by Andreas Schleicher, Director for Education and Skills, OECD. - If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the sixth International Summit on the Teaching Profession, describes the knowledge, skills and character qualities common to the most effective teachers. It examines the education policies and practices that help teachers to acquire these tools, including through induction and mentoring programmes, ongoing professional development activities, student assessments, and collaboration with colleagues. The publication also discusses the importance of involving all stakeholders – especially teachers – in the process of education reform.
International Summit on the Teaching Profession - Framing the Issues
1. 1
International Summit
on the Teaching
Profession
Framing the issues
Andreas Schleicher
Director for Education and Skills
OECD
2. 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
5. A lot more to come
• 3D printing
• Synthetic biology
• Brain enhancements
• Nanomaterials
• Etc.
6. 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
.
11. What knowledge, skills
and character qualities do
successful teachers require?
96% of teachers: My role as a teacher
is to facilitate students own inquiry
12. What knowledge, skills
and character qualities do
successful teachers require?
86%: Students learn best
by findings solutions on their own
13. What knowledge, skills
and character qualities do
successful teachers require?
74%: Thinking and reasoning is more
important than curriculum content
14. Prevalence of memorisation
rehearsal, routine exercises, drill and
practice and/or repetition
-2.00 -1.50 -1.00 -0.50 0.00 0.00 0.50 1.00 1.50 2.00
Switzerland
Poland
Germany
Japan
Korea
France
Sweden
Shanghai-China
Canada
Singapore
United States
Norway
Spain
Netherlands
United Kingdom
Prevalence of elaboration
reasoning, deep learning, intrinsic
motivation, critical thinking,
creativity, non-routine problems
High Low Low High
17. 17 Teaching strategies and learning outcomes
-0.4
-0.3
-0.2
-0.1
0.0
0.1
0.2
0.3
0.4
0.5
0.6
Below Level
1
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Index of student-oriented instruction
Index of teacher-directed instruction
Index of cognitive-activation instruction
Students' proficiency level in PISA mathematics
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. 18 Professional knowledge and expertise in teaching
Behaviour
Cognition
Content
Character
• Effectiveness is evidenced by teacher
behaviour and student learning outcomes
• Teachers as thoughtful, sentient beings,
characterised by intentions, strategies,
decisions and reflections
• The nature and adequacy of teacher
knowledge of the substance of the
curriculum being taught
• The teachers serve as moral agents,
deploying a moral-pedagogical craft
Teacher knowledge of, and sensitivity to, cultural, social and
political contexts and the environments of their students.
19. 19
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
20. 20
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 that they feel like 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
21. 21
21
21
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
23. Student-level
• Initiating and managing learning processes, including active learning
• 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.
23 Challenges for teachers
24. 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 status2
4
Implementing highly effective teacher policy and practice
25. 25 Teachers’ skills
Numeracy test scores of tertiary graduates and teachers
Numeracy score215 235 255 275 295 315 335 355 375
Spain
Poland
Estonia
United States
Canada
Ireland
Korea
England (UK)
England/N. Ireland (UK)
Denmark
Northern Ireland (UK)
France
Australia
Sweden
Czech Republic
Austria
Netherlands
Norway
Germany
Flanders (Belgium)
Finland
Japan
Numeracy score
Numeracy skills of
middle half of
college graduates
26. 26 Teachers’ skills
Numeracy test scores of tertiary graduates and teachers
Numeracy score215 235 255 275 295 315 335 355 375
Spain
Poland
Estonia
United States
Canada
Ireland
Korea
England (UK)
England/N. Ireland (UK)
Denmark
Northern Ireland (UK)
France
Australia
Sweden
Czech Republic
Austria
Netherlands
Norway
Germany
Flanders (Belgium)
Finland
Japan
Numeracy score
Numeracy skills of
teachers
27. External forces
exerting pressure and
influence inward on
an occupation
Internal motivation and
efforts of the members
of the profession itself
27 Professionalism
Professionalism is the level of autonomy and
internal regulation exercised by members of an
occupation in providing services to society
28. 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
29. 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)
30. High Peer Networks/
Low Autonomy
High Autonomy Knowledge Emphasis
Balanced Domains/
High Professionalism
Balanced Domains/
Low Professionalism
Teacher professionalism
33. 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.).
3
3333 Mean mathematics performance, by school location, after
accounting for socio-economic status Fig II.3.3
3333 Teacher outcomes
34. 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.3.3
3434 Teacher professionalism index and teacher outcomes
Perceptions of
teachers’ status
Satisfaction with
the profession
Satisfaction with the
work environment
Teachers’
self-efficacy
Predicted percentile
35. 3
5
3
5
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
3
5
3
5
Knowledge domain in high and low socio-economically
disadvantaged schools and teacher job satisfaction
-0.40
-0.20
0.00
0.20
0.40
0.60
0.80
1.00 Norway
AbuDhabi(UAE)
Israel
Netherlands
England(UK)
Belgium(Flanders)
Alberta(Canada)
Italy
Australia
Serbia
Croatia
Shanghai(China)
Spain
Singapore
Poland
Malaysia
SlovakRepublic
Mexico
Chile
Estonia
Brazil
NewZealand
Romania
Latvia
Portugal
France
Georgia
Japan
Sweden
Korea
Bulgaria
Low
High
Association between satisfaction with current working environment and knowledge domain for each country separated by a
high and low socio-economically disadvantaged concentration level.
Unstandardisedcoefficients
36. 3
6
3
6
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
3
6
3
6
Peer networks domain in high and low socio-economically
disadvantaged schools and teacher job satisfaction
-0.40
-0.20
0.00
0.20
0.40
0.60
0.80
1.00
Bulgaria
Australia
Netherlands
AbuDhabi(UAE)
England(UK)
NewZealand
Serbia
Singapore
Estonia
Croatia
Chile
Sweden
Shanghai(China)
Norway
Belgium(Flanders)
Mexico
SlovakRepublic
Brazil
Alberta(Canada)
Poland
Portugal
Malaysia
Italy
Spain
France
Korea
Latvia
Romania
Israel
Japan
Georgia
Low
High
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.
Unstandardisedcoefficients
38. 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
0
10
20
30
40
50
60
70
80
90
100
Iceland
Finland
Georgia
Serbia
Japan
SlovakRepublic
Netherlands
Norway
Alberta(Canada)
Flanders(Belgium)
Australia
UnitedStates
Croatia
Korea
Average
Russia
Chile
Israel
NewZealand
Malaysia
England(United…
Romania
CzechRepublic
Singapore
Shanghai(China)
Access
Participation
%
Not everywhere where induction programmes are accessible
do teachers use them
39. 39 Induction and professional development
0.0
0.5
1.0
1.5
2.0
2.5
Brazil
CzechRepublic
Spain
Israel
Poland
Estonia
Finland
Flanders(Belgium)
Japan
Denmark
Latvia
Korea
Sweden
Netherlands
France
Oddsratios
Probability of participation in three or more professional development activities for lower secondary
teachers who reported having participated in a formal induction programme versus teachers who reported
that they had not participated in such programmes
41. 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
Onceayearorless
2-4timesayear
5-10timesayear
1-3timesamonth
Onceaweekormore
Teacherself-efficacy(level)
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
More
frequently
43. 43
What principals say about involving teachers
in decision making at school
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
This school
provides staff
with
opportunities to
actively
participate in
school decisions
There is a
collaborative
school culture
that is
characterised by
mutual support
This school
provides parents
or guardians with
opportunities to
actively
participate in
school decisions
This school
provides
students with
opportunities to
actively
participate in
school decisions
I make important
decisions 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
Percentageofteachers
44. 44
What principals say about involving teachers
in decision making at school
Percentage of lower secondary principals who reported that they "often" or "very often" distributed leadership activiti
other stakeholders in and around the school during the 12 months prior to the survey
0
50
100
150
200
250
300
Latvia
Shanghai(China)
Poland
Korea
Estonia
Norway
Flanders(Belgium)
Brazil
CzechRepublic
Alberta(Canada)
Spain
Australia
England(UK)
NewZealand
Denmark
Netherlands
Singapore
France
Sweden
Finland
Italy
Japan
This school provides students with opportunities to actively participate in school decisions
This school provides parents or guardians with opportunities to actively participate in school decisions
This school provides staff with opportunities to actively participate in school decisions
Cumulativepercentage
45. 45 Impact of professional development on teaching
0 10 20 30 40 50 60
Knowledge and understanding of subject field(s)
Pedagogical competencies in teaching subject field(s)
Student evaluation and assessment practices
Knowledge of the curriculum
ICT skills for teaching
Student behaviour and classroom management
Approaches to individual learning
New technologies in the workplace
Teaching cross-curricular skills
Teaching students with special needs
Student career guidance and counselling
Approaches to developing cross-occupational competencies
School management and administration
Teaching in a multicultural/lingual setting
Moderate
Large
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
47. • 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
47 Successful reform delivery
48. 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 .
48 Successful reform implementation
Strive for
consensus about
the aims without
compromising the drive
for improvement
49. 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 .
49 Successful reform implementation
Engage teachers
not just in the
implementation of
reform but in their
design
50. 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.
50 Successful reform implementation
Engage teachers
not just in the
implementation of
reform but in their
design
51. 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.
51 Successful reform implementation
Use and evaluate
pilot projects before
full implementation
53. 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 .
53 Successful reform implementation
Time implementation
carefully
54. 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 .
54 Successful reform implementation
Build partnerships
with education
unions to design and
implement reforms
55. 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 means
The old bureaucratic system The modern enabling system
56. 5656Lessonsfromhighperformers
56
56 Thank you
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Email: Andreas.Schleicher@OECD.org
Twitter: SchleicherEDU
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