Creating Effective Teaching and Learning Environments 1 st results from TALIS Creating Effective...

Creating Effective Teaching and Learning Environments - First Results from TALIS

OECD Teaching and Learning International Survey (TALIS)

Michael DavidsonSenior Analyst

Indicators and Analysis DivisionOECD Directorate for Education

Policies to support effective teaching and learning

Effective teaching through appraisal and feedback

Preparing and supporting a high quality teaching force

Effective school leadership

What is TALIS? Teachers of lower secondary education and

the principals of their schools

Representative samples

Data collected through questionnaires

24 participating countries

School year: 2007-08

AustraliaAustriaBelgium (Fl)BrazilBulgariaDenmarkEstoniaHungaryIcelandIrelandItalyKorea

LithuaniaMaltaMalaysiaMexicoNetherlandsNorwayPolandPortugalSpainSlovak RepublicSloveniaTurkey

44441s

Effective teaching through appraisal and feedback

Teachers who receive recognition for good performance from the principal or colleagues feel

more effective

Does appraisal and feedback make a difference for teaching?

Figure 5.6

Figure 3.6

Criteria in teacher appraisal and feedbackInternational average of percentage of teachers reporting

a high or moderate importance for these criteria

Some teachers are left aloneTeachers who received no appraisal or feedback and teachers in schools that had no school evaluation in

the previous five years

Figure 5.3

Perception of teachers of the appraisal and feedback and its impact in their school (2007-08)

Figure 5.7

Perception of teachers of the appraisal and feedback and its impact in their school (2007-08)

Figure 5.7

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Preparing and supporting a high- quality teaching force

Teachers who receive more professional development feel more effective

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How well prepared are teachers?Percentage of teachers whose school principal reported that teachers’ lack of pedagogical training hinders instruction in their school a lot or

to some extent

Figure 2.5

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Participation is generally high On average 89% of teachers

participated in development in the previous 18 months.

But…in Denmark, Slovak Republic and Turkey around 1 in 4 did not.

On average teachers participated in about 1 day per month but there is huge variation

15151515C

Figure 3.6

Areas of greatest development need (2007-08)International average of percentage of teachers reporting

a high level of need

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Comparison of teachers participating in professional development activities and teachers reporting

moderate or high level impact by types of activity (2007-08)

Figure

17171717IN

17171717C

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

181818181s

Shaping the development of teachers through effective school

leadershipThe impact of student leadership on learning is in-

direct and mitigated through the actions of teachers

20202020IN

20202020C

School leadership

Instructional leadership evident in all countries but to varying degrees

In a number of countries, where school leaders adopt a stronger instructional leadership role:

there is more collaboration between teachers better student-teacher relations greater recognition given to teachers for

innovative teaching practices more emphasis on developmental outcomes of

teacher appraisals.

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SUMMARYTeachers’ perceptions of their own

effectiveness- what makes a difference ?

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Factors associated with teachers’ perceptions of their own

effectiveness More professional development Better teacher-student relations Stronger beliefs about teaching

methods More professional collaboration in school Appraisal of teachers- recognition of

good performance from principal or colleagues

23232323IN

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Thank you for Thank you for listening!listening!

Further information:Further information:

WWW.OECD.ORG/EDU/TALIS

Creating Effective Teaching and Learning Environments 1 st results from TALIS Creating Effective...

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