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Teacher Development
An international perspective
2 March 2017
Andreas SchleicherDirector for Education and Skills
OECD
Trends in science performance (PISA)
2006 2009 2012 2015
OECD
450
470
490
510
530
550
570
OECD average
Stu
de
nt
pe
rfo
rma
nc
e
Trends in science performance (PISA)
450
470
490
510
530
550
570
2006 2009 2012 2015
OECD average
SingaporeJapan
EstoniaChinese Tapei FinlandMacao (China)
CanadaViet Nam
Hong Kong (China)B-S-J-G (China) KoreaNew ZealandSlovenia
AustraliaUnited KingdomGermany
Netherlands
SwitzerlandIreland
Belgium DenmarkPolandPortugal NorwayUnited StatesAustriaFranceSweden
Czech Rep.Spain Latvia
RussiaLuxembourg Italy
Hungary LithuaniaCroatia IcelandIsraelMalta
Slovak Rep.
GreeceChile
Bulgaria
United Arab EmiratesUruguay
Romania
Moldova Turkey
Trinidad and Tobago ThailandCosta Rica QatarColombia MexicoMontenegroJordan
Indonesia BrazilPeru
Lebanon
Tunisia
FYROMKosovo
Algeria
Dominican Rep. (332)
350
400
450
500
550
Me
an
sc
ien
ce
pe
rfo
rma
nc
e
Hig
her
pe
rfo
man
ce
Science performance and equity in PISA (2015)
Some countries
combine excellence
with equity
High performance
High equity
Low performance
Low equity
Low performance
High equity
High performance
Low equity
More equity
Students expecting a career in scienceFigure I.3.2
0
5
10
15
20
25
30
35
40
45
50
Do
min
ican
Rep
. 1
2C
osta
Ric
a 1
1Jord
an
6
Un
ite
d A
rab E
m.
11
Me
xic
o
6C
olo
mbia
8Le
ban
on
15
Bra
zil
19
Peru
7Q
ata
r 19
Un
ite
d S
tate
s
13
Ch
ile 1
8T
un
isia
1
9C
anad
a 2
1S
loven
ia 1
6T
urk
ey 6
Austr
alia
1
5U
nite
d K
ing
dom
1
7M
ala
ysia
4
Kazakhsta
n
14
Spain
1
1N
orw
ay
21
Uru
guay 1
7S
ing
apo
re 1
4T
rin
ida
d a
nd T
. 13
Isra
el 2
5C
AB
A (
Arg
.)
19
Port
ug
al 18
Bulg
aria
2
5Ir
ela
nd
1
3K
osovo
7A
lge
ria
12
Ma
lta
1
1G
reece
12
Ne
w Z
eala
nd 2
4A
lba
nia
2
9E
sto
nia
1
5O
EC
D a
vera
ge 1
9B
elg
ium
1
6C
roa
tia
1
7F
YR
OM
2
0Lithu
ania
2
1Ic
ela
nd
2
2R
ussia
1
9H
KG
(C
hin
a)
2
0R
om
an
ia
20
Ita
ly 1
7A
ustr
ia
23
Mo
ldova
7La
tvia
1
9M
onte
neg
ro 1
8F
rance
21
Lu
xe
mbo
urg
1
8P
ola
nd
13
Ma
ca
o (
Ch
ina
) 10
Ch
ine
se
Taip
ei 2
1S
wede
n 2
1T
ha
iland
2
7V
iet
Nam
1
3S
witzerl
and
2
2K
ore
a
7
Hu
nga
ry 2
2S
lovak R
epub
lic
24
Japa
n 1
8F
inla
nd
24
Geo
rgia
2
7C
zech R
epu
blic
2
2B
-S-J
-G (
Chin
a)
31
Ne
therl
and
s
19
Germ
any 3
3In
don
esia
1
9D
enm
ark
4
8
%Percentage of students who expect to work in science-related professional and technical occupations when they are 30
Science-related technicians and associate professionals
Information and communication technology professionals
Health professionals
Science and engineering professionals
% o
f st
ud
ents
wit
hva
gu
e o
r m
issi
ng
exp
ecta
tio
ns
Boys
Girls
Boys
Girls
Expectations of a science careerby gender
Figure I.3.5
0 2 4 6 8 10%
Science-related
technicians or associate
professionals2
Information and communi-
cation technology (ICT)
professionals
Health professionals
Science and engineering
professionalsBoys
Girls
Boys
Girls
SingaporeCanadaSloveniaAustralia
United KingdomIreland
Portugal
Chinese TaipeiHong Kong (China)
New ZealandDenmark
JapanEstoniaFinland
Macao (China)Viet Nam
B-S-J-G (China)Korea
GermanyNetherlandsSwitzerland
BelgiumPoland
SwedenLithuaniaCroatiaIcelandGeorgiaMalta
United StatesSpainIsrael
United Arab Emirates
BrazilBulgaria
ChileColombiaCosta Rica
Dominican RepublicJordanKosovo
LebanonMexico
PeruQatar
Trinidad and TobagoTunisiaTurkey
Uruguay
Above-average science performance
Stronger than average beliefs in science
Above-average percentage of students expecting to work in a science-related occupation
Norway
Multip
le o
utc
om
es
0
10
20
30
40
50
300 400 500 600 700
Pe
rce
nta
ge
of
stu
de
nts
ex
pe
cti
ng
a
ca
ree
r in
sc
ien
ce
Score points in science
Low enjoyment of science
High enjoyment of science
Students expecting a career in scienceby performance and enjoyment of learning
Figure I.3.17
Change between 2006 and 2015 in students’
enjoyment of learning science
-0,5
-0,4
-0,3
-0,2
-0,1
0,0
0,1
0,2
0,3
0,4
Tun
isia
Co
lom
bia
Ro
man
ia
Hu
nga
ry
Th
aila
nd
Czech R
epu
blic
Jord
an
Turk
ey
Slo
vak R
epub
lic
Slo
ven
ia
Ch
ine
se
Taip
ei
Me
xic
o
Ma
ca
o (
Ch
ina
)
Cro
atia
Ne
therl
and
s
Fin
land
Uru
guay
Ch
ile
Mo
nte
neg
ro
Fra
nce
Bra
zil
Ru
ssia
Ita
ly
Indon
esia
Bulg
aria
Austr
ia
Ho
ng K
on
g (
Ch
ina
)
Germ
any
Japa
n
Belg
ium
Qata
r
Port
ug
al
OE
CD
avera
ge-3
5
Kore
a
Sw
itzerl
and
Gre
ece
La
tvia
No
rwa
y
Isra
el
Lu
xe
mbo
urg
Esto
nia
Lithu
ania
Spain
Sw
ede
n
Icela
nd
De
nm
ark
Austr
alia
Ne
w Z
eala
nd
Ca
nad
a
Un
ite
d K
ing
dom
Un
ite
d S
tate
s
Pola
nd
Irela
nd
Ind
ex c
ha
nge
(P
ISA
20
15
-P
ISA
20
06
)
Enjoyment of science decreased
Enjoyment of science increased
Figure I.3.10
Challenges for teaching
Everyone wants to live in your countries
-20
-15
-10
-5
0
5
10
15
20
25
1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010
High income OECD members
Low income Middle income
Source : OECD (2013), Trends Shaping Education.
Primary source: World Bank (2012), World Databank: Net Migration.
Net migration (in millions of people) into regions,
with countries grouped by income level and OECD members, 1960-2010
.
12
Second generation immigrant students’ performance
in mathematics, by country of origin and destination
370 390 410 430 450 470 490 510
Austria
Belgium
Switzerland
Germany
Denmark
Netherlands
Austria
Belgium
Switzerland
Germany
Denmark
Netherlands
PISA score points in mathematics
First-generation immigrants' score, after accounting for socio-economic…
2nd generation students from
Turkey in:
The country where migrants go to school matters more
than the country where they came from
1st generation students from
Turkey in:
First generation immigrant students’ performance in mathematics,
by country of origin and destination
13
Immigrant students’ performance in mathematics,
by country of origin and destination
300 350 400 450 500 550 600
Australia
Macao-China
New Zealand
Hong Kong-China
Qatar
Finland
Denmark
United Arab…
Netherlands
PISA score points in mathematics
First-generation immigrants' score, after accounting for socio-economic…
Students from Arabic-speaking
countries in:
50 55 60 65 70 75 80 85 90 95
Denmark
Qatar
United Arab Emirates
Netherlands
Finland
%
Percentage of students with an immigrant background
who reported they feel they belong at school
Students from Arabic-speaking
countries in:
The country where migrants go to school matters more
than the country where they came from
The kind of things that are easy to teach are
now easy to automate, digitize or outsource
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
Robotics
The Auto-auto>1m km,
one minor accident,
occasional human intervention
Augmented Reality
A lot more to come
• 3D printing
• Synthetic biology
• Brain enhancements
• Nanomaterials
• Etc.
Education in the past
Education now
Dimensions of student learning
What do we know about teaching?
23
23
23
Make learning central, encourage engagement and responsibility
Be acutely sensitive to individual differences
Provide continual assessment with formative feedback
Be demanding for every student with a high level of cognitive activation
Ensure that students feel valued and included and learning is collaborative
A continuum of support
Teaching and learning strategies inmathematics around the world
24Source: Figure 1.2
R² = 0,10
More teacher-directed
instructionTeaching
More memorisation
Le
ar
nin
g
OECD average
More elaboration
More student-oriented
instruction
Are East Asian education systems really so
traditional?
Chinese Taipei
Vietnam
Macao-China Korea
Hong-Kong China
SingaporeJapan
Shanghai- China
Ireland
Hungary
France
Croatia
United Kingdom
AustraliaNew Zealand
Uruguay
Israel
Memorisation most frequently used compared to elaboration strategies
Teacher-directed instruction most
frequently used compared to student-oriented
instruction
United States
R² = 0,24
0,80
1,00
1,20
300 400 500 600 700 800
Teacher-directed strategies are related withhigher solution rates (OECD average)
Source: Figure 1.4Difficulty on the PISA scale 25
Greater success
Less success
Easy problem
Difficult problem
Odds ratio
Memorisation is less useful as problems become more difficult (OECD average)
R² = 0,81
0,70
1,00
300 400 500 600 700 800
Difficulty of mathematics item on the PISA scale
Source: Figure 4.326
Difficult problem
Easy problem
Greater success
Less success
Odds ratio
Control strategies are always helpful but less so as problems become more difficult (OECD average)
R² = 0,31
0,95
1,20
300 400 500 600 700 800
Difficulty of mathematics item on the PISA scale
Source: Figure 5.227
Difficult problem
Greater success
Less success
Easy problem
Odds ratio
Elaboration strategies are more useful as problems become more difficult (OECD average)
R² = 0,82
0,80
1,50
300 400 500 600 700 800
Difficulty of mathematics item on the PISA scaleSource: Figure 6.2
28
Difficultproblem
Greater success
Less success
Easy problem
Odds ratio
Students’ use of elaboration strategies
Source: Figure 6.1
Un
ited
Kin
gd
om
2
0
Icela
nd
1
8
Au
str
alia
20
Irela
nd
2
3
Fra
nc
e 1
9
New
Zea
lan
d 1
9
Isra
el 26
Can
ad
a 2
6
Au
str
ia 3
2
Jap
an
2
9
Belg
ium
2
2
Sin
ga
po
re 3
1
Uru
gu
ay
22
Germ
an
y 3
3
Neth
erl
an
ds 2
4
HK
-Ch
ina
3
0
Lu
xem
bo
urg
3
3
Co
sta
Ric
a 3
3
No
rway 2
3
Fin
lan
d 2
3
Un
ited
Sta
tes 3
0
Po
rtu
ga
l 29
OE
CD
avera
ge
3
0
Den
mark
23
Ind
on
es
ia 3
8
Sw
itze
rlan
d 3
2
Bu
lga
ria 2
7
Ma
cao
-Ch
ina
3
2
Ch
ile 2
4
Alb
an
ia 3
3
Sw
ed
en
2
4
Kazakh
sta
n 2
9
Gre
ece 3
5
UA
E 3
2
Hu
ng
ary
37
Bra
zil 2
5
Arg
en
tin
a 3
5
Lie
ch
ten
ste
in 4
1
Es
ton
ia 3
8
Me
xic
o 2
7
Sp
ain
3
9
Tu
rke
y 2
8
Sh
an
gh
ai-
Ch
ina
35
Po
lan
d 2
7
Co
lom
bia
3
3
Ko
rea 4
3
La
tvia
3
2
Cze
ch
Rep
ub
lic
40
Vie
t N
am
41
Cro
ati
a 4
8
Slo
ven
ia 5
6
Ro
man
ia 3
6
Ru
ssia
n F
ed
.
41
Mo
nte
ne
gro
3
9
Ma
laysia
3
8
Pe
ru 3
0
Italy
4
6
Se
rbia
5
0
Slo
vak R
ep
ub
lic 4
0
Lit
hu
an
ia 3
0
Th
ailan
d 3
4
Qata
r 34
Ch
ine
se T
aip
ei 42
Jo
rda
n 4
4
Tu
nis
ia
44
Below the OECD average At the same level as the OECD average Above the OECD average
% of students whounderstand new
concepts by relating them to things they
already know
29
Ela
bo
ra
tio
n
More
Less
Content knowledge
Content knowledge
Epistemic understanding
Epistemic understanding
480 490 500 510 520 530 540 550 560
Sin
ga
po
reG
erm
an
y
Score points
Knowing science and thinking like a scientistFigure I.2.30
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 acc
ounting for socio-economic status3
1
Implementing highly effective teacher policy and practice
Mean mathematics performance, by school location,
after accounting for socio-economic status32
Teachers' perceptions of the value of teaching in society
Percentage of lower secondary education teachers who "agree" or "strongly agree" that teaching is a
valued profession in society
0
10
20
30
40
50
60
70
80
90
100
Mala
ysia
Sin
gapore
Kore
a
Abu D
habi (U
nited A
rab…
Finla
nd
Mexi
co
Alb
erta (Canada)
Flanders
(Belg
ium
)
Neth
erlands
Aust
ralia
Engla
nd (United K
ingdom
)
Rom
ania
Isra
el
United S
tate
s
Chile
Ave
rage
Norw
ay
Japan
Latv
ia
Serb
ia
Bulg
aria
Denm
ark
Pola
nd
Icela
nd
Est
onia
Bra
zil
Italy
Cze
ch R
epublic
Portugal
Cro
atia
Spain
Sw
eden
France
Slo
vak
Republic
Perc
enta
ge o
f te
ach
ers
Items are ranked in descending order, based on the percentage of teachers who strongly agree or agree that teaching is a valued profession in society.
Mean mathematics performance, by school location,
after accounting for socio-economic statusFig II.3.33
3
Relationship between the perceived value of the teaching
profession and the share of PISA top performers (math)
Relationship between lower secondary education teachers' views on the value of their profession in society and the
share of top mathematics performers in PISA 2012
Australia
Brazil
BulgariaChile
Croatia
Czech Republic
Denmark
Estonia FinlandFrance
IcelandIsrael
Italy
Japan
Korea
Latvia
Mexico
Netherlands
Norway
Poland
Portugal
RomaniaSerbia
Singapore
Slovak Republic
SpainSweden
Alberta (Canada)
England (United
Kingdom)
Flanders (Belgium)
United States
0
5
10
15
20
25
30
35
40
45
0 10 20 30 40 50 60 70 80
Share
of
math
em
atics
top p
erf
orm
ers
Percentage of teachers who agree that teaching is valued in society
The ‘productivity’ puzzle
Making learning time productive so that students can build their academic, social and emotional
skills in a balanced way
Learning time and science performanceFigure II.6.23
Finland
Germany Switzerland
Japan Estonia
Sweden
NetherlandsNew Zealand
Macao(China)
Iceland
Hong Kong(China) Chinese Taipei
Uruguay
Singapore
PolandUnited States
Israel
Bulgaria
Korea
Russia Italy
Greece
B-S-J-G (China)
Colombia
Chile
Mexico
Brazil
CostaRica
Turkey
MontenegroPeru
QatarThailand
UnitedArab
Emirates
Tunisia
Dominican Republic
R² = 0,21
300
350
400
450
500
550
600
35 40 45 50 55 60
PIS
A s
cie
nce s
co
re
Total learning time in and outside of school
OECD average
OECD average
OE
CD
ave
rage
Learning time and science performanceFigure II.6.23
6
7
8
9
10
11
12
13
14
15
16
0
10
20
30
40
50
60
70
Fin
land
Germ
any
Sw
itzerl
and
Japa
nE
sto
nia
Sw
ede
nN
eth
erl
and
sN
ew
Zeala
nd
Austr
alia
Czech R
epu
blic
Ma
ca
o (
Ch
ina
)U
nite
d K
ing
dom
Ca
nad
aB
elg
ium
Fra
nce
No
rwa
yS
loven
iaIc
ela
nd
Lu
xe
mbo
urg
Irela
nd
La
tvia
Ho
ng K
on
g (
Chin
a)
OE
CD
avera
ge
Ch
ine
se
Taip
ei
Austr
iaP
ort
ug
al
Uru
guay
Lithu
ania
Sin
gapo
reD
enm
ark
Hu
nga
ryP
ola
nd
Slo
vak R
epub
licS
pain
Cro
atia
Un
ite
d S
tate
sIs
rael
Bulg
aria
Kore
aR
ussia
Ita
lyG
reece
B-S
-J-G
(C
hin
a)
Co
lom
bia
Ch
ileM
exic
oB
razil
Co
sta
Ric
aT
urk
ey
Mo
nte
neg
roP
eru
Qata
rT
ha
iland
Un
ite
d A
rab E
mira
tes
Tun
isia
Do
min
ican
Rep
ublic
Score
poin
ts in s
cie
nce p
er
hour
of to
tal le
arn
ing t
ime
Hours Intended learning time at school (hours) Study time after school (hours) Score points in science per hour of total learning time
Developing teachers
External forces
exerting pressure and
influence inward on
an occupation
Internal motivation and
efforts of the members
of the profession itself
38 Professionalism
Professionalism is the level of autonomy and internal regulation exercised by members of an
occupation in providing services to society
Policy levers to teacher professionalism
Knowledge base for teaching (initial education and incentives for professional development)
Autonomy: Teachers’ decision-making power over their work (teaching content, course offerings, discipline practices)
Peer networks: Opportunities for exchange and support needed to maintain high standards of teaching (participation in induction,
mentoring, networks, feedback from direct observations)
Teacher
professionalism
Teacher professionalism
Knowledge base for teaching (initial education and incentives for professional development)
Autonomy: Teachers’ decision-making power over their work (teaching content, course offerings, discipline practices)
Peer networks: Opportunities for exchange and support needed to maintain high standards of teaching (participation in induction,
mentoring, networks, feedback from direct observations)
High Peer Networks/Low Autonomy
High Autonomy Knowledge Emphasis
Balanced Domains/High Professionalism
Balanced Domains/Low Professionalism
Teacher professionalism
0
1
2
3
4
5
6
7
8
9
10S
pain
Ja
pa
n
Fra
nce
Bra
zil
Fin
land
Fla
nd
ers
No
rway
Alb
ert
a (
Ca
na
da
)
Au
str
alia
De
nm
ark
Isra
el
Ko
rea
Un
ite
d S
tate
s
Cze
ch R
epu
blic
Sh
an
gh
ai (C
hin
a)
Latv
ia
Ne
the
rla
nd
s
Po
land
En
gla
nd
Ne
w Z
ea
land
Sin
ga
po
re
Esto
nia
Networks Autonomy Knowledge
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34242 TALIS Teacher professionalism index
Status of the
profession
Teachers’ perception of the extent to
which teaching is valued as a
profession
Satisfaction with
the profession
Teachers’ report on the extent
to which teachers are happy with
their decision to become a
teacher.
Satisfaction with
work
environment
Teachers’ report on the extent
to which teachers are happy with their current
schools.
Self-efficacy
Teachers’ perception of
their capabilities (e.g.
controlling disruptive
behaviour, use a variety of assessment
strategies, etc.).
43
4343 Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34343 Teacher outcomes
0
10
20
30
40
50
60
70
Low professionalism
High professionalism
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34444 Teacher professionalism index and teacher outcomes
Perceptions of
teachers’ statusSatisfaction with
the profession
Satisfaction with the
work environment
Teachers’
self-efficacy
Predicted percentile
0
1
2
3
4
5
6
7
8
9
10S
pain
Ja
pa
n
Fra
nce
Bra
zil
Fin
land
Fla
nd
ers
No
rway
Alb
ert
a (
Ca
na
da
)
Au
str
alia
De
nm
ark
Isra
el
Ko
rea
Un
ite
d S
tate
s
Cze
ch R
epu
blic
Sh
an
gh
ai (C
hin
a)
Latv
ia
Ne
the
rla
nd
s
Po
land
En
gla
nd
Ne
w Z
ea
land
Sin
ga
po
re
Esto
nia
Networks Autonomy Knowledge
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34545 TALIS Teacher professionalism index
0
10
20
30
40
50
60
70
80
90
100D
iscu
ss indiv
idual
students
Share
reso
urc
es
Team
confe
rence
s
Colla
bora
te for
com
mon
standard
s
Team
teach
ing
Colla
bora
tive
PD
Join
t act
ivitie
s
Cla
ssro
om
obse
rvations
Perc
enta
ge o
f te
ach
ers
Average Shanghai (China)
Professional collaboration
Percentage of lower secondary teachers who report doing the following activities at least once per month
Teacher co-operation
Exchange and co-ordination
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
Never
Once
a y
ear
or
less
2-4
tim
es
a y
ear
5-1
0 t
imes
a y
ear
1-3
tim
es
a m
onth
Once
a w
eek o
r m
ore
Teach
er
self-e
ffic
acy
(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
Less frequently
Morefrequently
48
0
10
20
30
40
50
60
70
80
90
100E
ngla
nd
(U
K)
Esto
nia
Sin
gapo
re
Ne
therl
and
s
Shan
gha
i(C
hin
a)
Ne
w Z
eala
nd
Bra
zil
Japa
n
Un
ite
d S
tate
s
Austr
alia
No
rwa
y
Isra
el
Alb
ert
a(C
an
ada
)
Pola
nd
Spain
Kore
a
Fla
nde
rs(B
elg
ium
)
Ita
ly
Sw
ede
n
De
nm
ark
Fra
nce
Fin
land
Perc
en
tag
e o
f te
ach
ers
School Management Principals Other teachers
Mean mathematics performance, by school location,
after accounting for socio-economic statusFig II.3.34
94
9
Teachers feedback :
direct classroom observations
50What principals say about involving teachers
in decision making at school
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
This schoolprovides staff
withopportunities to
activelyparticipate in
school decisions
There is acollaborativeschool culture
that ischaracterised bymutual support
This schoolprovides parentsor guardians withopportunities to
activelyparticipate in
school decisions
This schoolprovides
students withopportunities to
activelyparticipate in
school decisions
I make importantdecisions on my
own
Strongly disagree
Disagree
Agree
Strongly agree
Percentage of lower secondary principals who "strongly disagree", "disagree", "agree" or "strongly agree" with the following statements about their school
Pe
rce
nta
ge o
f te
ach
ers
What can governments do to implement policies
more effectively?
• Clear and consistent priorities (across governments and across time), ambition and urgency, and the capacity to learn rapidly.
Shared vision
• Appropriate targets, real-time data, monitoring, incentives aligned to targets, accountability, and the capacity to intervene where necessary.
Performance
management
• Building professional capabilities, sharing best practice and innovation, flexible management, and frontline ethos aligned with system objectives.
Frontline capacity
• Strong leadership at every level, including teacher leadership, adequate process design and consistency of focus across agencies.
Delivery architecture
52 Successful reform delivery
Strive for
consensus
Engage
stakeholders
Careful
piloting
Sustainable
resources
Careful
timing
Partnership
with unions
• Acknowledge divergent views and interests
• Communicate, communicate, communicate
– Feedback reduces the likelihood of strong opposition
– Involvement of stakeholders cultivates a sense of joint ownership over policies, and hence helps build consensus over both the need and the relevance of reforms
• Mechanisms of regular and institutionalised consultation contribute to the development of trust among parties, and help them reach consensus
– Regular interactions raise awareness of the concerns of others, thus fostering a climate of compromise
• External pressures can be used to build a compelling case for change .
53 Successful reform implementation
Strive for consensus about the aims without
compromising the drive for improvement
Strive for
consensus
Engage
stakeholders
Careful
piloting
Sustainable
resources
Careful
timing
Partnership
with unions
• Regular involvement by stakeholders in policy design helps to build capacity and shared ideas over time
• Several countries have established teaching councilsthat provide teachers and other stakeholder groups with both a forum for policy development and, critically, a mechanism for profession-led standard setting and quality assurance in teacher education, teacher induction, teacher performance and career development
• Policy can encourage the formation of such communities .
54 Successful reform implementation
Engage teachers not just in the
implementation of reform but in their
design
Strive for
consensus
Engage
stakeholders
Careful
piloting
Sustainable
resources
Careful
timing
Partnership
with unions
• Regular involvement by stakeholders in policy design helps to build capacity and shared ideas over time
• Several countries have established teaching councils that provide teachers and other stakeholder groups with both a forum for policy development and, critically, a mechanism for profession-led standard setting and quality assurance in teacher education, teacher induction, teacher performance and career development
• Policy can encourage the formation of such communities through: leadership-development strategies that
describe how to create and sustain learning communities • building indicators of professional learning communities into processes of school inspection and accreditation • linking evidence of commitment to professional learning communities to performance-related pay and measures of teacher competence used in recertification • providing seed money for self-learning in schools and among schools • professional self-regulation through processes and organisations that include all teachers.
55 Successful reform implementation
Engage teachers not just in the
implementation of reform but in their
design
Strive for
consensus
Engage
stakeholders
Careful
piloting
Sustainable
resources
Careful
timing
Partnership
with unions
• Currently only one in ten educational reforms is evaluated
• Policy experimentation can help build consensus on implementation and can prove powerful in testing out policy initiatives and – by virtue of their temporary nature and limited scope –overcoming fears and resistance by specific groups of stakeholders.
56 Successful reform implementation
Use and evaluate pilot projects before full implementation
Strive for
consensus
Engage
stakeholders
Careful
piloting
Sustainable
resources
Careful
timing
Partnership
with unions
• Capacity
• Money
57 Successful reform implementation
Back reforms with sustainable financing
Strive for
consensus
Engage
stakeholders
Careful
piloting
Sustainable
resources
Careful
timing
Partnership
with unions
• All political players and stakeholders need to develop realistic expectations about the pace and nature of reforms to improve outcomes
• Certain reform measures are best introduced before others, particularly because of the substantial gap between the time at which the initial cost of reform is incurred, and the time when the intended benefits of reforms materialise
• Time is needed to learn about and understand impact, to build trust and develop capacity for the next stage .
58 Successful reform implementation
Time implementation carefully
Strive for
consensus
Engage
stakeholders
Careful
piloting
Sustainable
resources
Careful
timing
Partnership
with unions
• Putting the teaching profession at the heart of education reform requires a fruitful dialogue between governments and unions
• Teachers should not just be part of the implementation of reforms but also part of their design
• Conflict isn’t best addressed by weak unions but by strong social partnership .
59 Successful reform implementation
Build partnerships with education
unions to design and implement reforms
Routine cognitive skills Conceptual understanding, complex ways of thinking, ways of working
Some students learn at high levels All students need to learn at high levelsStudent inclusion
Curriculum, instruction and assessment
Standardisation and compliance High-level professional knowledge workersTeacher quality
‘Tayloristic’, hierarchical Flat, collegialWork organisation
Primarily to authorities Primarily to peers and stakeholdersAccountability
What it all meansThe old bureaucratic system The modern enabling system
Schooling today Schooling tomorrow
Some students learn at high levels
All students learnat high levels
Uniformity Embracing diversity
Curriculum-centred Learner-centred
Learning a place Learning an activity
Prescription Informed profession
Delivered wisdom User-generated wisdom
Provision Outcomes
6262L
essons f
rom
hig
h p
erf
orm
ers
62
62 Thank you
Find out more about our work at www.oecd.org– All publications
– The complete micro-level database
Email: [email protected]
Twitter: SchleicherEDU
and remember:
Without data, you are just another person with an opinion
