talis (teaching and learning international survey)
DESCRIPTION
Effective teaching and teachers are key to producing high performing students. TALIS is the first international programme to focus on the learning environment and the working conditions of teachers in schools. TALIS fills important information gaps in the international comparisons of education systems. It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in some key policy areas. Cross-country analysis from TALIS allows countries to identify other countries facing similar challenges and to learn from other policy approaches.TRANSCRIPT
TALISTeaching and Learning International Survey
2
Outline
• Why TALIS?• TALIS 2008
– Overview– Findings: International report
• Conditions for effective learning• Improving teaching practices• Supporting high quality teaching (Teacher
feedback and Teacher professional development)• TALIS 2013
– Innovations (Coverage, indicators, link to PISA, video study)
– Timelines
3
WHY TALIS?
4
INPUT
ResourcesStudents
PROCESS
TeachingLearning
OUTPUT
Learning outcomes
Attainment
5
INP
UT
PROCESS
OU
TP
UTBlack box
School
Leadership
ParentsStakeholders
Teachers
6
TALIS within EDU
• OECD/EDU has a lot of knowledge on– Input– Outputs: attainment level, learning
outcomes• And some knowledge on
– School characteristics– Teaching workforce– Leadership
• But very little knowledge– On what actually happens in the ‘black
box’ of the teaching/learning interaction
7
TALIS brief
• International survey of teachers and principals
• Goal: Fill key international (and national) data gaps:– Teachers– Teaching– The impact that teachers can have on
student learning• Representative samples
– 200 schools; 20 teachers– Randomly selected
8
TALIS 2008
9
Overview of TALIS 2008
• School year 2007-08• Teachers and principals of lower
secondary education• Focus - Policies and practices to support
effective teaching and learning:– Appraisal of teachers and feedback to
teachers– Teaching practices, attitudes and beliefs– School leadership– Professional development of teachers
10
Coverage: 24 Countries
• Australia• Austria• Belgium (Fl)• Brazil• Bulgaria• Denmark• Estonia• Hungary
• Netherlands• Norway• Poland• Portugal• Spain• Slovak
Republic• Slovenia• Turkey
• Iceland• Ireland• Italy• Korea• Lithuania• Malta• Malaysia• Mexico
11
TALIS 2008 RESULTS
12
TALIS 2008 Outputs
• One general report: Creating Effective Teaching and Learning Environments (2009)
• Three thematic reports:– Teachers’
professional development (EC)
– Experience of new teachers
– Teaching practices and innovation in schools
13
Conditions for effective learning
Conditions for effective learning
Teachers’ belief in their own effectiveness
Job satisfactionClassroom climate & discipline
14
School climate – Student Factors
Classroom disturbances
Arriving late
Intimidation of studentsCheating
Injury to students
Drugs/alcohol0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Country means of teacher self-efficacy and job satisfaction
-1.0 -0.5 0.0 0.5 1.02.6
2.7
2.8
2.9
3.0
3.1
3.2
3.3
3.4
3.5
Australia
AustriaBelgium (Fl.)
Brazil
Bulgaria
Denmark
Estonia
Hungary
IcelandIrelandItaly
Korea
Lithuania
MalaysiaMalta
Mexico
Norway
PolandPortugal
Slovak Republic
SloveniaSpain
Turkey
Self -efficacy: standardised factor scores
Job
sati
sfa
cti
on
The quality of the classroom environment
-0.60 -0.40 -0.20 0.00 0.20 0.40 0.6060
65
70
75
80
85
90
Australia
AustriaBelgium (Fl.)
Brazil
Bulgaria
Denmark
EstoniaHungary
Iceland
Ireland
Italy
Korea
Lithuania
Malaysia
Malta
Mexico
Norway Poland
Portugal
Slovak Republic Slovenia
SpainTurkey
Classroom disciplinary climate: mean standardised factor score
Perc
en
tag
e o
f le
sson
tim
e s
pen
t te
ach
ing
an
d l
earn
ing
17
Teaching practices and beliefs
Improving teaching practices
Teachers’ beliefs about teaching and learning
Teaching practices used
Teachers’ professional
activities
Teachers’ beliefs about the nature of teaching and learning
IcelandAustra
liaEstonia
MaltaSlovenia
NorwayTurkey
MexicoLithuania
PortugalBulgaria Italy
-0.4
-0.3
-0.2
-0.1
0.0
0.1
0.2
0.3
0.4
Direct transmission beliefsConstructivist beliefsIpsative
means
Teachers’ teaching practicesDe
nmar
k
Nor
way
Icel
and
Mal
aysia
Turk
ey
Pola
nd
Mex
ico
Braz
il
Aust
ria
Aust
ralia
Kore
a
Slov
ak R
epub
lic
Esto
nia
Spai
n
Slov
enia
Belg
ium
(Fl.)
Lith
uani
a
Port
ugal
Italy
Bulg
aria
Mal
ta
Hung
ary
Irela
nd
-1.5
-1.0
-0.5
0.0
0.5
1.0
1.5
Structuring teaching practices Student-oriented teaching practices
Enhanced teaching activities
20
Teacher appraisal and feedback
Supporting high quality
teaching
Frequency & type of teacher
feedback
Recognition for good teaching
Impact of teacher
feedback
Impact of teacher feedbackM
alay
sia
Mex
ico
Bulg
aria
Braz
il
Pola
nd
Slov
enia
Lith
uani
a
Italy
Turk
ey
TALI
S Av
erag
e
Slov
ak R
epub
lic
Kore
a
Port
ugal
Hun
gary
Mal
ta
Esto
nia
Irel
and
Icel
and
Nor
way
Aust
ralia
Spai
n
Belg
ium
(Fl.)
Aust
ria
Den
mar
k
0
10
20
30
40
50
60
70
80
90
100
A development plan to improve teaching Emphasis placed on improving student test scores
Teaching students with special learning needs Teaching in a multicultural setting%
22
0
10
20
30
40
50
60 Teachers would receive rewards for improved teaching quality
Teachers would receive rewards for inno-vative teaching
Teachers’ perceptions of feedback outcome
Teachers’ perceptions of feedback outcome
010203040506070
Principal would take steps to alter rewards of a persistently under-performing teacher
Teachers will be dismissed because of sustained poor performance
24
In-service teacher professional development and training
Supporting high quality
teaching
Types & amount of professional development
Impact of professional development
Needs and barriers
Comparison of the level and intensity of participation in professional development
70 75 80 85 90 95 1000
5
10
15
20
25
30
35
40
AustraliaAustria
Brazil
Bulgaria
DenmarkEstonia
HungaryIceland
Ireland
Italy Korea
LithuaniaMalaysia
Malta
Mexico
Norway
Poland
Portugal
Slovak Republic Slovenia
Spain
Turkey
Percentage of teachers undertaking professional development
Ave
rag
e d
ays
of
pro
fess
ion
al
deve
lop
men
t u
nd
ert
aken
27
Percentage of teachers who wanted to participate in more development
Mex
ico
Mal
aysia
Nor
way
Spai
nIta
ly
TALI
S av
erag
e
Eston
ia
Denm
ark
Austria
Mal
ta
Hun
gary
Slov
enia
0
10
20
30
40
50
60
70
80
90
28
Special learn-ing needs
ICT teaching skills
Student dis-cipline
Student counselling
Teaching in a multicultural
setting
05
1015202530354045%
Percentage of teachers reporting a high level of professional development need
29
Barrier to participation
Confli
ct w
ith sch
edul
e
No
suita
ble op
portun
ities
Family
resp
onsibi
lities
Too
expe
nsive
Lack
of e
mpl
oyer
sup
port
Did n
ot h
ave th
e pr
e-re
quisite
s0
10
20
30
40
50
30
TALIS 2013
TALIS is growing!
Confirmed
AustraliaBelgium (Fl.)
BrazilBulgaria
Canada (Alberta)Chile
CroatiaCzech Republic
DenmarkEstoniaFinland
FranceIcelandIsraelItalyJapanKoreaLatvia
MalaysiaMexico
NetherlandsNorway
PolandPortugalRomaniaSerbia
SingaporeSlovak Republic
SpainSweden
UK (England)UAE (Abu Dhabi)
USA
31
33 confirmed countries - new in green
32
Innovations in TALIS 2013
• Wider coverage: Elementary and upper secondary level options (ISCED 1 and 3)
• Linking to student outcomes: Optional school-level link to PISA 2012
• Getting closer to teaching practices: Pilot video study of teaching practices
International Options
ISCED 1 ISCED 3 PISA link
Belgium (Fl.)DenmarkFinlandMexicoNorwayPoland
AustraliaDenmarkFinland Iceland
ItalyMexicoNorway
SingaporeAbu Dhabi
Poland
AustraliaFinlandLatviaMexico
PortugalRomania
SpainSingapore
33
TALIS 2013 Content
Proposed content
Trends between TALIS rounds
Countries’ stated
prioritiesFurthering
findings from 1st
round and PISA
34
TALIS 2013: Purpose & Dimensions
TALIS goal: Increase the international information
available to OECD countries on teachers,
teaching, and the impact that teachers can have on
student learning
Information on teaching workforce and conditions
of teaching
Increased emphasis on how these conditions affect the pedagogical
aspects of teachers’ work, as well as schools’ and teachers’ effectiveness
35
Main Themes
Initial teacher training
Induction, mentoring, and professional development
Appraisal and feedback
School climate
School leadership
Teaching practices and beliefs, student assessment
• Mathematics module36
Some New Indicators
• School leadership: Distributed leadership• Principal PD• Initial teacher training and how well it
prepares for teaching• Access to induction and mentoring• School climate: Parent-teacher and
parent-school relations
37
• Teachers’ beliefs about student assessment practices
• Profile of student assessment practices• Profile of teaching practices in
mathematics
38
Some New Indicators (cont.)
Why a link to PISA 2012?
Benefits of PISA link for
TALIS
Provide a context for teacher and principal
responses
Allow policy issues to be analysed in the context of student performance and
equity
39
Opportunities for policy analysis
Examine associations between teacher and school professional practices with student outcomes at the school level.
For example:
How is the academic profile of students in school related to teachers’ :
– stated needs for professional development?– likelihood of participating in in-service
training? – evaluation of the impact of their training on
their work? 40
Video study
• Why? – To get closer to the quality of teachers and
teaching and to obtain more objective information on teaching practices.
• Status:– Planning stage to lead to a proposal in
2012 for a 3-year pilot study
41
TALIS 2013 Timeline
Activity Date
PilotAugust - September
2011Field trial March/April 2012Main study- Southern
Hemisphere Sept-December 2012
Main study- Northern Hemisphere March-May 2013
Initial report June 2014
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