View
5
Download
0
Category
Preview:
Citation preview
Learning for the future
Some lessons from PISA and TALIS
Anne Berit Kavli
Norwegian Directorate for Education and
Training
About me ….
• Head of department for Research and International
affairs in the Norwegian Directorate for Education
and Training
• Long experience from teaching and school leadership
in upper secondary school
• Engaged in several international comparative studies
such as PISA, TIMSS, PIRLS and TALIS
• Chair of TALIS Governing Board
• Elected chair of IEA (International Association for the
Evaluation of Educational Achievement)
Learning for the future –
speaking points • Future demand for
skills
• Countries’
performance
• Lessons from TALIS
– Teaching and
Learning
– Effective teaching
– School leadership
Skills for the future
• Are students prepared to meet the
challenges of the future?
• Are they able to analyse, reason and
communicate their ideas effectively?
• How well equipped are they to continue
learning throughout life?
21st Century Skills
• Ways of thinking
– Creativity, critical thinking, problem solving, decision-making
and learning
• Ways of working
– Communication and collaboration
• Tools for working
– Information and communication technology and information
literacy
• Skills for living in the world
– Citizenship, life and career, and personal and social
responsibility
What we measure is what we get?
Do we have the right measures?
• Reading literacy, mathematics and
science (PISA, TIMSS, PIRLS)
• ICT (PISA, ICIL)
• Democracy and Citizenship (ICCS)
• Collaboration and problem solving?
• Ability to communicate, reason and
analyse?
Performance
• PISA has revealed wide differences in the
quality of learning outcomes across countries,
as well as in the capacity of countries to
moderate social inequalities.
• PISA also reveals some of the features of
schools and school systems that do well or
that have seen rapid improvement:
• students’ attitudes
• the learning environment at school
• the allocation of resources to education.
PISA
PISA 2009
Reading
performance in
OECD countries
100
80
60
40
20
0
20
40
60
80
100 A
rgen
tin
a Tr
inid
ad a
nd
To
bag
o
Ital
y Q
atar
Tu
rkey
B
ulg
aria
Is
rael
Pa
nam
a G
erm
any
Peru
H
un
gary
D
ub
ai (
UA
E)
Au
stri
a B
elgi
um
Lu
xem
bo
urg
N
eth
erla
nd
s Ja
pan
C
hile
U
rugu
ay
Gre
ece
Bra
zil
Cze
ch R
epu
blic
Sl
ove
nia
R
om
ania
C
roat
ia
Serb
ia
Un
ited
Sta
tes
Mex
ico
Si
nga
po
re
Jord
an
Kyrg
yzst
an
Co
lom
bia
M
on
ten
egro
H
on
g K
on
g-C
hin
a A
lban
ia
Tun
isia
Sl
ova
k R
epu
blic
Li
ech
ten
stei
n
Kaz
akh
stan
M
acao
-Ch
ina
Irel
and
U
nit
ed K
ingd
om
C
hin
ese
Taip
ei
Ko
rea
Swit
zerl
and
A
ust
ralia
N
ew Z
eala
nd
Po
rtu
gal
Shan
ghai
-Ch
ina
Aze
rbai
jan
R
uss
ian
Fed
erat
ion
C
anad
a Sw
eden
Li
thu
ania
In
do
nes
ia
Spai
n
Sco
tlan
d
Pola
nd
Es
ton
ia
Latv
ia
Icel
and
Th
aila
nd
D
enm
ark
No
rway
Fi
nla
nd
Variability in student performance
between and within schools
Variance
Performance variation of
students in schools
Performance differences
between schools
Sucessfull school systems
• Equity – equal opportunities for all
students
• Autonomy – high responsibility for
school leaders and teachers
• High quality teaching – professional
development
• Accountability and assessment
‘Teacher quality’ is the single
most important school variable
influencing student
achievement
(Teachers Matters, OECD 2005)
2012 Teacher Summit – New York
– What are the roles and
responsibilities of 21st
century school leaders?
– How to grow those
leaders?
– What competencies do
teachers need?
– How develop these
teachers?
– How is success
measured and quality
assured?
Teaching and learning
Effective teaching and teachers are key
to producing high performing students
TALIS
is the first international survey to focus on the
learning environment and the working
conditions of teachers in schools
17
Important factors for learning
• Student skills, expectations, motivation and
behaviour
• Family resources, attitudes and support
• Peer group skills and attitudes
• School organisation, resources and climate
• Curriulum structure and content
• Teacher skills, knowledge, attitude and
practices
Which teachers do we need?
• High professionalism
– Good subject knowledge
– Advanced pedagigical skills
• Innovative practices
• Openness and collaboration
• Ability to communicate and stimulate
learning
In 2008 OECD established, for the first time, an
international, large-scale survey of the teaching
workforce, the conditions of teaching, and the
learning environments of schools in participating
countries, TALIS.
TALIS 2008 was a collaborative effort by
participating OECD member and participating
countries which aimed to help countries review
and develop policies that foster the conditions for
effective teaching and learning.
TALIS… • examines the ways in which teachers’ work is
recognized, appraised, and rewarded
• examines the degree to which teachers’ professional
development needs are being met
• provides insights into the beliefs and attitudes about
teaching that teachers bring to the classroom and the
pedagogical practices that they adopt
• describes the role of school leaders and examines
the support that they give their teachers
What is TALIS?
22
Self-reporting survey that operates with
representative samples: 200 schools, 20
teachers, randomly selected
Collaborative effort between government,
OECD, Teachers’ unions and international
consortium
Opportunity for teachers and school leaders to
give input into educational analysis and
policy development in key policy areas
Strongly supported by policymakers in OECD
countries
Fills key national and international data gaps on teachers, teaching and the impact that
teachers can have on student learning
Countries look for answers to: How well are teachers prepared today to face the
diverse challenges in schools?
How efficiently do appraisal and feedback incite good
teaching and support teachers’ development needs?
How can policy makers ensure that resources invested
in teachers’ professional development will have a
positive impact on teachers’ work?
23
Overview of TALIS 2008 • Teachers and principals of lower secondary
education (ISCED 2)
• 45-minute questionnaire (paper or online)
• Focus: Policies and practices to support
effective teaching and learning:
– Appraisal of teachers and feedback to teachers
– Teaching practices, attitudes and beliefs
– School leadership
– Professional development of teachers
24
Participants and Outputs
• Australia
• Austria
• Belgium (Fl)
• Brazil
• Bulgaria
• Denmark
• Estonia
• Hungary
• Iceland
• Ireland
• Italy
• Korea
24 countries
• Lithuania
• Malta
• Malaysia
• Mexico
• Netherlands *
• Norway
• Poland
• Portugal
• Spain
• Slovak Republic
• Slovenia
• Turkey
25
One initial
international report
(+ technical report)
Three Thematic Reports:
• Teachers’ Professional
Development (EC)
• The Experience of New Teachers
(March 2012)
• Teaching Practices and Innovation
in Schools (Summer 2012)
What about Portugal?
• Scores close to OECD average on PISA
• Shows rather high equity between schools
• Has a «young» teacher population
• High demand for professional development
• Weak structures for appraisal and feedback
• Weak culture for school leadership
Effective teaching
Lessons from TALIS 2008
• Teachers who receive more professional development
feel more effective
• Teachers who hold stronger beliefs about teaching
methods, report more collaborative behavior with
colleagues, more positive teacher-student relations, and
feel more effective
• Teachers who receive recognition for good performance
from the principal or colleagues feel more effective
• The impact of school leadership on learning is indirect and
mitigated through the actions of teachers.
One in four teachers in most TALIS
countries lose at least 30% of their lesson
time, and some lose more than half
through classroom disruptions and
administrative tasks.
(TALIS 2008)
29
Some Key Messages from TALIS 2008
Percentage of class time spent on effective
teaching and learning
30
Percentage of class time spent on
keeping order in the classroom
31
Teaching views • Direct transmission
– Communicate knowledge in a clear and structured way
– Explain correct solutions
– Give students clear and resolvable problems
– Ensure calm and concentration in the classroom
• Constructivist view
– Focuses on students as active participants in the learning
prosess
– Emphasize facilitating student inquiry
– Give students chance to develop solutions to problems on
their own
– Allow students to play an active role in instructional activities
Views and practices
• Teachers are more inclined to regard students as
active participants in the process of acquiring
knowledge than to see the teacher’s main role as the
transmission of information and demonstration of
“correct solutions”.
• In the classroom, teachers in all countries put greater
emphasis on ensuring that learning is well structured
than on student-oriented activities which give them
more autonomy. Both of these teaching practices are
emphasised more than enhanced learning activities
such as project work.
Professional development
Teachers who receive more professional
development feel more effective and a
majority of teachers would like more
professional development.
(TALIS 2008)
37
Some Key Messages from TALIS 2008
Comparison of the level and intensity of
participation in professional development
Australia Austria
Belgium (Fl.)
Brazil
Bulgaria
Denmark Estonia
Hungary
Iceland
Ireland
Italy Korea
Lithuania Malaysia
Malta
Mexico
Norway
Poland
Portugal
Slovak Republic Slovenia
Spain
Turkey
TALIS Average
TALIS Average
0
5
10
15
20
25
30
35
40
70 75 80 85 90 95 100
Percentage of teachers undertaking professional
development
Avera
ge d
ays o
f p
rofe
ssio
nal
develo
pm
en
t
un
dert
aken
Percentage of teachers who wanted to
participate in more development
Main areas of professional development
need
0 %
5 %
10 %
15 %
20 %
25 %
30 %
35 % New Teachers Experienced teachers
41
50%
Appraisal and feedback
Some Key Messages from TALIS 2008
Only a minority of teachers reported that
their evaluation affects their professional
development, career, or pay.
A great majority say that they receive no
recognition for improving the quality of
their teaching or that that they would not
be rewarded for being innovative.
(TALIS 2008)
43
Some Key Messages from TALIS
2008
Teachers who received recognition for
good performance from the principal or
colleagues feel more effective
Teachers who receive more professional
development feel more effective.
(TALIS 2008)
46
Country means of teacher self-efficacy and
job satisfaction
47
Australia
Austria Belgium (Fl.)
Brazil
Bulgaria
Denmark
Estonia
Hungary
Iceland Ireland Italy
Korea
Lithuania
Malta
Norway
Poland Portugal
Slovak
Republic
Slovenia Spain
Turkey
2,8
2,9
3,0
3,1
3,2
3,3
3,4
3,5
-1,0 -0,5 0,0 0,5 1,0
Jo
b s
ati
sfact
ion
Self -efficacy
School leadership
Expectations of school leaders
• Supporting, evaluating and developing
teacher quality
• Goal-setting, assessment and
accountability
• Strategic resource management
• Distributed leadership
Key Policy Messages
• Systems that empower teachers to
reach the highest standards have
– Effective appraisal and feedback systems
– Professional development that better
meets the needs of teachers
– School leadership that provides
pedagogical leadership as well as
administrative management
52
What happened in Norway?
• High attention to the weak results on
appraisal and feedback, and school
leadership
• Introduction of «principal school»
• Program for professonal development
• Initiation programs for new teachers
• Teacher recruitment program
• Guidance and support for schools and
municipalities
Professional development
strategy
• Cooperation between national and local
authorities, universities and teachers
unions
– Professional development for teachers –
subject knowledge, assessment practices,
classroom leadership
– Professional development for principals
Good learning environment (Norway)
• The teacher´s ability to lead classes and and
stimulate learning
• The teacher´s ability to establish good student –
teacher relations
• Positive relation and a positive learning culture amin
pupils
• Good cooperation between school and parents
• Good leadership, organization and culture for
learning in schools
Assessment for learning
• Large scale national development program
• Develop the teachers´ assessment practice through
enhanced competence and understanding of
formative assessment as a tool for learning
• Based on the belief that pupils learn more if they
– Know what they are supposed to learn and what will be
expected of them
– Receive feedback about the quality of their work
– Get advice on how to improve
– Are involved in their own learning prossess and can assess
their own work and development
Principal School Norway
• Student´s learning processes
• Leadership and administration
• Cooperation and organizational building
• Change and innovation
• Awareness of leadership role
TALIS 2013
TALIS is growing! 33 confirmed countries - new in green
Confirmed
Australia
Belgium (Fl.)
Brazil
Bulgaria
Canada (Alberta)
Chile
Croatia
Czech Republic
Denmark
Estonia
Finland
France
Iceland
Israel
Italy
Japan
Korea
Latvia
Malaysia
Mexico
Netherlands
Norway
Poland
Portugal
Romania
Serbia
Singapore
Slovak Republic
Spain
Sweden
UK (England)
UAE (Abu Dhabi)
USA
Innovations in TALIS 2013
• New questionnaire items and indicators
• Wider coverage: Elementary and upper
secondary level options (ISCED 1 and 3)
• Linking to student outcomes: Optional school-
level link to PISA 2012
• Getting closer to teaching practices: Pilot
video study of teaching practices
International Options
ISCED 1 ISCED 3 PISA link
Belgium (Fl.)
Denmark
Finland
Mexico
Norway
Poland
Australia
Denmark
Finland
Iceland
Italy
Mexico
Norway
Singapore
Abu Dhabi
Poland
Australia
Finland
Latvia
Mexico
Portugal
Romania
Spain
Singapore
TALIS 2013 Content
Proposed content
Trends between TALIS rounds
Countries’ stated
priorities
Furthering findings from
1st round and PISA
Effective teaching may be the hardest job there
is.
William Glaser
Any genuine teaching will result, if successful,
in someone´s knowing how to bring about a
better condition of things than existed earlier.
John Dewey
Recommended