raising social mobility through teacher policy

1

Raising social mobility through teacher policy

Andreas SchleicherDirector for Education and SkillsOECD

2Time for a Plan B

Education as the key to social mobility?

Kor

ea

Rus

sian

Fed

erat

ion

Pol

and

Finl

and

Irela

nd

Spa

in

Eng

land

/N. I

rela

nd (U

K)

Fran

ce

Can

ada

Japa

n

Net

herla

nds

Ave

rage

Flan

ders

(Bel

gium

)

Den

mar

k

Est

onia

Aus

tralia

Nor

way

Slo

vak

Rep

ublic

Italy

Sw

eden

Uni

ted

Sta

tes

Cze

ch R

epub

lic

Ger

man

y

Aus

tria

0

10

20

30

40

50

60

70

22

10

16

Downward mobility (lower educational attainment than the highest level reached by parents)Upward mobility to upper secondary or post-secondary non-tertiary educationUpward mobility to tertiary education%

Mex

ico

Chile

Gre

ece

Nor

way

Swed

enIc

elan

dIs

rael

Ital

yU

nite

d St

ates

Spai

nD

enm

ark

Luxe

mbo

urg

Aust

ralia

Irel

and

Uni

ted

Kin.

..H

unga

ryCa

nada

Finl

and

Aust

ria

Turk

eyLi

echt

enst

ein

Czec

h Re

publ

icEs

toni

aPo

rtug

alSl

oven

iaSl

ovak

Rep

ublic

New

Zea

land

Ger

man

yN

ethe

rlan

dsFr

ance

Swit

zerl

and

Pola

ndBe

lgiu

mJa

pan

Mac

ao-C

hina

Hon

g Ko

ng-C

...Ko

rea

Sing

apor

eCh

ines

e Ta

ipei

Shan

ghai

-Chi

na

300

325

350

375

400

425

450

475

500

525

550

575

600

625

650

675

Source: PISA 2012

Poverty is not destinyPISA performance by decile of social background

Kor

ea

Isra

el

Latv

ia

Slo

veni

a

Pol

and

Arg

entin

a

Net

herla

nds

Col

ombi

a

Fran

ce

Tuni

sia

Qat

ar

Thai

land

Gre

ece

Rom

ania

Rus

sian

Fed

.

Aus

tria

Cro

atia

U.A

.E.

Ger

man

y

Hun

gary

Luxe

mbo

urg

Bel

gium

Jord

an

Vie

t Nam

Uni

ted

Sta

tes

Cze

ch R

epub

lic

Turk

ey

Indo

nesi

a

Sha

ngha

i-Chi

na

Sw

eden

New

Zea

land

Chi

nese

Tai

pei-0.5

-0.3

-0.1

0.1

0.3

0.5

0.7

0.9

1.1

1.3

1.5

Mea

n in

dex

diffe

renc

e

Disadvantaged schools reported more teacher shortage

Advantaged schools reported more teacher shortage

B

Few countries attract the most talented teachers to the most challenging classrooms

6

-0.500.511.5300

350

400

450

500

550

600

650

700R² = 0

Equity in resource allocation (index points)

Mat

hem

atic

s pe

rform

ance

(sco

re p

oint

s)

Greater equityLess equity

Adjusted by per capita GDP

Source: PISA 2012

Few countries attract the most talented teachers to the most challenging classrooms

7Second 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

8Immigrant 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 they feel 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

9Percentage of second-generation immigrant studentswho reported that they feel like they belong at school

France

Belgium Braz

il

Irelan

d

Hong K

ong-C

hina

Italy

Swed

enMexi

coQata

r

United

Kingd

om

Switze

rland

Singa

pore

Argenti

na

United

Arab Em

irates

Austria

New Zea

land

Portu

gal

Greece

Norway

Israe

l0102030405060708090

100

10Percentage of immigrant students in schools where at least half of the students are immigrants

Hon

g K

ong.

..

Ger

man

y

Arg

enti

na

Swit

zerl

and

Slov

enia

Isra

el

Net

herl

ands

New

Zea

land

Belg

ium

Uni

ted

St..

.

Fran

ce

Spai

n

OEC

D a

ve..

.

Luxe

mbo

urg

Kaz

akhs

tan

Aus

tria

Uni

ted

Ki..

.

Aus

tral

ia

Swed

en

Mac

ao-C

hina

Nor

way

Den

mar

k

Ital

y

Cana

da

Gre

ece

Qat

ar

Uni

ted

Ara

...50

556065707580859095

100

11Reading performance of immigrant students, by attendance at pre-primary education

Braz

il

Mex

ico

35

Mal

aysi

a

Cost

a Ri

ca

Kaza

khst

an 3

6

Qat

ar 4

8

Jord

an 3

4

Mon

tene

gro

Gree

ce

Slov

enia

Spai

n 5

2

Swed

en 6

7

Italy

88

Russ

ian

Fede

rat..

.

Port

ugal

49

Luxe

mbo

urg

40

OEC

D av

erag

e ...

Switz

erla

nd

Croa

tia

Serb

ia

Unite

d Ar

ab E

mi..

.

New

Zea

land

90

Mac

ao-C

hina

81

Irela

nd

Cana

da 4

5

Aust

ralia

54

300

350

400

450

500

550

600Had attended pre-primary education Had not attended pre-primary educationMean score

12Difference in the likelihood of having attended pre-primary education between immigrant students and non-immigrant students

0.0

0.5

1.0

1.5

2.0

2.5

3.0After accounting for students' socio-economic statusOdds

ratio

Immigrant students are more likely to have at-tended pre-primary education

Immigrant students are less likely to have attended pre-

primary education

What knowledge, skills

and character qualities do teachers require?


and character qualities do suc-cessful teachers require?

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

18

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

19

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

20 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 reasoning skills

Students below Level 2 have difficulties using basic algorithms, formulae, procedures or convention

What policies can help?

22

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 status23 Implementing highly effective teacher policy and practice

24 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

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 teachers

26

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

030 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



131 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

0

10

20

30

40

50

60

70

Low professionalism

Medium professionalism

High professionalism


232 Teacher professionalism index and teacher outcomes

Perceptions of teachers’ status

Satisfaction with the profession

Satisfaction with the work environment

Teachers’ self-efficacy

Predicted percentile

3333


333

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

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



434 TALIS Teacher professionalism index

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

37What 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

38 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?

40

• 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

41

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

42


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

43


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

44


Engage stakehold-

ers

Careful pi-loting


Careful tim-ing


• Capacity• Money


Back reforms with sustainable financing

45


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

46


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

4848Le

sson

s fro

m h

igh

perfo

rmer

s

48

48 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