11

The teacher profile for the future

Organisation for Economic Cooperation and Development (OECD)

ETUCE ConferenceEurope Needs Teachers

Brussels12 June 2006

Michael DavidsonSenior Analyst, Indicators and Analysis Division

Directorate for Education

22 Factors shaping the teacher profile for the future

Teachers’ roles are changing Factors influencing this include:

More autonomy for schools More diverse student population

What do we know now about the impact of these and how well teachers are coping with these challenges?

What do we still need to learn to help prepare teachers to meet these challenges?

33 Teachers are now expected to have much broader roles

At the individual student level Initiating and managing learning processes;

• Responding effectively to the learning needs of individual learners;

• Integrating formative and summative assessment.

At the classroom level• Teaching in multicultural classrooms;

• New cross-curricular emphases;

• Integrating students with special needs.

44 Teachers are now expected to have much broader roles (continued)

At the school level

• Working and planning in teams;

• Evaluation and systematic improvement planning;

• ICT use in teaching and administration;

• Projects between schools, and international cooperation;

• Management and shared leadership.At the level of parents and the wider community

• Providing professional advice to parents;

• Building community partnerships for learning.

5555

Trends affecting these changing roles

More school autonomyMore diverse student populations

66

Greece

Finland

Hungary

Germany

Austria

France

New Zealand

Belgium (Fr.)

Spain

Norway

Denmark

Portugal

I taly

Netherlands

England

Czech Republic

Korea

TurkeyMore centralised in 2003More decentralised in 2003

600 10 20 30 40 50102030405060

General move towards decentralisation of decisions Percentage of decisions in lower secondary education taken at more

centralised/decentralised levels in 2003 than in 1998

%

77

0

20

40

60

80

100

Net

her

land

s

Eng

land

New

Zea

land

Hun

gary

Cze

ch R

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Slo

vak

Rep

ublic

Kor

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Sw

eden

Ital

y

Den

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k

Bel

gium

(Fr.

)

Port

ugal

Nor

way

Luxem

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rg

Ger

man

y

Fra

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Aus

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Spa

in

Fin

land

Icel

and

Aus

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Tur

key

1

Jap

an

Mex

ico

Gre

ece

School Regional and local Central and state

More and more decisions are taken at the school level

Percentage of educational decisions taken at each level of government

Lower secondary education (2003)%

88 Do these trends improve student learning?

In many of the best performing countries Decentralised decision-making is combined with

devices to ensure a fair distribution of substantive educational opportunities

The provision of standards and curricula at national/sub-national levels is combined with advanced evaluation systems

– That are implemented by professional agencies Process-oriented assessments and/or

centralised final examinations are complimented with individual reports and feed-back mechanisms on student learning progress

99 More school autonomy-some implications for teachers

Greater accountability required of schools Perhaps an emphasis on high stakes student

examinations Greater emphasis on strong school

leadership More need for clear school goals that are

understood and supported by the teaching and other staff

Teacher cooperation, collaboration and team work Broader role for teachers

E.g. Supporting the leadership and management of the school

Professional development needs

10101010

More diverse student populations

Students from diverse socio-economic backgrounds

Evidence from the Programme for International Student Assessment (PISA)

1111

Low Performan

ce

PISA: HighMathematics performance

Low performance

Low social equity

High performance

Low social equity

Low performance

High social equity

High performance

High social equity

Strong impact of social background on performance

Moderate impact of social

background on performance

I talyPortugal

Latvia United StatesSpain

Norway

HungaryPolandLuxembourg

Slovak Republic

AustriaGermanyI reland

DenmarkFranceSweden

Czech RepublicI celand

Australia

J apan

Belgium

New Zealand

SwitzerlandMacao- China

Canada

Netherlands

Finland

Hong Kong- China

Korea

Liechtenstein

Russian Federation

Greece

440

460

480

500

520

540

0102030

1212

Low Performan

ce

HighMathematics performance

Low performance

Low social equity

High performance

Low social equity

Low performance

High social equity

High performance

High social equity

Strong impact of social background on performance

Moderate impact of social

background on performance

I talyPortugal

LatviaUnited StatesSpain

Norway

Hungary PolandLuxembourg

Slovak Republic

AustriaGermany I reland

DenmarkFrance

Sweden

Czech RepublicI celand

Australia

J apan

Belgium

New Zealand

Switzerland Macao- China

Canada

Netherlands

Finland

Hong Kong- China

Korea

Liechtenstein

Russian Federation

Greece

440

460

480

500

520

540

0102030

Differences in socio-economic background pose major challenges for education systems

Students whose parents have better-paid jobs, are better educated or have more “cultural” possessions in their homes tend to perform better…

… But the performance advantage varies– Australia, Canada, Finland, Iceland and Japan

provide examples showing that it is possible to combine quality and equity

– In contrast, results for Belgium, Germany, Hungary and the Slovak Republic reveal large socio-economic inequalities in the distribution of learning opportunities .

13131313

More diverse student populations

Performance of immigrant students Evidence from the Programme for

International Student Assessment (PISA)

1414 Different histories

0

5

10

15

20

25

30

35

40

Luxe

mbo

urg

Aus

tral

ia

Swit

zerl

and

New

Zea

land

Can

ada

Aus

tria

Ger

man

y

Swed

en

Uni

ted

Sta

tes

Bel

gium

Fra

nce

Net

herl

ands

Nor

way

Den

mar

k

Foreign- born population Foreign- nationality population

The traditional settlement countries

Australia, Canada, New Zealand, United States

Founded on the basis of immigration and continuing to admit significant numbers of newcomers for permanent residence

Extensive experience with immigration and its social consequences

European countries with post-war labour recruitment Austria, Denmark, Germany, Luxembourg, Norway, Sweden and Switzerland Mass immigration after World War II as a result of active recruitment Expectation of temporary residency Nordic countries placing stronger emphasis on humanitarian immigration since 1970s

European countries with colonial histories

Belgium, France, the Netherlands, the United Kingdom

Similar patterns as in other European countries but less linguistic diversity

Where immigrant students succeed – A comparative review of performance and engagement in PISA 2003: Figure 1.1.

1515 Key findings On average across the 17 countries, 15-

year-old first-generation immigrants score in mathematics more than one school year behind their native counterparts

The performance disadvantage varies widely across countries from very little to…… more than 90 score points in

Belgium and Sweden for first-generation students

… more than 90 score points in Belgium and Germany for second-generation students

The performance of immigrant students also varies in absolute terms… with second-generation immigrants

in Canada outperforming their German counterparts by 111 score points, almost equivalent to three school years

1616

Macao- China

Canada

Australia

Hong Kong- China

New Zealand

Russian

Federation

United States

LuxembourgNorway

FranceSweden Austria

Netherlands

Belgium

Germany

Switzerland

Denmark

r = 0.30, p=0.25

460

470

480

490

500

510

520

530

540

550

560

0 20 40 60 80 100

BUT…..Larger immigrant populations do not imply lower overall performance

Percentage of immigrant students in the country

Ma

the

ma

tic

s p

erf

orm

an

ce

1717 AND..Immigrant students are motivated learners

Native students

Second-generation immigrant students

First-generation immigrant students

Making an effort in mathematics is worth it because it will help me in work I want to do later.

74 76 79

Learning mathematics is worthwhile because it will improve my career prospects.

76 80 81

Mathematics is an important subject because I need it for what I want to study later on.

62 67 71

I will learn many things in mathematics that will help me get a job.

69 73 76

1818 Policies and practices that help integration

Countries where performance differences are relatively small tend to have well-established language support programmes with relatively clearly defined goals and standards

19191919

What are some otherfeatures of

successful education systems?

Insights from earlier PISA analysis

2020 Sympathy doesn’t raise standards – aspiration does

In many of the best performing countries National research teams report a strong

“culture of performance”– Which drives students, parents, teachers

and the educational administration to high performance standards

PISA shows that students perceived a high degree of teacher support– Which should not be simply equated with

“achievement press”

2121Organisation of instruction

In many of the best performing countries Schools and teachers have explicit strategies

and approaches for teaching heterogeneous groups of learners

– A high degree of individualised learning processes– Disparities related to socio-economic factors and

migration are recognised as major challenges Students are offered a variety of extra-

curricular activities Schools offer differentiated support

structures for students– E.g. school psychologists or career counsellors

Institutional differentiation is introduced, if at all, at later stages

– Integrated approaches also contributed to reducing the impact of students socio-economic background on outcomes

2222 Support systems and professional teacher development

In the best performing countries Effective support systems are located at

individual school level or in specialised support institutions

Teacher training schemes are selective The training of pre-school personnel is

closely integrated with the professional development of teachers

Continuing professional development is a constitutive part of the system

Special attention is paid to the professional development of school management personnel

23232323

The OECD Survey of Teachers, teaching and learning

An opportunity to learn more about how these trends and challenges are affecting

teaching and learning in schools

But there is still a lot we don’t know………

2424Policy focus

Three main areas1. Recognition, feedback, reward and

evaluation of teachers2. School leadership3. Teaching practices, beliefs, and attitudes And their relationships with

– Teachers’ professional development– School climate

2525Survey design

Core sample Lower secondary teachers and school principals

Sampling options Primary teachers and school principals Upper secondary teachers and school principals Teachers in PISA 2006 schools

200 schools, 20 teachers Response rate (75%, 75%)

Teacher and Principal questionnaires (40 Minutes) Main study 2007-08 school year Report March 2009

2626 Recognition, feedback, reward and evaluation

Research questions In what way is teachers’ work recognised and

appraised and what are teachers’ perceptions of how well this works?

In what way are the outcomes of these used in terms of feedback and reward implications; what are the connections with professional development?

What is the impact of these processes and practices upon teachers and their teaching ?

How do these mechanisms support good teaching?

2727School leadership

Research questions In an era of accountability and devolution of authority in

education, how can a nation’s principals, teachers, and other key staff create and sustain effective school leadership?

To what degree have recent new trends in school leadership penetrated nations’ educational systems, aimed chiefly at enhancing leadership through the management of teachers, their practice of teaching, and their beliefs?

To what extent has this actually impacted upon teacher practices, beliefs and attitudes?

2828 Teaching practices, beliefs & attitudes

Research questions How do teaching styles and goals differ

between and within countries; are they more driven by curriculum or didactics?

Do these styles and goals differ between types of schools or by different groups of teachers? How is this associated with the professional development that teachers receive?

2929Teacher Union consultations

Constructive liaison with OECD Trade Union Advisory Council (TUAC) and Education International (EI) They have attended as observers in

OECD meetings of the group of participating countries

Briefings provided by Secretariat to TUAC Working Group on Education

Discussions with teacher unions nationally

3030 Countries participating Australia Belgium (Fl) Brazil Czech

Republic Denmark Estonia Hungary Iceland Ireland Korea Lithuania

Malta Malaysia Netherlands Norway Poland Portugal Spain Slovak Republic Slovenia Turkey

Others still considering: France, Belgium (Fr), Germany??…….

3131 The teacher profile for the future

Teachers’ roles are changing – more challenging

Crucial role for teachers’ professional development

Sharing good practice is essential Between teachers, schools, policy makers and

shapers International comparisons can play a vital role

Without data you are just someone else with an opinion!

3232Thank you for listening

Comments and questions?