international summit on the teaching profession - framing the issues

1

International Summit on the Teaching Pro-fession

Framing the issues

Andreas SchleicherDirector for Education and SkillsOECD

The kind of things that are easy to teach are

now easy to automate, digitize or outsource

1960 1970 1980 1990 2000 2006 200935

40

45

50

55

60

65

70

Routine manual

Nonroutine manual

Routine cognitive

Nonroutine analytic

Nonroutine interpersonal

Mean task input in percentiles of 1960 task distribution

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.

Everyone wants to live in your countries

1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010

-20

-15

-10

-5

0

5

10

15

20

25

30

High income OECD members Low incomeMiddle 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.

Education in the past

Education now

Dimensions of student learning

What knowledge, skills

and character qualities do suc-cessful teachers require?

Session 1



96% of teachers: My role as a teacher is to facilitate students

own inquiry



86%: Students learn best by findings solutions on their

own



74%: Thinking and reasoning is more important than curriculum content

Prevalence of memorisation

rehearsal, routine exercises, drill and practice and/or repetition

-1.60 -1.40 -1.20 -1.00 -0.80 -0.60 -0.40 -0.20 0.00Switzerland

PolandGermany

JapanKorea

FranceSweden

Shanghai-ChinaCanada

SingaporeUnited States

NorwaySpain

NetherlandsUnited Kingdom

0.000.200.400.600.801.001.201.401.601.802.00

Prevalence of elaborationreasoning, deep learning, intrinsic motivation, critical thinking, creativity, non-routine problems

High Low Low High

15

Viet N

am

Shang

hai-C

hina

Urugua

y

Hong K

ong-C

hina

Portug

al

Serbia

Singap

oreJa

pan

Costa

Rica

Tunisi

a

Czech

Rep

ublicKore

aQata

r

United

Stat

es

Irelan

d

Mexico

Norway

Kazak

hstan

Roman

ia

Albania

Indon

esia

Belgium

Thaila

nd

Russia

n Fed

eratio

n

Slovak

Rep

ublic

German

y

Luxe

mbourg

Chile

Finlan

d

Sloven

ia

Switzerl

and

Liech

tenste

in

Icelan

d0.00

0.50

1.00

1.50

2.00

2.50

Inde

x of

exp

osur

e to

wor

d pr

oble

ms

Focus on word problems Fig I.3.1a

Word problems- Formal math situated in a word problem, where it

is obvious to students what mathematical knowledge and skills

are needed

16

Sweden

Tunisi

a

Switzerl

and

Luxe

mbourg

Netherl

ands

Costa

Rica

Liech

tenste

in

Indon

esia

United

King

dom

Lithu

ania

Austra

lia

OECD avera

ge

Thaila

nd

Finlan

d

Colombia Peru

Israe

l

Belgium

Poland

Spain

Greece

Sloven

ia

Hunga

ry

Kazak

hstan

Canad

a

Estonia

Latvi

aJa

pan

Croatia

Russia

n Fed

eratio

n

Jorda

n

Singap

ore0.00

0.50

1.00

1.50

2.00

2.50

Inde

x of

exp

osur

e to

form

al m

athe

mat

ics

Focus on conceptual understanding Fig I.3.1b

Focus on conceptual understanding

17 Teaching strategies and learning outcomes

Below Level 1

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6-0.4

-0.3

-0.2

-0.1

0.0

0.1

0.2

0.3

0.4

0.5

0.6Index of student-oriented instructionIndex of teacher-directed instructionIndex of cognitive-activation instruction

Students' proficiency level in PISA math-ematics

Mean Index

Students at Level 5 and 6 can develop and work with models

for complex situations, and work strategically with advanced thinking and

reasoning skills

Students below Level 2 have difficulties using basic algorithms, formulae, procedures or conventions to solve problems involving whole numbers

18 Professional knowledge and expertise in teaching

Behaviour

Cognition

Content

Character

• Effectiveness is evidenced by teacher behaviour and student learning out-comes

• Teachers as thoughtful, sentient be-ings, characterised by intentions, strategies, decisions and reflections

• The nature and adequacy of teacher knowledge of the substance of the cur-riculum being taught

• The teachers serve as moral agents, de-ploying a moral-pedagogical craft

Teacher knowledge of, and sensitivity to, cultural, social and political contexts and the environments of their

students.

19Second generation immigrant students’ performance in mathematics, by country of origin and destination

AustriaBelgium

SwitzerlandGermanyDenmark

Netherlands

AustriaBelgium

SwitzerlandGermanyDenmark

Netherlands

370 390 410 430 450 470 490 510

First-generation immigrants' score, after accounting for socio-economic status

PISA score points in mathematics

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

20Immigrant students’ performance in mathematics, by country of origin and destination

Australia

Macao-China

New Zealand

Hong Kong-China

Qatar

Finland

Denmark

United Arab Emirates

Netherlands

300 350 400 450 500 550 600

First-generation immigrants' score, after accounting for socio-economic status

PISA score points in mathematics

Students from Arabic-speak-

ing countries in:

Denmark

Qatar

United Arab Emirates

Netherlands

Finland

50 55 60 65 70 75 80 85 90 95%

Percentage of students with an immigrant backgroundwho reported that they feel like they belong at school

Students from Arabic-speak-

ing countries in:

The country where migrants go to school matters more than the country where they came from

21

21

21

Make learning central, encourage engage-ment 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

What policies can help?

Session 2

23

Student-level• Initiating and managing learning processes, including active learn-ing

• Responding to the learning needs of individual learners• Integrating formative and summative assessment

Classroom level• Teaching in multicultural classrooms• Emphasising cross-curricular studies• Integrating students with special needs

School level• Working and planning in teams and partner with other schools• Evaluating and planning for improvement• Using ICT for teaching and administration, etc.

Challenges for teachers

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 ac-counting for socio-economic status24 Implementing highly effective teacher policy and practice

25 Teachers’ skillsNumeracy test scores of tertiary graduates and teachers

Numeracy scoreSpain

PolandEstonia

United StatesCanadaIreland

KoreaEngland (UK)

England/N. Ireland (UK)Denmark

Northern Ireland (UK)France

AustraliaSweden

Czech RepublicAustria

NetherlandsNorway

GermanyFlanders (Belgium)

FinlandJapan

215 235 255 275 295 315 335 355 375Numeracy score

Numeracy skills of middle half of

college graduates

26 Teachers’ skillsNumeracy test scores of tertiary graduates and teachers

Numeracy scoreSpain

PolandEstonia

United StatesCanadaIreland

KoreaEngland (UK)

England/N. Ireland (UK)Denmark

Northern Ireland (UK)France

AustraliaSweden

Czech RepublicAustria

NetherlandsNorway

GermanyFlanders (Belgium)

FinlandJapan

215 235 255 275 295 315 335 355 375Numeracy score

Numeracy skills of teachers

27

External forces exerting pressure and influence in-ward on an occu-

pationInternal motivation and efforts of the members of the profession itself

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)

Teacherprofessionalism

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 Em-

phasis

Balanced Domains/High Professional-

ismBalanced Domains/

Low Professionalism

Teacher professionalism

Spa

in

Japa

n

Fran

ce

Bra

zil

Finl

and

Flan

ders

Nor

way

Alb

erta

(Can

ada)

Aus

tralia

Den

mar

k

Isra

el

Kor

ea

Uni

ted

Sta

tes

Cze

ch R

epub

lic

Sha

ngha

i (C

hina

)

Latv

ia

Net

herla

nds

Pol

and

Eng

land

New

Zea

land

Sin

gapo

re

Est

onia

0

1

2

3

4

5

6

7

8

9

10

Networks Autonomy Knowledge

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33

131 TALIS Teacher professionalism index

Spa

in

Japa

n

Fran

ce

Bra

zil

Finl

and

Flan

ders

Nor

way

Alb

erta

(Can

ada)

Aus

tralia

Den

mar

k

Isra

el

Kor

ea

Uni

ted

Sta

tes

Cze

ch R

epub

lic

Sha

ngha

i (C

hina

)

Latv

ia

Net

herla

nds

Pol

and

Eng

land

New

Zea

land

Sin

gapo

re

Est

onia

0

1

2

3

4

5

6

7

8

9

10



232 TALIS Teacher professionalism and PISA learning

5.0 5.5 6.0 6.5 7.0 7.5 8.0 8.5 9.0 9.5 10.0350

400

450

500

550

600

650

Australia

Flanders Belgium)Alberta (Canada)

Shanghai (China)

Czech RepublicSpain England (UK)Spain

EstoniaFinland

France Spain

Israel

JapanKorea

Latvia

The Netherlands

NorwayNew Zealand

Poland

Singapore

Sweden

Teacher professionalism index

PISA

mat

hem

atics

scor

e

Status of the profession

Teachers’ perception of the extent to which teach-ing is valued as a profes-

sion

Satisfaction with the pro-

fession

Teachers’ re-port on the extent to

which teach-ers are happy with their de-cision to be-

come a teacher.

Satisfaction with work en-

vironment

Teachers’ re-port on the extent to

which teach-ers are happy with their cur-rent schools.

Self-efficacy

Teachers’ perception of their capabil-

ities (e.g. controlling disruptive behaviour,

use a variety of assess-

ment strategies,

etc.).

33

3333 Mean mathematics performance, by school location, after accounting

for socio-economic status Fig II.3.33333 Teacher outcomes

0

10

20

30

40

50

60

70

Low professionalism

Medium professionalism

High professionalism


434 Teacher professionalism index and teacher outcomes

Perceptions of teachers’ status

Satisfaction with the profession

Satisfaction with the work environment

Teachers’ self-efficacy

Predicted percentile

3535


535

Knowledge domain in high and low socio-economically disadvantaged schools and teacher job satisfaction

Nor

way

Abu

Dha

bi (U

AE

)

Isra

el

Net

herla

nds

Eng

land

(UK

)

Bel

gium

(Fla

nder

s)

Alb

erta

(Can

ada)

Italy

Aus

tralia

Ser

bia

Cro

atia

Sha

ngha

i (C

hina

)

Spa

in

Sin

gapo

re

Pol

and

Mal

aysi

a

Slo

vak

Rep

ublic

Mex

ico

Chi

le

Est

onia

Bra

zil

New

Zea

land

Rom

ania

Latv

ia

Por

tuga

l

Fran

ce

Geo

rgia

Japa

n

Sw

eden

Kor

ea

Bul

garia

-0.40

-0.20

0.00

0.20

0.40

0.60

0.80

1.00

LowHigh

Association between satisfaction with current working environment and knowledge domain for each country sep-arated by a high and low socio-economically disadvantaged concentration level.

Unst

anda

rdise

d co

efficie

nts

3636


636

Peer networks domain in high and low socio-economically disadvantaged schools and teacher job satisfaction

Bul

garia

Aus

tralia

Net

herla

nds

Abu

Dha

bi (U

AE

)

Eng

land

(UK

)

New

Zea

land

Ser

bia

Sin

gapo

re

Est

onia

Cro

atia

Chi

le

Sw

eden

Sha

ngha

i (C

hina

)

Nor

way

Bel

gium

(Fla

nder

s)

Mex

ico

Slo

vak

Rep

ublic

Bra

zil

Alb

erta

(Can

ada)

Pol

and

Por

tuga

l

Mal

aysi

a

Italy

Spa

in

Fran

ce

Kor

ea

Latv

ia

Rom

ania

Isra

el

Japa

n

Geo

rgia

-0.40

-0.20

0.00

0.20

0.40

0.60

0.80

1.00

LowHigh

Association between satisfaction with current working environment and peer networks domain for each country separated by a high and low socio-economically disadvantaged concentration level.

Unst

anda

rdise

d co

efficie

nts

Spa

in

Japa

n

Fran

ce

Bra

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Finl

and

Flan

ders

Nor

way

Alb

erta

(Can

ada)

Aus

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Den

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k

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ea

Uni

ted

Sta

tes

Cze

ch R

epub

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Sha

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)

Latv

ia

Net

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Pol

and

Eng

land

New

Zea

land

Sin

gapo

re

Est

onia

0

1

2

3

4

5

6

7

8

9

10



737 TALIS Teacher professionalism index

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

Icel

and

Finl

and

Geor

gia

Serb

ia

Japa

n

Slov

ak R

epub

lic

Net

herla

nds

Nor

way

Albe

rta

(Can

ada)

Flan

ders

(Bel

gium

)

Aust

ralia

Unite

d St

ates

Croa

tia

Kore

a

Aver

age

Russ

ia

Chile

Israe

l

New

Zea

land

Mal

aysia

Engl

and

(Uni

ted

...

Rom

ania

Czec

h Re

publ

ic

Sing

apor

e

Shan

ghai

(Chi

na)0

10

20

30

40

50

60

70

80

90

100

Access

Participation

%

Not everywhere where induction programmes are accessibledo teachers use them

39 Induction and professional development

Braz

il

Czec

h Re

publ

ic

Spai

n

Israe

l

Pola

nd

Esto

nia

Finl

and

Flan

ders

(Bel

gium

)

Japa

n

Denm

ark

Latv

ia

Kore

a

Swed

en

Net

herla

nds

Fran

ce

0.0

0.5

1.0

1.5

2.0

2.5

Odd

s rati

osProbability of participation in three or more professional development activities for lower sec-ondary teachers who reported having participated in a formal induction programme versus teachers who reported that they had not participated in such programmes

Disc

uss i

ndivi

d...

Shar

e re

sour

ces

Team

con

fere

...

Colla

bora

te f.

..

Team

teac

hing

Colla

bora

tive

PD

Join

t act

ivitie

s

Clas

sroo

m o

bse.

..0102030405060708090

100Average Shanghai (China)

Perc

enta

ge o

f te

ache

rs

Professional collabora-tion

Percentage of lower secondary teachers who report doing the following activities at least once per month

Teacher co-operation

Exchange and co-ordina-tion

Teachers Self-Efficacy and Professional Collaboration

Nev

er

Onc

e a

y...

2-4

tim

e...

5-10

tim

...

1-3

tim

...

Onc

e a

...11.40

11.60

11.80

12.00

12.20

12.40

12.60

12.80

13.00

13.20

13.40Teach jointly as a team in the same classObserve other teachers’ classes and provide feedbackEngage in joint activities across different classesTake part in col-laborative pro-fessional learn-ing

Teac

her

self

-effi

cacy

(le

vel)

Less frequently

Morefrequently

Eng

land

(UK

)

Est

onia

Sin

gapo

re

Net

herla

nds

Sha

ngha

i (C

hina

)

New

Zea

land

Bra

zil

Japa

n

Uni

ted

Sta

tes

Aus

tralia

Nor

way

Isra

el

Alb

erta

(Can

ada)

Pol

and

Spa

in

Kor

ea

Flan

ders

(Bel

g...

Italy

Sw

eden

Den

mar

k

Fran

ce

Finl

and

0

10

20

30

40

50

60

70

80

90

100School Management Principals Other teachers

Perc

enta

ge o

f tea

cher

s


242

Teachers feedback : direct classroom observations

43What principals say about involving teachers in decision making at school

0%

20%

40%

60%

80%

100%

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

Per

cent

age

of te

ache

rs

44What principals say about involving teachers in decision making at schoolPercentage of lower secondary principals who reported that they "often" or "very often" distributed leadership activ-ities among other stakeholders in and around the school during the 12 months prior to the survey

Latv

ia

Shan

ghai

(Chi

na)

Pola

nd

Kore

a

Esto

nia

Nor

way

Flan

ders

(Bel

gium

)

Braz

il

Czec

h Re

publ

ic

Albe

rta

(Can

ada)

Spai

n

Aust

ralia

Engl

and

(UK)

New

Zea

land

Denm

ark

Net

herla

nds

Sing

apor

e

Fran

ce

Swed

en

Finl

and

Italy

Japa

n

0

50

100

150

200

250

300

This school provides students with opportunities to actively participate in school decisionsThis school provides parents or guardians with opportunities to actively participate in school decisionsThis school provides staff with opportunities to actively participate in school decisions

Cum

ulat

ive

perc

enta

ge

45 Impact of professional development on teaching

Knowledge and understanding of subject field(s)Pedagogical competencies in teaching subject field(s)

Student evaluation and assessment practicesKnowledge of the curriculum

ICT skills for teachingStudent behaviour and classroom management

Approaches to individual learningNew technologies in the workplace

Teaching cross-curricular skills Teaching students with special needs

Student career guidance and counsellingApproaches to developing cross-occupational competencies

School management and administrationTeaching in a multicultural/lingual setting

0 10 20 30 40 50 60 70 80

ModerateLarge

Percentage of teachers who participated in professional development activities with the following content in the 12 months prior to the survey, and reported moderate or large positive impact of this activity on their teaching

Percentage of teachers

What can governments do to implement policies

more effectively?

Session 3

47

• Clear and consistent priorities (across gov-ernments and across time), ambition and urgency, and the capacity to learn rapidly.

Shared vision

• Appropriate targets, real-time data, moni-toring, incentives aligned to targets, ac-countability, and the capacity to intervene where necessary.

Performance man-agement

• Building professional capabilities, sharing best practice and innovation, flexible man-agement, and frontline ethos aligned with system objectives.

Frontline capacity

• Strong leadership at every level, including teacher leadership, adequate process de-sign and consistency of focus across agen-cies.

Delivery architec-ture

Successful reform delivery

48

Strive for consensus

Engage stakehold-

ers

Careful pi-loting

Sustainable resources

Careful tim-ing

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 .

Successful reform implementation

Strive for consensus about the aims without

compromising the drive for improvement

49


Engage stakehold-

ers

Careful pi-loting


Careful tim-ing


• 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 .


Engage teachers not just in the

implementation of reform but in their

design

50


Engage stakehold-

ers

Careful pi-loting


Careful tim-ing


• 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.


Engage teachers not just in the

implementation of reform but in their

design

51


Engage stakehold-

ers

Careful pi-loting


Careful tim-ing


• 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.


Use and evaluate pilot projects before full implementation

52


Engage stakehold-

ers

Careful pi-loting


Careful tim-ing


• Capacity• Money


Back reforms with sustainable financing

53


Engage stakehold-

ers

Careful pi-loting


Careful tim-ing


• 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 .


Time implementation carefully

54


Engage stakehold-

ers

Careful pi-loting


Careful tim-ing


• 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 .


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 levels

Student inclusion

Curriculum, instruction and assessment

Standardisation and compliance

High-level professional knowledge workers

Teacher quality

‘Tayloristic’, hierarchical

Flat, collegial

Work organisation

Primarily to authorities

Primarily to peers and stakeholders

Accountability

What it all meansThe old bureaucratic system The modern enabling system

5656Le

sson

s fro

m h

igh

perfo

rmer

s

56

56 Thank you

Find out more about our work at www.oecd.org– All publications– The complete micro-level database

Email: [email protected]: SchleicherEDU

and remember:Without data, you are just another person with an opinion