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11
The teacher profile for the future
Organisation for Economic Cooperation and Development (OECD)
ETUCE ConferenceEurope Needs Teachers
Brussels12 June 2006
Michael DavidsonSenior Analyst, Indicators and Analysis Division
Directorate for Education
22 Factors shaping the teacher profile for the future
Teachers’ roles are changing Factors influencing this include:
More autonomy for schools More diverse student population
What do we know now about the impact of these and how well teachers are coping with these challenges?
What do we still need to learn to help prepare teachers to meet these challenges?
33 Teachers are now expected to have much broader roles
At the individual student level Initiating and managing learning processes;
• Responding effectively to the learning needs of individual learners;
• Integrating formative and summative assessment.
At the classroom level• Teaching in multicultural classrooms;
• New cross-curricular emphases;
• Integrating students with special needs.
44 Teachers are now expected to have much broader roles (continued)
At the school level
• Working and planning in teams;
• Evaluation and systematic improvement planning;
• ICT use in teaching and administration;
• Projects between schools, and international cooperation;
• Management and shared leadership.At the level of parents and the wider community
• Providing professional advice to parents;
• Building community partnerships for learning.
5555
Trends affecting these changing roles
More school autonomyMore diverse student populations
66
Greece
Finland
Hungary
Germany
Austria
France
New Zealand
Belgium (Fr.)
Spain
Norway
Denmark
Portugal
I taly
Netherlands
England
Czech Republic
Korea
TurkeyMore centralised in 2003More decentralised in 2003
600 10 20 30 40 50102030405060
General move towards decentralisation of decisions Percentage of decisions in lower secondary education taken at more
centralised/decentralised levels in 2003 than in 1998
%
77
0
20
40
60
80
100
Net
her
land
s
Eng
land
New
Zea
land
Hun
gary
Cze
ch R
epub
lic
Slo
vak
Rep
ublic
Kor
ea
Sw
eden
Ital
y
Den
mar
k
Bel
gium
(Fr.
)
Port
ugal
Nor
way
Luxem
bou
rg
Ger
man
y
Fra
nce
Aus
tria
Spa
in
Fin
land
Icel
and
Aus
tral
ia
Tur
key
1
Jap
an
Mex
ico
Gre
ece
School Regional and local Central and state
More and more decisions are taken at the school level
Percentage of educational decisions taken at each level of government
Lower secondary education (2003)%
88 Do these trends improve student learning?
In many of the best performing countries Decentralised decision-making is combined with
devices to ensure a fair distribution of substantive educational opportunities
The provision of standards and curricula at national/sub-national levels is combined with advanced evaluation systems
– That are implemented by professional agencies Process-oriented assessments and/or
centralised final examinations are complimented with individual reports and feed-back mechanisms on student learning progress
99 More school autonomy-some implications for teachers
Greater accountability required of schools Perhaps an emphasis on high stakes student
examinations Greater emphasis on strong school
leadership More need for clear school goals that are
understood and supported by the teaching and other staff
Teacher cooperation, collaboration and team work Broader role for teachers
E.g. Supporting the leadership and management of the school
Professional development needs
10101010
More diverse student populations
Students from diverse socio-economic backgrounds
Evidence from the Programme for International Student Assessment (PISA)
1111
Low Performan
ce
PISA: HighMathematics performance
Low performance
Low social equity
High performance
Low social equity
Low performance
High social equity
High performance
High social equity
Strong impact of social background on performance
Moderate impact of social
background on performance
I talyPortugal
Latvia United StatesSpain
Norway
HungaryPolandLuxembourg
Slovak Republic
AustriaGermanyI reland
DenmarkFranceSweden
Czech RepublicI celand
Australia
J apan
Belgium
New Zealand
SwitzerlandMacao- China
Canada
Netherlands
Finland
Hong Kong- China
Korea
Liechtenstein
Russian Federation
Greece
440
460
480
500
520
540
0102030
1212
Low Performan
ce
HighMathematics performance
Low performance
Low social equity
High performance
Low social equity
Low performance
High social equity
High performance
High social equity
Strong impact of social background on performance
Moderate impact of social
background on performance
I talyPortugal
LatviaUnited StatesSpain
Norway
Hungary PolandLuxembourg
Slovak Republic
AustriaGermany I reland
DenmarkFrance
Sweden
Czech RepublicI celand
Australia
J apan
Belgium
New Zealand
Switzerland Macao- China
Canada
Netherlands
Finland
Hong Kong- China
Korea
Liechtenstein
Russian Federation
Greece
440
460
480
500
520
540
0102030
Differences in socio-economic background pose major challenges for education systems
Students whose parents have better-paid jobs, are better educated or have more “cultural” possessions in their homes tend to perform better…
… But the performance advantage varies– Australia, Canada, Finland, Iceland and Japan
provide examples showing that it is possible to combine quality and equity
– In contrast, results for Belgium, Germany, Hungary and the Slovak Republic reveal large socio-economic inequalities in the distribution of learning opportunities .
13131313
More diverse student populations
Performance of immigrant students Evidence from the Programme for
International Student Assessment (PISA)
1414 Different histories
0
5
10
15
20
25
30
35
40
Luxe
mbo
urg
Aus
tral
ia
Swit
zerl
and
New
Zea
land
Can
ada
Aus
tria
Ger
man
y
Swed
en
Uni
ted
Sta
tes
Bel
gium
Fra
nce
Net
herl
ands
Nor
way
Den
mar
k
Foreign- born population Foreign- nationality population
The traditional settlement countries
Australia, Canada, New Zealand, United States
Founded on the basis of immigration and continuing to admit significant numbers of newcomers for permanent residence
Extensive experience with immigration and its social consequences
European countries with post-war labour recruitment Austria, Denmark, Germany, Luxembourg, Norway, Sweden and Switzerland Mass immigration after World War II as a result of active recruitment Expectation of temporary residency Nordic countries placing stronger emphasis on humanitarian immigration since 1970s
European countries with colonial histories
Belgium, France, the Netherlands, the United Kingdom
Similar patterns as in other European countries but less linguistic diversity
Where immigrant students succeed – A comparative review of performance and engagement in PISA 2003: Figure 1.1.
1515 Key findings On average across the 17 countries, 15-
year-old first-generation immigrants score in mathematics more than one school year behind their native counterparts
The performance disadvantage varies widely across countries from very little to…… more than 90 score points in
Belgium and Sweden for first-generation students
… more than 90 score points in Belgium and Germany for second-generation students
The performance of immigrant students also varies in absolute terms… with second-generation immigrants
in Canada outperforming their German counterparts by 111 score points, almost equivalent to three school years
1616
Macao- China
Canada
Australia
Hong Kong- China
New Zealand
Russian
Federation
United States
LuxembourgNorway
FranceSweden Austria
Netherlands
Belgium
Germany
Switzerland
Denmark
r = 0.30, p=0.25
460
470
480
490
500
510
520
530
540
550
560
0 20 40 60 80 100
BUT…..Larger immigrant populations do not imply lower overall performance
Percentage of immigrant students in the country
Ma
the
ma
tic
s p
erf
orm
an
ce
1717 AND..Immigrant students are motivated learners
Native students
Second-generation immigrant students
First-generation immigrant students
Making an effort in mathematics is worth it because it will help me in work I want to do later.
74 76 79
Learning mathematics is worthwhile because it will improve my career prospects.
76 80 81
Mathematics is an important subject because I need it for what I want to study later on.
62 67 71
I will learn many things in mathematics that will help me get a job.
69 73 76
1818 Policies and practices that help integration
Countries where performance differences are relatively small tend to have well-established language support programmes with relatively clearly defined goals and standards
19191919
What are some otherfeatures of
successful education systems?
Insights from earlier PISA analysis
2020 Sympathy doesn’t raise standards – aspiration does
In many of the best performing countries National research teams report a strong
“culture of performance”– Which drives students, parents, teachers
and the educational administration to high performance standards
PISA shows that students perceived a high degree of teacher support– Which should not be simply equated with
“achievement press”
2121Organisation of instruction
In many of the best performing countries Schools and teachers have explicit strategies
and approaches for teaching heterogeneous groups of learners
– A high degree of individualised learning processes– Disparities related to socio-economic factors and
migration are recognised as major challenges Students are offered a variety of extra-
curricular activities Schools offer differentiated support
structures for students– E.g. school psychologists or career counsellors
Institutional differentiation is introduced, if at all, at later stages
– Integrated approaches also contributed to reducing the impact of students socio-economic background on outcomes
2222 Support systems and professional teacher development
In the best performing countries Effective support systems are located at
individual school level or in specialised support institutions
Teacher training schemes are selective The training of pre-school personnel is
closely integrated with the professional development of teachers
Continuing professional development is a constitutive part of the system
Special attention is paid to the professional development of school management personnel
23232323
The OECD Survey of Teachers, teaching and learning
An opportunity to learn more about how these trends and challenges are affecting
teaching and learning in schools
But there is still a lot we don’t know………
2424Policy focus
Three main areas1. Recognition, feedback, reward and
evaluation of teachers2. School leadership3. Teaching practices, beliefs, and attitudes And their relationships with
– Teachers’ professional development– School climate
2525Survey design
Core sample Lower secondary teachers and school principals
Sampling options Primary teachers and school principals Upper secondary teachers and school principals Teachers in PISA 2006 schools
200 schools, 20 teachers Response rate (75%, 75%)
Teacher and Principal questionnaires (40 Minutes) Main study 2007-08 school year Report March 2009
2626 Recognition, feedback, reward and evaluation
Research questions In what way is teachers’ work recognised and
appraised and what are teachers’ perceptions of how well this works?
In what way are the outcomes of these used in terms of feedback and reward implications; what are the connections with professional development?
What is the impact of these processes and practices upon teachers and their teaching ?
How do these mechanisms support good teaching?
2727School leadership
Research questions In an era of accountability and devolution of authority in
education, how can a nation’s principals, teachers, and other key staff create and sustain effective school leadership?
To what degree have recent new trends in school leadership penetrated nations’ educational systems, aimed chiefly at enhancing leadership through the management of teachers, their practice of teaching, and their beliefs?
To what extent has this actually impacted upon teacher practices, beliefs and attitudes?
2828 Teaching practices, beliefs & attitudes
Research questions How do teaching styles and goals differ
between and within countries; are they more driven by curriculum or didactics?
Do these styles and goals differ between types of schools or by different groups of teachers? How is this associated with the professional development that teachers receive?
2929Teacher Union consultations
Constructive liaison with OECD Trade Union Advisory Council (TUAC) and Education International (EI) They have attended as observers in
OECD meetings of the group of participating countries
Briefings provided by Secretariat to TUAC Working Group on Education
Discussions with teacher unions nationally
3030 Countries participating Australia Belgium (Fl) Brazil Czech
Republic Denmark Estonia Hungary Iceland Ireland Korea Lithuania
Malta Malaysia Netherlands Norway Poland Portugal Spain Slovak Republic Slovenia Turkey
Others still considering: France, Belgium (Fr), Germany??…….
3131 The teacher profile for the future
Teachers’ roles are changing – more challenging
Crucial role for teachers’ professional development
Sharing good practice is essential Between teachers, schools, policy makers and
shapers International comparisons can play a vital role
Without data you are just someone else with an opinion!
3232Thank you for listening
Comments and questions?
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