creating professional learning communities michael davidson oecd directorate for education 9 may...
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Creating professional learning communities
Michael DavidsonOECD Directorate for Education9 May 2012
Professional learning communities
• the teachers in a school and its administrators continuously seek and share learning and then act on what they learn. The goal of their actions is to enhance their effectiveness as professionals so that students benefit.
Insights from TALIS
• Learning from professional development
• Learning from appraisal and feedback
• Learning through collaboration• School leadership support for
learning
What is TALIS?• Teachers of lower secondary education and
the principals of their schools
• Representative samples
• Data collected through questionnaires
• 24 participating countries– Netherlands did not achieve the sampling
standards
• School year 2007-08
Learning from professional development
Comparison of the level and intensity of participation in professional development
70 75 80 85 90 95 1000
5
10
15
20
25
30
35
40
AustraliaAustria
Brazil
Bulgaria
DenmarkEstonia
HungaryIceland
Ireland
Italy Korea
LithuaniaMalaysia
Malta
Mexico
Norway
Poland
Portugal
Slovak Republic Slovenia
Spain
Turkey
Percentage of teachers undertaking professional development
Ave
rag
e d
ays
of
pro
fess
ion
al
deve
lop
men
t u
nd
ert
aken
Netherlands
Aspects of teaching with high level of need for professional development (2007-08)
Teaching special
learning needs
students
ICT teach-ing skills
Student discipline
and behav-iour prob-
lems
Instruc-tional
practices
Subject field
0
5
10
15
20
25
30
35
TALIS Average%
Barrier to participation
Conflict w
ith sc
hedule
No suita
ble opportu
nities
Family
resp
onsibiliti
es
Too ex
pensiv
e
Lack
of employe
r support
Did not hav
e the p
re-req
uisites
05
101520253035404550
TALIS average
Impact
Part
icip
ati
on
Impact
Part
icip
ati
on
Impact
Part
icip
ati
on
Impact
Part
icip
ati
on
Impact
Part
icip
ati
on
Impact
Part
icip
ati
on
Impact
Part
icip
ati
on
Impact
Part
icip
ati
on
Impact
Part
icip
ati
on
Individual and col-
laborative research
Qualifi-cation pro-
grammes
Informal dialogue to
improve teaching
Reading profes-
sional lit-erature
Courses and
work-shops
Profes-sional de-velopment network
Mentoring and peer
observation
Observation visits to
other schools
Education confer-
ences and seminars
0
10
20
30
40
50
60
70
80
90
100
Chart Title%
Activities are ranked in descending order of the percentage of teachers reporting a moderate or high impact of the professional development they took Source: OECD. Tables 3.2 and 3.8
Comparison of teachers participating in professional development activities: Participation versus impact (2007-08)
Figure
3.15
Professional development
• Countries are investing significantly in teachers’ professional development – but there appear to be real issues about
matching demand and supply, cost and benefit.
• There is a lack of suitable development activities on offer to satisfy teachers’ demand– it is notable that those teachers who take
part in more days of development are more likely to have to contribute towards the cost themselves
Learning from appraisal and feedback
Some teachers are left aloneTeachers who received no appraisal or feedback in their
schools
Figure 5.3
Ital
ySp
ain
Port
ugal
Irel
and
Bra
zil
Icel
and
Nor
way
Aus
tria
Aus
tral
ia
Net
herlan
ds
Bel
gium
(Fl
.)M
alta
Turk
eyM
exic
oDen
mar
kPo
land
Kor
eaSl
oven
iaHun
gary
Esto
nia
Slov
ak R
epub
licLi
thua
nia
Mal
aysi
aBul
garia
0
10
20
30
40
50
60
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
%
Does appraisal and feedback support teacher development?
Mal
aysi
aM
exic
oBu
lgar
iaBr
azil
Kor
eaPo
land
Slov
enia
Lith
uani
aHun
gary
Turk
eyItal
y
TALI
S Ave
rage
Icel
and
Slov
ak R
epub
licEs
toni
aPo
rtug
alM
alta
Nor
way
Irel
and
Spai
nAus
tral
iaAus
tria
Belg
ium
(Fl
.)Den
mar
k
0
10
20
30
40
50
60
70
80
90
100%
Source: OECD. Table 5.1 and 5.3
Percentage of teachers reporting that appraisal and feedback led to a mo-derate or large change in a development or training plan for teachers to improve their teaching
Learning through collaboration
Country profiles of cooperation among staff (2007-08)Country mean of ipsative scores
-1.5
-1.0
-0.5
0.0
0.5
1.0
1.5
Exchange and coordination for teachingProfessional collaboration
Ipsative means
School leadership support
In many countries an instructional leadership style is associated with supporting teachers’ professional development
School principals according to their level of management styles by country (2007-08)
-1.0 -0.5 0.0 0.5 1.0 1.5-2.0
-1.5
-1.0
-0.5
0.0
0.5
1.0
1.5
Australia
Austria
Belgium (Fl.)
Brazil
Bulgaria
Denmark
Estonia
Hungary
Iceland
IrelandItaly
Korea
Lithuania
Malaysia
Malta
MexicoNorway
Poland
Portugal Slovak Republic Slovenia
Spain
Turkey
Countries in green have a high average in principal involvement in decision making, while countries in red principals have lower than average.Source: OECD
Figure 6.2
Score on instructional leadership scale
Sco
re o
n a
dm
inis
trati
ve
leaders
hip
sca
le
TALIS 2013
TALIS 2013
• 33 countries (including the Netherlands)
• Main focus teachers of lower secondary education – Options for primary and upper
secondary and linking to PISA
TALIS 2013 Main Themes
Initial teacher training
Induction, mentoring, and professional development
Appraisal and feedback
School climate
School leadership
Teaching practices and beliefs, student assessment
• Mathematics module20
TALIS 2013 Timeline
Activity Date
Field trial March/April 2012Main study- Southern
Hemisphere Sept-December 2012
Main study- Northern Hemisphere March-May 2013
Initial report June 2014
21
