Andreas Schleicher (Oecd) 2011 - Building A High-Quality Teaching Profession, Lessons From Around The World

Building a High-Quality Teaching Profession
International Summit on the Teaching Profession
New York, 16-17 March 2011

Lessons from around the world
Andres Schleicher
Special advisor to the Secretary-General on Education Policy Head of the Indicators and Analysis Division, EDU
Andreas Schleicher
(PISA average reading, mathematics and science)
High student performance
High average performance Large socio-economic disparities
Shangai-China
High average performance High social equity
Singapore New Zealand

Andres Schleicher
Finland Korea
Japan Netherlands Chinese Taipei
Hong Kong-China
Canada
Liechtenstein Estonia
Low equityHungary
Austria
Australia Switzerland Germany Belgium Poland United Kingdom France Slovenia Ireland Norway Denmark Sweden
United States Czech Republic Slovak Republic
Macao-China Iceland
Portugal Latvia Italy Spain Luxembourg Lithuania Croatia Greece Russian Federation Turkey
High equity
Dubai (UAE)
Israel
Low average performance Large socio-economic disparities

Kazakhstan Argentina Bulgaria
Chile
Uruguay Romania
Serbia
Low average performance

MexicoThailand
High social equity
Trinidad and Tobago

Montenegro
Brazil Jordan Colombia Tunisia Azerbaijan Indonesia
Albania Low student performance
3
Tools Standards Processes Curricula People Selection Teachers Technology Preparation Practices Principals Instruction Assessments Recruitment/induction Policies Student and alignment Support personnel Intervention Data systems Work learning organisation Families
Support systems
Andres Schleicher
Development Supervision Retention
4
The past
Teacher policies
Student inclusion
The most effective systems

All students learn at high levels
Some students learn at high levels
Curriculum, instruction and assessment

Andres Schleicher
Routine cognitive skills for lifetime jobs
Learning to learn, complex ways of thinking, ways of working
Teacher quality
Taught to teach established content
High-level professional knowledge workers

Work organisation
Tayloristic, hierarchical
Flat, collegial, differentiated and diverse careers

Teacher evaluation and accountability
Primarily to authorities
Also to peers and stakeholders
How teachers are recruited into the profession and educated
Great systems attract great teachers

Andres Schleicher
Last year Finland had over 6000 applicants for 600 jobs.
Great systems prioritize the quality of teachers

over the size of classes.
Salaries matter
but career prospects, career diversity and giving teachers responsibility as professionals and leaders of reform are equally important.

New York, 16-17 March 2011 Andres Schleicher
1.0
1.2
1.4
0.0
0.2
0.4
0.8
0.6
Source: OECD, Education at a Glance 2010, Table 3.1 (Fig 1.1 Building a High-Quality Teaching Profession)
Teacher salaries relative to workers with college degrees

Ratio of salary after 15 years of experience/minimum training to earnings for full-time full-year workers with tertiary education aged 25 to 64
Spain New Zealand Germany Australia Finland Sweden Belgium (Fl.) Scotland Belgium (Fr.) Denmark France England Korea Netherlands Austria Greece Portugal Estonia Poland Norway United States Italy Israel Slovenia Hungary Iceland Czech Republic

10
15
-10 -5 Portugal Spain Switzerland Belgium Korea Luxembourg Germany Greece Japan Australia United Kingdom New Zealand France Netherlands Denmark Italy Austria Czech Republic Hungary Norway Iceland Ireland Mexico Finland Sweden United States Poland Slovak Republic
Percentage points
High performing systems often prioritize the quality of teachers over the size of classes
Contribution of various factors to upper secondary teacher compensation costs per student as a percentage of GDP per capita (2004) Salary as % of GDP/capita Instruction time 1/teaching time 1/class size
Difference with OECD average
12
12
Percentage of OECD countries in which the following factors shape teacher pay
Years of experience as a teacher Additional management responsibilities
10 84% 72% 66% 31% 66% 69% 44% 0 20 40 60 80
Andres Schleicher
Teaching in a disadvantaged, remote or high cost area

Special tasks (career guidance, counselling) Teaching courses in a particular field A higher initial educational qualification
A higher certification or training obtained during professional life

Outstanding performance in teaching
Source: OECD, Education at a Glance 2010. (Fig 3.6 Building a High-Quality Teaching Profession)
100
13
13
How teachers are recruited into the profession and educated
Andres Schleicher
The status of teaching is not a static attribute of culture

but has, in some countries, changed significantly.
Top-down initiatives alone were often insufficient to achieve deep and lasting changes
(You can mandate compliance but you need to unleash excellence).
16
500
16
Impact of school autonomy on performance in systems with and without

PISA score in reading
School autonomy, accountability and student performance

accountability arrangements
Andres Schleicher
495
490
School autonomy in resource allocation Schools with more autonomy

480
Schools with less autonomy
Systems with more accountability
Systems with less accountability
Systems accountability arrangements
17 Interesting practices to bring in a wider

17
background of teachers
not just in vocational programs.
Opening the teaching profession to individuals with relevant experience outside education
Andres Schleicher
Recognizing the skills and experience gained outside education

and reflecting those in starting salaries.
Enabling appropriately qualified entrants, including mature student teacher trainees

to start working and earning a salary before acquiring teacher education qualifications.
Offering more flexible approaches to teacher education

that provide opportunities for part-time study and distance learning, and that give credits for relevant qualifications and experience .

18
18
19
19
How teachers are developed in service and supported

No matter how good the pre-service education for teachers is
it cannot prepare teachers for rapidly changing challenges throughout their careers
Andres Schleicher
High-performing systems rely on ongoing professional to

update individuals knowledge of a subject in light of recent advances update skills and approaches in light of new teaching techniques, new circumstances, and new research enable teachers to apply changes made to curricula or teaching practice enable schools to develop and apply new strategies concerning the curriculum and teaching practice exchange information and expertise among teachers and others help weaker teachers become more effective .
Effective professional development is on-going

includes training, practice and feedback, and adequate time and follow-up support

20
20
20
30
40
50
70
80
60
10
0 Brazil Lithuania Spain Malta Mexico
Norway
Austria Turkey TALIS Average Italy Denmark Portugal Hungary Estonia Korea Malaysia Bulgaria Iceland Ireland Slovenia Poland Slovak Republic Belgium (Fl.) Australia
No formal induction process
Source: OECD, TALIS Table 3.6 (Fig 2.1 Building a High-Quality Teaching Profession)
Percentage of teachers without mentoring and induction
Summit 11 average
No formal mentoring process
21 21
OECD Teaching and Learning International Study (TALIS)
% 100 90 80 70 60 50 40 30 20 10 0
Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work
Comparison of teachers participating in professional development activities and teachers reporting moderate or high level impact by types of activity
TALIS Average
Creating Effective Teaching and Learning Environments
Participation
Participation
Participation
Participation
Participation
Participation
Participation
Participation
Individual Qualification Informal Reading Courses and Professional Mentoring Observation Education and programmes dialogue to professional workshops development and peer visits to conferences collaborative improve literature network observation other schools and seminars research teaching Figure 3.15
Participation
Impact
Impact
Impact
Impact
Impact
Impact
Impact
Impact
Impact
22 22
OECD Teaching and Learning International Study (TALIS)
% 100 90 80 70 60 50 40 30 20 10 0
Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work
Comparison of teachers participating in professional development activities and teachers reporting moderate or high level impact by types of activity
TALIS Average
Creating Effective Teaching and Learning Environments
Participation
Participation
Participation
Participation
Participation
Participation
Participation
Participation
Individual Qualification Informal Reading Courses and Professional Mentoring Observation Education and programmes dialogue to professional workshops development and peer visits to conferences collaborative improve literature network observation other schools and seminars research teaching
Participation
Impact
Impact
Impact
Impact
Impact
Impact
Impact
Impact
Impact
23
% 50 40
Andres Schleicher
23
Teacher demand for professional development is often not met, sometimes for lack of time, sometimes for lack of opportunity
Among those teachers who wanted more development than they received (TALIS averages)
30 20 10 0
Family responsibilities
Conflict with work schedule
No suitable professional development
Lack of employer support
Source: OECD, TALIS Table 3.7 (Fig 2.3 Building a High-Quality Teaching Profession)
Too expensive
Did not have the prerequisites
24
%
70 60
24
Its not just about more of the same

For what type of professional development do teachers report a high level of need?
TALIS Average
50
Andres Schleicher New York, 16-17 March 2011
40 30 20 10 0
Teaching ICT teaching Student Instructional Subject field special skills discipline and practices learning needs behaviour students problems
Student counselling
Content and performance standards
Student assessment practices
Teaching in a multicultural setting
Classroom management
School management and administration
Areas are ranked in descending order of the international average where teachers report a high level of need for development. Source: OECD. Table 3.2
28
28
Employment conditions
The predominant employment model remains career-based
but some countries have introduced position-based systems many countries have probationary periods and an increasing number require periodic renewal of licenses.
Andres Schleicher
Limited but increasing career diversity

both horizontally and vertically.
Some efforts to improve mobility

between schools and with other occupations.
Countries struggle with transparency in teacher labour market

but some have all vacancies posted, and provide websites where the information is centralized or establish a network of agencies to co-ordinate and foster recruitment activities .
Schools have become more involved in personnel management.
29
29
Percentage of public and private schools that have considerable autonomy over
Selecting teachers for Dismissing teachers
Source: OECD , PISA 2009 Database, T able I V.3.5 (Fig 2.7 Building a High-Quality Teaching Profession)
New Zealand Netherlands Czech Republic Hungary Slovak Republic Shanghai-China Denmark Sweden Slovenia Russian Federation United Kingdom United States Poland Hong Kong-China Switzerland Belgium hire Norway Chile Israel OECD average Ireland Australia Canada Qatar Argentina Mexico Finland Korea Spain Germany Indonesia Japan Colombia Brazil Singapore Portugal Austria Italy Greece 100 80 60 40 20 0 20 40 60 80 100
Andres Schleicher

30
30
31
100
31
Teachers who received no appraisal or feedback and teachers in schools that had no school evaluation in the previous five years
90
80 % 70
Andres Schleicher
Some teachers are left alone
No appraisal or feedback
No school evaluation
60 50 40 30 20 10 0
Slovak Republic
Australia
Hungary
Slovenia
Portugal
Denmark
Belgium (Fl.)
Countries are ranked in descending order of the percentage of teachers who have received no appraisal or feedback. Source: OECD. Table 5.1 and 5.3
Lithuania
Malaysia
Bulgaria
Ireland
Iceland
Austria
Norway
Estonia
Brazil
Malta
Spain
Mexico
Poland
Italy
Turkey
Korea
32
32
How teachers are evaluated and compensated

Criteria used to evaluate teachers include
teacher qualifications, including teacher credentials, years of service, degrees, certifications and relevant professional development how teachers operate in the classroom setting, including attitudes, expectations and personal characteristics, as well as strategies, methods and actions employed in their interaction with students; and measures of teacher effectiveness, based on assessment of how teachers contribute to students learning outcomes as well as their knowledge of their field and pedagogical practice
Andres Schleicher
In most countries, teachers value appraisal and feedback highly

and report that it improves their job satisfaction and personal development, widens their repertoire of pedagogical practices and improves their effectiveness.
In many countries, appraisal and feedback have limited impact

on public recognition, professional development, careers and pay.
35
100
35
Does appraisal and feedback make a difference for the job?

%
Opportunities for professional development activities A change in the likelihood of career advancement Public recognition from the principal and/or colleagues Changes in work responsibilites that make the job more attractive
90 80 70
Andres Schleicher
60 50 40 30 20 10 0
TALIS Average
Estonia
Australia
Hungary
Slovenia
Bulgaria
Turkey
Portugal
Brazil
Ireland
Malaysia
Iceland
Lithuania
Denmark
Slovak Republic
Norway
Austria
Mexico
Poland
Malta
Korea
Spain
Italy
Countries are ranked in descending order of changes in teachers' opportunities for professional development activities. Source: OECD. Table 5.5.
Belgium (Fl.)
36
36
Teachers report on impact of appraisal and feedback in their school

Increased monetary or non-monetary rewards for improving quality of teaching
Increased monetary or non-monetary rewards for more innovative teaching

School principal alters monetary rewards of persistently underperforming teacher
%
Andres Schleicher
100 80 60 40 20
Teachers will be dismissed because of sustained poor performance
0
20 40 60 80 100
Source: OECD. Table 5.9.
37
37
How much autonomy public and private schools have over salaries
Establishing teachers starting salaries Determining teachers salaries increases
Czech Republic Netherlands Sweden United Kingdom Hungary Slovak Republic Chile Shanghai-China Russian Federation Indonesia Denmark Hong Kong-China United States OECD average Colombia Japan Australia Poland New Zealand Israel Finland Brazil Switzerland Norway Mexico Korea Estonia Slovenia Iceland Luxembourg Portugal Singapore Canada Italy Spain Germany Argentina Turkey Austria Ireland Greece Belgium 100 80 60 40 20 0 20 40 60 80 100
Andres Schleicher
38
38
Coherence of policy and practice
Andres Schleicher
Alignment of policies across all aspects of the system Coherence of policies over sustained periods of time Consistency of implementation Fidelity of implementation
39
Find out more about our work at www.oecd.org/education www.pisa.oecd.org U.S. White House www.data.gov
39
Andres Schleicher
Email: Andreas.Schleicher@OECD.org
Thank you !
and remember:
Without data, you are just another person with an opinion

40
40
Backup slides
20
40
50
60
80
90
30
70
10 %
100

41
41
Most of my teachers are interested in my well-being
Students views of teacher-student relations
Portugal Turkey Serbia Albania Panama Kazakhstan Dubai (UAE) Indonesia Colombia Brazil Shanghai-China United States Peru Singapore Jordan Canada Trinidad and Tobago Denmark United Kingdom Australia Azerbaijan Mexico Qatar New Zealand Thailand Estonia Russian Federation Ireland Sweden Argentina Chile Iceland Chinese Taipei Italy Slovak Republic Uruguay Hong Kong-China Spain Montenegro Switzerland Kyrgyzstan Hungary Czech Republic OECD average Liechtenstein Greece Croatia Latvia Macao-China Belgium Romania Israel Netherlands Korea Austria Luxembourg Germany Norway Lithuania France Bulgaria Tunisia Finland Poland Slovenia Japan
100

50
60
70
42
42
80
90
Students views of teacher-student relations

If I need extra help, I will receive it from my teachers
Kazakhstan Albania Azerbaijan Shanghai-China Portugal Canada Kyrgyzstan Hong Kong-China Chinese Taipei United Kingdom United States Singapore New Zealand Turkey Dubai (UAE) Latvia Netherlands Indonesia Peru Estonia Australia Finland Belgium Korea Thailand Switzerland Russian Federation Iceland Sweden Trinidad and Tobago Qatar Jordan France Bulgaria Slovak Republic Colombia Denmark Panama OECD average Mexico Czech Republic Lithuania Macao-China Brazil Liechtenstein Chile Ireland Hungary Italy Tunisia Montenegro Norway Slovenia Romania Poland Luxembourg Serbia Germany Israel Croatia Spain Argentina Austria Uruguay Japan Greece
43
43
Macao-China Poland Japan Korea Thailand Netherlands Czech Republic Hong Kong-China Chinese Taipei New Zealand United Kingdom Indonesia Colombia Estonia Sweden Dubai (UAE) Iceland Kyrgyzstan Italy Denmark Peru Israel Lithuania Hungary Slovak Republic Romania Australia OECD average Only principals and/or Shanghai-China Singapore Chile teachers have considerable Liechtenstein Panama responsibility to: Austria United States Albania Brazil Slovenia Determining course content Finland Belgium Spain Qatar Norway Deciding which courses are Ireland Argentina offered Azerbaijan Germany Switzerland Trinidad and Tobago Russian Federation Latvia Mexico Canada Croatia Kazakhstan Bulgaria Turkey Luxembourg Jordan Montenegro Portugal Tunisia Uruguay Serbia Greece Source: OECD , PISA 2009 Database, T able I V.3.5
(Fig 2.7 Building a High-Quality Teaching Profession)
How much autonomy individual schools have over resource allocation
Andres Schleicher
100
80
60
40
20
20
40
60
80
100

44
Score point difference 0 -10 20 30 50 60
40
10
Lithuania Germany Denmark Croatia
Hong Kong-China
Korea Macao-China Portugal Hungary New Zealand Chile Italy Panama Qatar
primary school
44 Parental support at the beginning of

Score point difference between students whose parents often do (weekly or daily) and those who do not:
"talk about what they had done"
Score point difference

45
100
120
45
20
Andres Schleicher
40
80
60
Israel Singapore Belgium Qatar Macao-China Italy France Hong Kong-China Switzerland Denmark United Kingdom Liechtenstein Dubai (UAE) Greece Kyrgyzstan Uruguay Argentina Shanghai-China Germany Spain New Zealand Australia Slovak Republic Sweden Brazil Hungary Luxembourg Mexico Thailand Trinidad and Tobago Canada OECD average Chinese Taipei Indonesia Poland Iceland Kazakhstan Panama Romania Czech Republic Japan Tunisia Peru Austria Jordan Bulgaria Norway Albania Azerbaijan Russian Federation Colombia Portugal Chile United States Lithuania Turkey Serbia Montenegro Netherlands Ireland Slovenia Croatia Finland Korea Latvia Estonia
Observed performance advantage
Performance difference between students who had attended preprimary school for more than one year and those who did not
Performance advantage after accounting for socio-economic factors
Beyond schooling

46

%
10
20
30
40
50
60
70
80
90
100
13
United States Czech Republic Estonia Germany Switzerland Denmark Canada Norway Sweden Russian Federation4 Austria3 Slovenia Israel Slovak Republic New Zealand Hungary Finland
1990s 1980s
Approximated by percentage of persons with high school or equivalent qualfications in the age groups 55-64, 45-55, 45-44 und 25-34 years
46 A world of change in baseline qualifications
1. Excluding ISCED 3C short programmes 3. Including some ISCED 3C short programmes
1970s
23
14
United Kingdom3 Netherlands Luxembourg EU19 average OECD average France Australia Iceland Belgium Poland Ireland
1960s
2. Year of reference 2004 3. Year of reference 2003.
27
Korea Chile2 Greece Italy Spain Turkey Portugal Mexico Brazil2
47 Relationship between test performance

47
and economic outcomes
Annual improved GDP from raising performance by 25 PISA points

40% 35% Percent addition to GDP
Andres Schleicher
30% 25% 20% 15% 10% 5% 0%
2010 2020 2030 2040 2050 2060 2070 2080 2090 2100
2110

48
48
bn$
10000
12000
14000
2000
4000
6000
8000
Increase average performance by 25 PISA points (Total 115 trillion $)
United States Japan Germany United Kingdom France Italy Mexico Spain Korea Canada Turkey Australia Poland Netherlands Belgium Sweden Greece Czech Republic Austria Norway Switzerland Portugal Hungary Denmark Finland Ireland New Zealand Slovak Republic Luxembourg Iceland
Potential increase in economic output (bn $)
49
49
High science performance Finland

560
Chinese Taipei Estonia Liechtenstein Czech United KingdomRepublic Macao-China Ireland France Iceland United States Norway Portugal
Andres Schleicher
Hong Kong-China Canada JapanZealand New Australia Netherlands Slovenia Korea Germany Switzerland Belgium Austria 510 Hungary
Sweden Croatia Poland Denmark Slovak Republic,Spain,Lithuania Latvia Russian Federation Luxembourg Greece Italy
460
Average performance of 15-year-olds in science extrapolate and apply
Israel
Thailand Montenegro Brazil
Turkey Jordan Romania 410 Mexico Indonesia Argentina Colombia Tunisia Azerbaijan
360
Qatar
Kyrgyzstan
310
Low science performance
16

50
50
bn$
10000
12000
14000
2000
4000
8000
6000
Raise everyone to minimum of 400 PISA points
United States Mexico Turkey Germany Italy Japan France Spain United Kingdom Poland Canada Greece Korea Australia Portugal Belgium Netherlands Norway Sweden Austria Czech Republic Switzerland Hungary Denmark Ireland Slovak Republic New Zealand Luxembourg Finland Iceland
Potential increase in economic output (bn $)

51
51
1000%
1200%
% currrent GDP
200%
400%
600%
800%
Raise everyone to minimum of 400 PISA points
Mexico Turkey Greece Portugal Italy Luxembourg United States Spain Poland Germany Norway Hungary Slovak Republic Belgium France Denmark Austria Sweden Iceland Switzerland Czech Republic Ireland United Kingdom New Zealand Australia Netherlands Japan Canada Korea Finland
0%

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Building a High-Quality Teaching Profession

International Summit on the Teaching Profession

New York, 16-17 March 2011

Building a High-Quality Teaching Profession

Building a High-Quality Teaching Profession

(PISA average reading, mathematics and science)

High student performance

High average performance Large socio-economic disparities

High average performance High social equity

Singapore New Zealand

International Summit on the Teaching Profession

New York, 16-17 March 2011

Low average performance Large socio-economic disparities

Low average performance

High social equity

Trinidad and Tobago

Brazil Jordan Colombia Tunisia Azerbaijan Indonesia

Albania Low student performance

Building a High-Quality Teaching Profession

International Summit on the Teaching Profession

New York, 16-17 March 2011

Development Supervision Retention

Building a High-Quality Teaching Profession

The most effective systems

Some students learn at high levels

Curriculum, instruction and assessment

Routine cognitive skills for lifetime jobs

Learning to learn, complex ways of thinking, ways of working

International Summit on the Teaching Profession

New York, 16-17 March 2011

Taught to teach established content

High-level professional knowledge workers

Flat, collegial, differentiated and diverse careers

Also to peers and stakeholders

Building a High-Quality Teaching Profession

How teachers are recruited into the profession and educated

Great systems attract great teachers

International Summit on the Teaching Profession

New York, 16-17 March 2011

Great systems prioritize the quality of teachers

International Summit on the Teaching Profession

Building a High-Quality Teaching Profession

Teacher salaries relative to workers with college degrees

International Summit on the Teaching Profession

Building a High-Quality Teaching Profession

Building a High-Quality Teaching Profession

10 84% 72% 66% 31% 66% 69% 44% 0 20 40 60 80

Teaching in a disadvantaged, remote or high cost area

International Summit on the Teaching Profession

New York, 16-17 March 2011

A higher certification or training obtained during professional life

Building a High-Quality Teaching Profession

How teachers are recruited into the profession and educated

The status of teaching is not a static attribute of culture

International Summit on the Teaching Profession

New York, 16-17 March 2011

Building a High-Quality Teaching Profession

Impact of school autonomy on performance in systems with and without

School autonomy, accountability and student performance

International Summit on the Teaching Profession

New York, 16-17 March 2011

School autonomy in resource allocation Schools with more autonomy

Schools with less autonomy