatest recognition

Teacher appraisal and feedback have little impact upon the way teachers teach in the classroom

A mentor is appointed to help teachers improve his/her teaching

A development or training plan is established to improve their work as a teacher

0 20 40 60 80


Developing and promoting

effective leadership among principals, teachers,

and administrators

Italy

Poland

Estonia

United States

Canada

Ireland

Korea

England (UK)

England/N. Ireland (UK)

Denmark

Northern Ireland (UK)

Slovak Republic

France

Australia

Sweden

Czech Republic

Austria

Netherlands

Norway

Germany

Flanders (Belgium)

Finland

Japan

230 250 270 290 310 330 350

Middle half of the numeracy skill distribution of graduates

(16-65 years)

PIAAC test scores (numeracy)

Test scores of teachers and graduates (numeracy)

Test scores of teachers and graduates (numeracy)

Italy

Poland

Estonia

United States

Canada

Ireland

Korea

England (UK)

England/N. Ireland (UK)

Denmark

Northern Ireland (UK)

Slovak Republic

France

Australia

Sweden

Czech Republic

Austria

Netherlands

Norway

Germany

Flanders (Belgium)

Finland

Japan

230 250 270 290 310 330 350

Middle half of the numeracy skill distribution of graduates

(16-65 years)

Numeracy skills of teachers

PIAAC test scores (numeracy)


Fig II.3.31717 What teachers do beyond teaching

Average number of 60-minute hours teachers report spending on the following tasks in an average week

0 1 2 3 4 5 6 7 8 9 10

CroatiaFinland Japan

Finland Malaysia PortugalSingapore

Finland Korea

Finland Malaysia

Finland Korea

JapanMalaysiaSweden

IsraelItaly Malaysia

Abu Dhabi (United Arab Emirates)

Flanders (Belgium)

Finland Malaysia

School management

Communication with parents

All other tasks

Extracurricular activities

Student counselling

Team work

Administrative work

Marking

Planning

Number of hours


Fig II.3.31818 Impact of professional development

…the professional development in which they have participated has had a positive impact on their teaching. ·

Regardless of the con-tent, over 3/4 of

teachers report that…


Fig II.3.31919 Teachers' needs for professional development

Percentage of lower secondary teachers indicating they have a high level of need for professional development in the following areas

Knowledge of the curriculum

Knowledge of the subject field(s)

School management and administration

Pedagogical competencies

Developing competencies for future work

Teaching cross-curricular skills

Student evaluation and assessment practice

Student career guidance and counselling

Approaches to individualised learning

Teaching in a multicultural or multilingual setting

Student behaviour and classroom management

New technologies in the workplace

ICT skills for teaching

Teaching students with special needs

0 5 10 15 20 25 30 35 40


0 10 20 30 40 50 60 700

10

20

30

40

50

60

70

Australia

Brazil

Chile

Estonia

Spain

France

Iceland

Israel

Italy

JapanKorea

Bulgaria

Malaysia

Mexico

NetherlandsNorway

Poland

Portugal

RomaniaSerbia

Singapore

Slovak Republic

Latvia

United States

% principals who reported that more than 30% of their students are from socioeconomically disadvantaged homes

% s

tud

en

ts f

rom

dis

ad

van

tag

ed

back

-g

rou

nd

s th

e p

erc

en

tag

e o

f st

ud

en

ts w

ith

a v

alu

e

of

ES

CS

low

er

than

-1

Social background – principal and students

Size of bullet represents impact of social background

on student performance

2222Poverty isn’t destinyPISA performance by decile of social background

Mexic

o

Gre

ece

Sw

ed

en

Isra

el

Un

ited

Sta

tes

Den

mark

Au

stra

lia

Un

ited

Kin

gd

om

Can

ad

a

Au

stri

a

Lie

chte

nst

ein

Est

on

ia

Slo

ven

ia

New

Zeala

nd

Neth

erl

an

ds

Sw

itze

rlan

d

Belg

ium

Maca

o-C

hin

a

Kore

a

Ch

inese

Taip

ei300

325

350

375

400

425

450

475

500

525

550

575

600

625

650

675

Source: PISA 2012

Encouraging innovation in the

21st-century classroom

24Changes in the demand for skillsTrends in different tasks in occupations (United States)

1960 1970 1980 1990 2000 2006 200935

40

45

50

55

60

65

70

Routine manual

Nonroutine manual

Routine cognitive

Nonroutine analytic

Nonroutine interpersonal

Mean task input in percentiles of 1960 task distribution

Source: Autor, David H. and Brendan M. Price. 2013. "The Changing Task Composition of the US Labor Market: An Update of Autor, Levy, and Murnane (2003)." MIT Mimeograph, June.


Fig II.3.32525 Most teachers value 21st century pedagogies…

Percentage of lower secondary teachers who "agree" or "strongly agree" that:

Students learn best by finding solutions to problems on their own

Thinking and reasoning processes are more important than specific curriculum content

Students should be allowed to think of solutions to practical problems themselves before the teacher shows them how they are solved

My role as a teacher is to facilitate students' own inquiry

0 10 20 30 40 50 60 70 80 90 100


Students work on projects that require at least one week to complete

Students use ICT for projects or class work

Give different work to the students who have difficulties learning and/or to those who can advance faster

Students work in small groups to come up with a joint solution to a problem or task

Let students practice similar tasks until teacher knows that every student has understood the subject matter

Refer to a problem from everyday life or work to demonstrate why new knowledge is useful

Check students' exercise books or homework

Present a summary of recently learned content

0 20 40 60 80 100



Fig II.3.32626 …but teaching practices do not always reflect that

Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons"

If I am more innovative in my teach-ing, I will be rewarded

Innovative practices will be consid-ered in appraisal with high or mod-

erate importance

0 20 40 60 80 100

Average


Fig II.3.32727 Innovation in schools

Percentage of lower secondary teachers (2008)

%

28 Innovating to create 21st-century learning environments

Four di-mensions

• To gain the benefits of collaborative planning, work, and shared professional development strategies

• To open up pedagogical options • To give extra attention to groups of

learners • To give learners a sense of belonging

& engagement• To mix students of different ages• To mix different abilities and strengths• To widen pedagogical options,

including peer teaching• To allow for deeper learning• To create flexibility for more

individual choices• To accelerate learning• To use out-of-school learning in

effective & innovative ways

• Inquiry, authentic learning, collaboration, and formative assessment

• A prominent place for student voice & agency

Increase percent-age correct

Multiple-choice - reproducing knowledge

Open-ended - constructing knowledge (21st century skills)

0

1

2

3

4

5

6

7

8

9

10

0.8

1.71.7

6.5

OECD Japan

OECDOECDJapan

Japan

29 Changes in instructional practice – PISA 2006-9

30

30 Thank you

Find out more about our work at www.oecd.org– All publications– The complete micro-level database

Email: [email protected]

1 implementing highly effective teacher policy and practice 2015 education international 7 th world...

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