international summit on the teaching profession - framing the issues
TRANSCRIPT
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
What knowledge, skills
and character qualities do suc-cessful teachers require?
96% of teachers: My role as a teacher is to facilitate students
own inquiry
What knowledge, skills
and character qualities do suc-cessful teachers require?
86%: Students learn best by findings solutions on their
own
What knowledge, skills
and character qualities do suc-cessful teachers require?
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
Networks Autonomy Knowledge
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33
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
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33
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
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33
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
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33
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
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
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
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34
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
Strive for consensus
Engage stakehold-
ers
Careful pi-loting
Sustainable resources
Careful tim-ing
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 .
Successful reform implementation
Engage teachers not just in the
implementation of reform but in their
design
50
Strive for consensus
Engage stakehold-
ers
Careful pi-loting
Sustainable resources
Careful tim-ing
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.
Successful reform implementation
Engage teachers not just in the
implementation of reform but in their
design
51
Strive for consensus
Engage stakehold-
ers
Careful pi-loting
Sustainable resources
Careful tim-ing
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.
Successful reform implementation
Use and evaluate pilot projects before full implementation
52
Strive for consensus
Engage stakehold-
ers
Careful pi-loting
Sustainable resources
Careful tim-ing
Partnership with unions
• Capacity• Money
Successful reform implementation
Back reforms with sustainable financing
53
Strive for consensus
Engage stakehold-
ers
Careful pi-loting
Sustainable resources
Careful tim-ing
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 .
Successful reform implementation
Time implementation carefully
54
Strive for consensus
Engage stakehold-
ers
Careful pi-loting
Sustainable resources
Careful tim-ing
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 .
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 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