international summit on the teaching profession...international summit on the teaching profession...
TRANSCRIPT
1
International Summit
on the Teaching
Profession
Framing the issues
Andreas Schleicher Director for Education and Skills
OECD
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
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
-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
.
Education in the past
Education now
Dimensions of student learning
What knowledge, skills and character qualities do
successful teachers require?
Session 1
What knowledge, skills and character qualities do
successful teachers require?
96% of teachers: My role as a teacher is to facilitate students own inquiry
What knowledge, skills and character qualities do
successful teachers require?
86%: Students learn best by findings solutions on their own
What knowledge, skills and character qualities do
successful teachers require?
74%: Thinking and reasoning is more important than curriculum content
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
0,00
0,50
1,00
1,50
2,00
2,50
Vie
t N
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Ma
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Kon
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Port
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Serb
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Sin
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Ric
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Tunis
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Cze
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Kore
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atv
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ata
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Un
ited
Sta
tes
Esto
nia
Ire
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Austr
alia
Me
xic
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Norw
ay
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Thaila
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De
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Russia
n F
ede
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ana
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Slo
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epu
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Hung
ary
Germ
any
Cro
atia
Luxe
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ou
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roC
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Pola
nd
Fin
land
Austr
iaS
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iaF
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Sw
itze
rla
nd
Jo
rdan
Lie
ch
tenste
inS
pa
inIc
ela
nd
Ind
ex
of
ex
po
su
re t
o w
ord
pro
ble
ms
Focus on word problems Fig I.3.1a
15
Word problems- Formal math situated in a word problem, where it
is obvious to students what mathematical knowledge and skills
are needed
0,00
0,50
1,00
1,50
2,00
2,50
Sw
ede
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ela
nd
Tu
nis
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nd
Bra
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ou
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ela
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Neth
erla
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Ne
w Z
eala
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Costa
Ric
aA
ustr
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iech
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ala
ysia
Ind
one
sia
De
nm
ark
Un
ited
Kin
gd
om
Uru
gua
yL
ithu
ania
Germ
any
Austr
alia
Chile
OE
CD
ave
rag
eS
lovak R
epu
blic
Thaila
nd
Qata
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inla
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Port
ug
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Colo
mb
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Cze
ch
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Italy
Belg
ium
Ho
ng
Kon
g-C
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Fra
nce
Spa
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on
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Turk
ey
Slo
ven
iaV
iet N
am
Hung
ary
Bulg
aria
Kaza
kh
sta
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hin
ese
Taip
ei
Cana
da
Un
ited
Sta
tes
Esto
nia
Rom
ania
Latv
iaS
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iaJa
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ore
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roa
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Alb
an
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ussia
n F
ede
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rdan
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Ind
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o f
orm
al m
ath
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ati
cs
Focus on conceptual understanding Fig I.3.1b
16
Focus on conceptual understanding
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 reasoning skills
Students below Level 2 have difficulties using basic algorithms, formulae, procedures or convention
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
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
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 they feel 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
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
What policies can help?
Session 2
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 status 2
4
Implementing highly effective teacher policy and practice
25 Teachers’ skills Numeracy test scores of tertiary graduates and teachers
Numeracy score 215 235 255 275 295 315 335 355 375
SpainPolandEstonia
United StatesCanadaIreland
KoreaEngland (UK)
England/N. Ireland (UK)Denmark
Northern Ireland (UK)France
AustraliaSweden
Czech RepublicAustria
NetherlandsNorway
GermanyFlanders (Belgium)
FinlandJapan
Numeracy score
Numeracy skills of middle half of
college graduates
26 Teachers’ skills Numeracy test scores of tertiary graduates and teachers
Numeracy score 215 235 255 275 295 315 335 355 375
SpainPolandEstonia
United StatesCanadaIreland
KoreaEngland (UK)
England/N. Ireland (UK)Denmark
Northern Ireland (UK)France
AustraliaSweden
Czech RepublicAustria
NetherlandsNorway
GermanyFlanders (Belgium)
FinlandJapan
Numeracy score
Numeracy skills of teachers
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
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 2
8 2
8
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
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 2
9 2
9
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 Emphasis
Balanced Domains/ High Professionalism
Balanced Domains/ Low Professionalism
Teacher professionalism
0
1
2
3
4
5
6
7
8
9
10S
pain
Ja
pa
n
Fra
nce
Bra
zil
Fin
land
Fla
nd
ers
No
rway
Alb
ert
a (
Ca
na
da
)
Au
str
alia
De
nm
ark
Isra
el
Ko
rea
Un
ite
d S
tate
s
Cze
ch R
epu
blic
Sh
an
gh
ai (C
hin
a)
Latv
ia
Ne
the
rla
nd
s
Po
land
En
gla
nd
Ne
w Z
ea
land
Sin
ga
po
re
Esto
nia
Networks Autonomy Knowledge
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 31 31 TALIS Teacher professionalism index
0
1
2
3
4
5
6
7
8
9
10S
pain
Ja
pa
n
Fra
nce
Bra
zil
Fin
land
Fla
nd
ers
No
rway
Alb
ert
a (
Ca
na
da
)
Au
str
alia
De
nm
ark
Isra
el
Ko
rea
Un
ite
d S
tate
s
Cze
ch R
epu
blic
Sh
an
gh
ai (C
hin
a)
Latv
ia
Ne
the
rla
nd
s
Po
land
En
gla
nd
Ne
w Z
ea
land
Sin
ga
po
re
Esto
nia
Networks Autonomy Knowledge
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 32 32 TALIS Teacher professionalism and PISA learning
Australia
Flanders Belgium) Alberta (Canada)
Shanghai (China)
Czech Republic Spain England (UK) Spain
Estonia Finland
France Spain
Israel
Japan
Korea
Latvia
The Netherlands
Norway New Zealand
Poland
Singapore
Sweden
350
400
450
500
550
600
650
5,0 5,5 6,0 6,5 7,0 7,5 8,0 8,5 9,0 9,5 10,0
PIS
A m
ath
emat
ics
sco
re
Teacher professionalism index
0
10
20
30
40
50
60
70
Low professionalism
High professionalism
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 34 34 Teacher professionalism index and teacher outcomes
Perceptions of
teachers’ status Satisfaction with
the profession
Satisfaction with the
work environment
Teachers’
self-efficacy
Predicted percentile
0
1
2
3
4
5
6
7
8
9
10S
pain
Ja
pa
n
Fra
nce
Bra
zil
Fin
land
Fla
nd
ers
No
rway
Alb
ert
a (
Ca
na
da
)
Au
str
alia
De
nm
ark
Isra
el
Ko
rea
Un
ite
d S
tate
s
Cze
ch R
epu
blic
Sh
an
gh
ai (C
hin
a)
Latv
ia
Ne
the
rla
nd
s
Po
land
En
gla
nd
Ne
w Z
ea
land
Sin
ga
po
re
Esto
nia
Networks Autonomy Knowledge
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 37 37 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
0
10
20
30
40
50
60
70
80
90
100
Icel
and
Fin
lan
d
Geo
rgia
Serb
ia
Jap
an
Slo
vak
Re
pu
blic
Net
her
lan
ds
No
rway
Alb
erta
(C
anad
a)
Flan
der
s (B
elgi
um
)
Au
stra
lia
Un
ited
Sta
tes
Cro
atia
Ko
rea
Ave
rage
Ru
ssia
Ch
ile
Isra
el
New
Zea
lan
d
Mal
aysi
a
Engl
and
(U
nit
ed…
Ro
man
ia
Cze
ch R
epu
blic
Sin
gap
ore
Shan
ghai
(C
hin
a)
Access
Participation
%
Not everywhere where induction programmes are accessible
do teachers use them
0
10
20
30
40
50
60
70
80
90
100D
iscu
ss indiv
idual
students
Share
reso
urc
es
Team
confe
rence
s
Colla
bora
te for
com
mon
standard
s
Team
teach
ing
Colla
bora
tive
PD
Join
t act
ivitie
s
Cla
ssro
om
obse
rvations
Perc
enta
ge o
f te
ach
ers
Average Shanghai (China)
Professional collaboration
Percentage of lower secondary teachers who report doing the following activities at least once per month
Teacher co-operation
Exchange and co-ordination
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
Once
a y
ear
or
less
2-4
tim
es
a y
ear
5-1
0 t
imes
a y
ear
1-3
tim
es
a m
onth
Once
a w
eek o
r m
ore
Teach
er
self-e
ffic
acy
(le
vel)
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
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 activities among other stakeholders in and around the school during the 12 months prior to the survey
0
50
100
150
200
250
300
Latv
ia
Shan
ghai
(C
hin
a)
Po
lan
d
Ko
rea
Esto
nia
No
rway
Flan
de
rs (
Bel
giu
m)
Bra
zil
Cze
ch R
ep
ub
lic
Alb
erta
(C
anad
a)
Spai
n
Au
stra
lia
Engl
an
d (
UK
)
Ne
w Z
eal
an
d
Den
mar
k
Ne
ther
lan
ds
Sin
gap
ore
Fran
ce
Swe
de
n
Fin
lan
d
Ital
y
Jap
an
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
ula
tive
perc
enta
ge
45 Impact of professional development on teaching
0 10 20 30 40 50 60 70 80
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
What can governments do to implement policies
more effectively?
Session 3
• 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
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
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
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
Strive for
consensus
Engage
stakeholders
Careful
piloting
Sustainable
resources
Careful
timing
Partnership
with unions
• Capacity
• Money
52 Successful reform implementation
Back reforms with sustainable financing
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
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
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 56 Lessons f
rom
hig
h p
erf
orm
ers
56
56 Thank you
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Email: [email protected]
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