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An international perspective on teacher development
Conference on teacher training
Andreas SchleicherBonn, 11-12 May 2015
Some students learn at high levels All students need to learn at high levels
Student inclusion
Routine cognitive skills, rote learning Learning to learn, complex ways of thinking,
ways of working
Curriculum, instruction and assessment
Few years more than secondary High-level professional knowledge workers
Teacher quality
‘Tayloristic’, hierarchical Flat, collegial
Work organisation
Primarily to authorities Primarily to peers and stakeholders
Accountability
Education Reform Trajectories
The old bureaucratic system The modern enabling system
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 status33 Teacher development
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.344
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
84
90
91
0 20 40 60 80 100
I would recommend my school as agood place to work
I enjoy working at this school
All in all, I am satisfied with my job
AverageAverage
Teachers' satisfaction with their working environment
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.355 Teachers' satisfaction with their profession
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
78
77
0 20 40 60 80 100
If I could decide again, I would still choose to workas a teacher
The advantages of being a teacher clearly outweighthe disadvantages
AverageAverage
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.366 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
0
10
20
30
40
50
60
70
80
90
100M
alay
sia
Sing
apore
Kore
a
Abu
Dha
bi (U
AE)
Finl
and
Mex
ico
Alb
erta
(Can
ada)
Flan
der
s (B
elgiu
m)
Net
herlan
ds
Aus
tral
ia
Engla
nd (U
K)
Rom
ania
Isra
el
Uni
ted S
tate
s
Chi
le
Ave
rage
Norw
ay
Japan
Latv
ia
Serb
ia
Bulg
aria
Den
mar
k
Pola
nd
Icel
and
Esto
nia
Braz
il
Ital
y
Cze
ch R
epub
lic
Portug
al
Cro
atia
Spai
n
Swed
en
Fran
ce
Slova
k Rep
ublic
Perc
enta
ge
of tea
cher
s
Above-average performers in PISA
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.377Countries 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
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
0
5
10
15
20
25
30
35
40
45
0 10 20 30 40 50 60 70 80
Shar
e of
mat
hem
atic
s to
p p
erfo
rmer
s
Percentage of teachers who agree that teaching is valued in society
R2 = 0.24 r= 0.49
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.388 What do we expect from teachers?
Average number of 60-minute hours teachers report spending on the following tasks in an average week
Finland Malaysia
Abu Dhabi (United Arab Emirates)Flanders (Belgium)
IsraelItaly Malaysia
JapanMalaysiaSweden
Finland Korea
Finland Malaysia
Finland Korea
Finland Malaysia PortugalSingapore
CroatiaFinland Japan
0 1 2 3 4 5 6 7 8 9 10Number of hours
School management
Communication with parents
All other tasks
Extracurricular activities
Student counselling
Team work
Administrative work
Marking
Planning
Teacher skills and graduate skills (numeracy)
230 250 270 290 310 330 350
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
Middle half of the numeracy
skill distribution of graduates
(16-65 years)
PIAAC test scores (numeracy)
Teacher skills and graduate skills (numeracy)
230 250 270 290 310 330 350
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
Middle half of the numeracy
skill distribution of graduates
(16-65 years)
Numeracy skills of teachers
PIAAC test scores (numeracy)
Developing21st century teachers to
prepare 21st century learners
12Changes in the demand for skillsTrends in different tasks in occupations (United States)
35
40
45
50
55
60
65
70
1960 1970 1980 1990 2000 2006 2009
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.
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31313 Most teachers value 21st century pedagogies…
Percentage of lower secondary teachers who "agree" or "strongly agree" that:
0 10 20 30 40 50 60 70 80 90 100
Students learn best by finding solutions to problems on theirown
Thinking and reasoning processes are more important thanspecific curriculum content
Students should be allowed to think of solutions to practicalproblems themselves before the teacher shows them how they
are solved
My role as a teacher is to facilitate students' own inquiry
Average Average
0 20 40 60 80 100
Students work on projects that require at least one week tocomplete
Students use ICT for projects or class work
Give different work to the students who have difficultieslearning and/or to those who can advance faster
Students work in small groups to come up with a jointsolution to a problem or task
Let students practice similar tasks until teacher knows thatevery student has understood the subject matter
Refer to a problem from everyday life or work to demonstratewhy new knowledge is useful
Check students' exercise books or homework
Present a summary of recently learned content
AverageAverage
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31414 …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"
0 20 40 60 80 100
If I am more innovative in myteaching, I will be rewarded
Innovative practices will beconsidered in appraisal with high or
moderate importance
Average
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31515 Innovation in schools
Percentage of lower secondary teachers (2008)
%
Increase percentage correct
0,8
1,71,7
6,5
0
1
2
3
4
5
6
7
8
9
10
Multiple-choice - reproducing knowledge
Open-ended - constructing knowledge (21st century skills)
OECD Japan
OECDOECDJapan
Japan
Changes in instructional practice – PISA 2006-9
17
17
17 A continuum of support
Make learning central, encourage
engagement and responsibility
Be acutely sensitive to individual
differences
Provide continual assessment with
formative feedback
Be demanding for every student
Ensure that students feel valued and
included and learning is collaborative
18
How can we foster more effective teaching
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31919 Drivers of teacher’s sense of effectiveness
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.
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32020 Teachers Self-Efficacy and Professional Collaboration
11,40
11,60
11,80
12,00
12,20
12,40
12,60
12,80
13,00
13,20
13,40
Nev
er
Once
a y
ear
or
less
2-4
tim
es a
yea
r
5-10
tim
es a
yea
r
1-3
tim
es a
month
Once
a w
eek
or
more
Teac
her
sel
f-ef
fica
cy (le
vel)
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
collaborative
professional learning
0
10
20
30
40
50
60
70
80
90
100
Discu
ss ind
ivid
ual
stud
ents
Shar
e re
sour
ces
Team
conf
eren
ces
Colla
bora
te for co
mm
on
stan
dar
ds
Team
tea
chin
g
Colla
bora
tive
PD
Join
t ac
tiviti
es
Cla
ssro
om
obse
rvat
ions
Perc
enta
ge
of
teac
her
s
Average
Professional collaboration
Percentage of lower secondary teachers who report doing the following activities at least once per month
Teacher co-operation21
Exchange and co-ordination
• To gain the benefits of collaborative planning, work, and shared professional development strategies
• To open up more pedagogical options • To give extra attention to groups of
learners
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32222Teachers feedback :
direct classroom observations
0
10
20
30
40
50
60
70
80
90
100
Bulg
aria
Pola
nd
Un
ite
d S
tate
s
Ro
man
ia
Alb
ert
a (
Can
ada
)
Cro
atia
Czech R
epu
blic
Abu D
hab
i (U
AE
)
Fla
nde
rs (
Belg
ium
)
Serb
ia
Slo
vak R
epub
lic
Japa
n
Isra
el
Ave
rage
Sin
gapo
re
La
tvia
Bra
zil
Me
xic
o
Ma
laysia
Sw
ede
n
Esto
nia
Engla
nd
(U
K)
No
rwa
y
Fin
land
Port
ug
al
De
nm
ark
Kore
a
Ch
ile
Ita
ly
Ne
therl
and
s
Fra
nce
Spain
Icela
nd
Austr
alia
Perc
en
tag
e o
f te
ach
ers
Principals School Management Other teachers
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32323Behavioural 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
students with behavioural problems
10,0
10,5
11,0
11,5
12,0
12,5
13,0
15
or
less
16
-20
21
-25
26
-30
31
-35
36
or
more
Teach
er
job
sati
sfa
cti
on
(le
vel)
Class size (number of students)
Average
10,0
10,5
11,0
11,5
12,0
12,5
13,0
No
ne
1%
to 1
0%
11
% to 3
0%
31
% o
r m
ore
Teach
er
job
sati
sfa
cti
on
(le
vel)
Students with behavioural problems
Average
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32424 Teachers' self-efficacy and job satisfaction
Professional
development
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32626 Impact of professional development
…the professional development
in which they have participated
has had a positive impact on
their teaching.
·
Regardless of the
content, over 3/4 of
teachers report that…
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32727 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
0 5 10 15 20 25 30 35 40
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
Average Average
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32828Participation in professional development and level of support received by teachers
Australia
Brazil
Bulgaria
Chile
Croatia
Czech Republic
Denmark
EstoniaFinland
France
Iceland
Israel
Italy
Japan
Korea
Latvia
Malaysia
Mexico
NetherlandsNorway
Poland
Portugal
Romania
Serbia
Singapore
Slovak RepublicSpain
Sweden
Abu Dhabi (United Arab Emirates)
Alberta (Canada)
England (United Kingdom)
Flanders (Belgium)
Average
United States
0
10
20
30
40
50
60
70
80
90
100
70 75 80 85 90 95 100
Per
centa
ge
of te
acher
s w
ho h
ad t
o p
ay f
or
none
of
the
pro
fess
ional
dev
elopm
ent ac
tivi
ties
under
take
n
Percentage of teachers who undertook some professional development activities in the 12 months prior to
the survey
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32929 Barriers to professional development participation
Percentage of lower secondary teachers who "agree" or "strongly agree" that the following elements represent barriers
to their participation in professional development activities
0 20 40 60 80 100
Do not have the pre-requisites (e.g., qualifications, experience,seniority)
There is a lack of employer support
Lack of time due to family responsibilities
There is no relevant professional development offered
Professional development is too expensive/unaffordable
There are no incentives for participating in such activities
Professional development conflicts with my work schedule
Alberta (Canada) Average
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.33030Not everywhere where induction programmes are accessible do teachers use them
Percentage of lower secondary teachers with less than 3 years experience at their school and as a teacher, who are working in schools with the
following reported access to formal induction programmes, and their reported participation in such programmes
0
10
20
30
40
50
60
70
80
90
100
Icela
nd
Fin
land
Serb
ia
Japan
Slo
vak R
epublic
Neth
erlands
Norw
ay
Alb
ert
a (
Canada)
Fla
nders
(B
elg
ium
)
Austr
alia
United S
tate
s
Cro
atia
Kore
a
Avera
ge
Chile
Isra
el
Mala
ysia
Engla
nd (
United…
Rom
ania
Czech R
epublic
Sin
gapore
Access Participation
%
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.33131 Teachers and feedback
On average across TALIS countries,
...and only one in 5 receive
feedback from
three sources.
Just above half of the teachers
report receiving feedback on
their teaching from
one or two sources
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.33232 Feedback and change in behavior
Percentage of lower secondary teachers who report a "moderate" or "large" positive change in the following
issues after they received feedback on their work
0
10
20
30
40
50
60
70
80
90
100
Co
nfiden
ce
as a
teache
r
Mo
tivation
Job s
atisfa
ction
Know
led
ge a
nd u
nd
ers
tand
ing
of
main
subje
ct field
(s)
Tea
ch
ing
pra
ctice
s
Stu
de
nt a
ssessm
ents
to im
pro
ve s
tud
ent
learn
ing
Cla
ssro
om
mana
gem
en
t pra
ctice
s
Me
tho
ds for
teachin
g s
tuden
ts w
ith
specia
l nee
ds
Public
recog
nitio
n
Job r
esp
onsib
ilities
Ro
le in s
cho
ol develo
pm
ent
initia
tive
s
Am
ou
nt o
f pro
fessio
na
l d
evelo
pm
ent
Lik
elih
ood o
f care
er
advancem
ent
Sala
ry a
nd/o
r fin
ancia
l bon
us
Average
Average
Personal Pedagogical Professional
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.33333 Consequences of feedback
Percentage of lower secondary teachers who "agree" or "strongly agree" that:
0 20 40 60 80
If a teacher is consistently underperforming, he/she would bedismissed
The best performing teachers in this school receive the greatestrecognition
Teacher appraisal and feedback have little impact upon the wayteachers teach in the classroom
A mentor is appointed to help teachers improve his/her teaching
A development or training plan is established to improve theirwork as a teacher
Average Average
34 Innovating to create 21st-century learning environments
Four
dimensions
Regrouping
educators
Regrouping
learners
Rescheduling
learning
Widening
pedagogic
repertoires
• 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
3535Resilience in educationPISA performance by decile of social background
300
325
350
375
400
425
450
475
500
525
550
575
600
625
650
675
Mex
ico
Chile
Gre
ece
Norw
aySw
eden
Icel
and
Isra
elItal
yU
nited
Sta
tes
Spai
nD
enm
ark
Luxe
mbourg
Aust
ralia
Irel
and
United
Kin
gdom
Hungar
yCan
ada
Finla
nd
Aust
ria
Turk
eyLi
echte
nst
ein
Cze
ch R
epublic
Esto
nia
Port
ugal
Slove
nia
Slova
k Rep
ublic
New
Zea
land
Ger
man
yN
ether
lands
Fran
ceSw
itze
rlan
dPola
nd
Bel
giu
mJa
pan
Mac
ao-C
hin
aH
ong K
ong-C
hin
aKore
aSi
ngap
ore
Chin
ese
Taip
eiSh
anghai
-Chin
a
Source: PISA 2012
TALIS is a partnership
between
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.33636 TALIS in Brief
an international
research
consortium
OECD
Governments
in 34 countries
European
Commission
Teachers’ unions
Find out more about TALIS at www.oecd.org/talis
• All national and international publications
• The complete micro-level database
Email: [email protected]
Twitter: SchleicherEDU
and remember:
Without data, you are just another person with an opinion
