Results from TALIS Press briefing 27 June 2014
Results from TALIS Press briefing 27 June 2014 Washington 1
2 Mean mathematics performance, by school location, TALIS inaccounting Brief after for socio-economic status Fig II. 3. 3 Over 100 thousand randomly selected lower secondary teachers and their school leaders from over 6500 schools …representing more than 4 million teachers in 34 countries… …took an internationally-agreed survey about the working conditions and learning environments in their schools… …responding to questions about their background, their teaching practices, support and development, their relationships with colleagues and students and the leadership in their schools
3 Mean mathematics performance, by school location, after Participating countries accounting for socio-economic status Fig II. 3. 3 TALIS 2008 & 2013 *Note: TALIS only runs in a sub-national entity of the following countries: Belgium (Flemish Community), Canada (Alberta), United Arab Emirates (Abu Dhabi) and United Kingdom (England). This map is for illustrative purposes and is without prejudice to the status of or sovereignty over any territory covered by this map.
4 Mean mathematics performance, by school location, after TALIS seeks to help with … status accounting for socio-economic Improve the societal view of teaching as a profession Recruit top candidates into the profession Developing Teaching as a profession Retain and recognise effective teachers – path for growth Support teachers in continued development of practice
Mean mathematics performance, by school location, Teachers' perceptions of the valuestatus of teaching after accounting for socio-economic 5 Fig II. 3. 3 Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society 100 90 70 60 50 40 30 20 10 Slovak Republic France Sweden Spain Croatia Portugal Italy Czech Republic Above-average performers in PISA Brazil Estonia Iceland Poland Denmark Bulgaria Serbia Latvia Japan Norway Average Chile United States Israel Romania England (UK) Australia Netherlands Flanders (Belgium) Alberta (Canada) Mexico Finland Abu Dhabi (UAE) Korea Singapore 0 Malaysia Percentage of teachers 80
Mean mathematics performance, by school location, Countries where teachers believe their profession is valued accounting forstudent socio-economic status showafter higher levels of achievement 6 Fig II. 3. 3 Relationship between lower secondary teachers' views on the value of their profession in society and the country’s share of top mathematics performers in PISA 2012 45 Share of mathematics top performers 40 Singapore 35 Korea 30 Flanders (Belgium) 25 R 2 = 0. 24 r= 0. 49 Japan 20 Netherlands Poland 15 France Finland Australia Czech Republic England (UK) Slovak Republic Iceland Italy Norway Portugal Israel Sweden Denmark United States Spain Latvia Croatia 10 5 0 Alberta (Canada) Estonia Serbia Bulgaria Romania Chile Brazil 0 10 20 30 40 Mexico 50 60 70 Percentage of teachers who agree that teaching is valued in society 80
Developing 21 st century teachers to prepare 21 st century learners
Changes in the demand for skills Trends in different tasks in occupations (United States) Mean task input in percentiles of 1960 task distribution 70 65 Routine manual 60 Nonroutine manual Routine cognitive 55 Nonroutine analytic Nonroutine interpersonal 50 45 40 35 1960 1970 1980 1990 2006 2009 Source: Autor, David H. and Brendan M. Price. 2013. "The Changing Task Composition of the US Labor Market: An Update of Autor, Levy, and Murnane (2003). " MIT Mimeograph, June. 8
9 Mean mathematics performance, by school location, Mostafter teachers value 21 st century pedagogies… accounting for socio-economic status Fig II. 3. 3 Percentage of lower secondary teachers who "agree" or "strongly agree" that: United States Average My role as a teacher is to facilitate students' own inquiry Students should be allowed to think of solutions to practical problems themselves before the teacher shows them how they are solved Thinking and reasoning processes are more important than specific curriculum content Students learn best by finding solutions to problems on their own 0 10 20 30 40 50 60 70 80 90 100
10 Mean mathematics performance, by school location, after …but teaching practices do notstatus always reflect that accounting for socio-economic Fig II. 3. 3 Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons" Japan Average Present a summary of recently learned content Check students' exercise books or homework Refer to a problem from everyday life or work to demonstrate why new knowledge is useful Let students practice similar tasks until teacher knows that every student has understood the subject matter Students work in small groups to come up with a joint solution to a problem or task Give different work to the students who have difficulties learning and/or to those who can advance faster Students use ICT for projects or class work Students work on projects that require at least one week to complete 0 20 40 60 80 100
Changes in instructional practice – PISA 2006 -9 Increase percentage correct 10 9 OECD 8 Japan 7 6. 5 6 5 4 Japan 3 2 1 0. 8 0 OECD 1. 7 Japan OECD Multiple-choice - reproducing knowledge Open-ended - constructing knowledge (21 st century skills)
Teacher co-operation 12 Percentage of lower secondary teachers who report doing the following activities at least once per month Average United States 100 Exchange and co-ordination Professional collaboration 80 70 60 50 40 30 20 10 Classroom observations Joint activities Collaborative PD Team teaching Collaborate for common standards Team conferences Share resources 0 Discuss individual students Percentage of teachers 90
13 Mean mathematics performance, by school location, after Drivers of job satisfaction accounting for socio-economic status Fig II. 3. 3 The more frequently that teachers report participating in collaborative practices the higher their level of The same is true with their colleagues, self-efficacy. for job satisfaction.
Mean mathematics performance, by school location, after Not everywhere induction programmes are accounting for socio-economic status accessible do teachers use them 14 Fig II. 3. 3 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 % 100 90 80 70 60 50 40 30 Singapore Malaysia Israel Chile Average Korea Croatia United States Australia Flanders (Belgium) Alberta (Canada) Norway Netherlands Slovak Republic Japan Serbia Finland Iceland 0 Czech Republic Participation Romania Access 10 England (United Kingdom) 20
15 Mean mathematics performance, by school location, after Teachers' needs forsocio-economic professional development accounting status Fig II. 3. 3 Percentage of lower secondary teachers indicating they have a high level of need for professional development in the following areas United States Average 10 20 Teaching students with special needs ICT skills for teaching New technologies in the workplace Student behaviour and classroom management Teaching in a multicultural or multilingual setting Approaches to individualised learning Student career guidance and counselling Student evaluation and assessment practice Teaching cross-curricular skills Developing competencies for future work Pedagogical competencies School management and administration Knowledge of the subject field(s) Knowledge of the curriculum 0 5 15 25 30 35 40
Mean mathematics by school location, after and level Participation inperformance, professional development accounting for socio-economic status of support received by teachers 16 Fig II. 3. 3 Percentage of teachers who had to pay for none of the professional development activities undertaken 100 England (United Kingdom) 90 Denmark Sweden Bulgaria 80 France 70 60 Flanders (Belgium) Norway Netherlands Czech Republic Average Iceland Chile Japan Slovak Republic Australia United States Finland Italy Singapore Spain Estonia Croatia Latvia Abu Dhabi (United Arab Emirates) Poland Mexico Brazil Alberta (Canada) Serbia 50 Portugal 40 Malaysia Israel Romania 30 Korea 20 10 0 70 75 80 85 90 95 Percentage of teachers who undertook some professional development activities in the 12 months prior to the survey 100
17 Mean mathematics performance, by school location, after Impact ofaccounting professional development for socio-economic status Fig II. 3. 3 Regardless of the content, over 3/4 of teachers report that… …the professional development in which they have participated has had a positive impact on their teaching. ·
18 Mean mathematics performance, by school location, after Barriers accounting to professional development participation for socio-economic status Fig II. 3. 3 Percentage of lower secondary teachers who "agree" or "strongly agree" that the following elements represent barriers to their participation in professional development activities United States Average Professional development conflicts with my work schedule There are no incentives for participating in such activities Professional development is too expensive/unaffordable There is no relevant professional development offered Lack of time due to family responsibilities There is a lack of employer support Do not have the pre-requisites (e. g. , qualifications, experience, seniority) 0 20 40 60 80 100
Improving Teaching Using Appraisal and Feedback
21 21 Mean mathematics performance, by school location, after Teachersaccounting and feedback for socio-economic status Fig II. 3. 3 On average across TALIS countries, Just above half of the teachers report receiving feedback on their teaching from one or two sources . . . and only one in 5 receive feedback from three sources.
0 Australia Iceland after accountingobservations for socio-economic status direct classroom Spain Mean mathematics by school location, Teachers feedbackperformance, : France Netherlands Italy Chile Korea Denmark Portugal Finland Norway England (UK) Estonia School Management Sweden Malaysia Mexico Brazil Latvia Singapore Principals Average Israel Japan Slovak Republic Serbia Flanders (Belgium) Abu Dhabi (UAE) Czech Republic Croatia Alberta (Canada) Romania United States Poland Bulgaria Percentage of teachers 22 Fig II. 3. 3 Other teachers 100 90 80 70 60 50 40 30 20 10
Malaysia Latvia after accounting for socio-economic status never received Romania Mean mathematics by school location, Teachers feedbackperformance, : Bulgaria Abu Dhabi (UAE) Poland Korea Brazil Singapore Mexico Slovak Republic Assessment of content knowledge Czech Republic Serbia Estonia Chile England (UK) Israel Average Portugal Japan United States Analysis of students' test scores Alberta (Canada) Croatia Australia Spain Norway Netherlands Denmark Italy France Flanders (Belgium) Sweden Finland Iceland Percentage of teachers 23 23 Fig II. 3. 3 Direct classroom observation 100 90 80 70 60 50 40 30 20 10 0
0 Mean mathematics performance, by school location, Salary and/or financial bonus Feedback and change in behavior status after accounting for socio-economic Likelihood of career advancement Amount of professional development Pedagogical Role in school development initiatives Job responsibilities Public recognition Average Methods for teaching students with special needs Classroom management practices Personal Student assessments to improve student learning Teaching practices Knowledge and understanding of main subject field(s) 90 Job satisfaction 100 Motivation Confidence as a teacher 24 Fig II. 3. 3 Percentage of lower secondary teachers who report a "moderate" or "large" positive change in the following issues after they received feedback on their work United States Professional 80 70 60 50 40 30 20 10
25 Mean mathematics performance, by school location, Consequences of for feedback after accounting socio-economic status Fig II. 3. 3 Percentage of lower secondary teachers who "agree" or "strongly agree" that: United States Average A development or training plan is established to improve their work as a teacher A mentor is appointed to help teachers improve his/her teaching Teacher appraisal and feedback have little impact upon the way teachers teach in the classroom The best performing teachers in this school receive the greatest recognition If a teacher is consistently underperforming, he/she would be dismissed 0 20 40 60 80
Classroom Environment
27 Mean mathematics performance, by school location, Distribution of time after accounting for socio-economic status Fig II. 3. 3 Teachers’ reported working hours per week and distribution of time spent in the classroom during an average lesson TALIS average 0 United States 10 Hours/week 20 30 19 Teaching 27 7 7 Planning 5 5 Marking United States 3 3 Administrative work 6 13 3 3 Team work Administrative tasks 80 2 2 Student counselling TALIS average 2 Extracurricular activities 8 4 13 2 Other tasks Actual teaching and learning 7 Parents or guardians 2 2 School management 2 2 Keeping order in the classroom 79
Mean mathematics performance, by school location, Whatafter teachers do beyond teaching status accounting for socio-economic 28 Fig II. 3. 3 Average number of 60 -minute hours teachers report spending on the following tasks in an average week Finland Malaysia US Flanders (Blgm) Abu Dhabi (United Arab Emirates) US Italy School management Israel Malaysia US Sweden Finland Japan US Student counselling Malaysia Team work Korea US Administrative work Finland 1 2 3 4 Singapore Portugal Malaysia US Finland 0 Extracurricular activities Korea US Finland All other tasks Malaysia US Finland Communication with parents Marking US 5 6 Number of hours 7 8 Japan Croatia 9 10 Planning
29 Mean mathematics performance, by school location, Methods of assessing student learning after accounting for socio-economic status Fig II. 3. 3 Percentage of lower secondary teachers who report using the following methods of assessing student learning "frequently" or "in all or nearly all lessons" United States Average Observe students when working on particular tasks and provide immediate feedback Develop and administer own assessment Provide written feedback on student work in addition to a mark Individual students answer questions in front of the class Administer a standardised test Let students evaluate their own progress 0 10 20 30 40 50 60 70 80 90 100
Teacher Self. Efficacy and Job Satisfaction
33 Mean mathematics performance, by school location, Teachers' satisfaction with their working after accounting for socio-economic status environment Fig II. 3. 3 Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements United States 0 10 20 30 40 50 Average 60 70 80 90 100 All in all, I am satisfied with my job 91 I enjoy working at this school 90 I would recommend my school as a good place to work 84
34 Mean mathematics performance, by school location, Teachers' satisfaction with their profession after accounting for socio-economic status Fig II. 3. 3 Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements United States 0 10 20 30 40 Average 50 60 70 80 The advantages of being a teacher clearly outweigh the disadvantages 77 If I could decide again, I would still choose to work as a teacher 78 90 100
35 Mean mathematics performance, by school location, Teachers' satisfaction with their profession after accounting for socio-economic status Fig II. 3. 3 Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements United States 0 20 40 34 I wonder whether it would have been better to choose another profession 32 6 I regret that I decided to become a teacher 9 Average 60 80 100
Mean mathematics performance, by school location, after Behavioural issues equate to lower job satisfaction, accounting for socio-economic status class size doesn’t 36 36 Fig II. 3. 3 Teachers' job satisfaction level following the number of students in the classroom in relation to the percentage of students with behavioural problems United States Average 13. 0 12. 5 11. 0 Class size (number of students) 36 or more 31 -35 10. 0 26 -30 10. 0 21 -25 10. 5 16 -20 10. 5 Students with behavioural problems 31% or more 11. 0 11. 5 11% to 30% 11. 5 United States 12. 0 1% to 10% 12. 0 None Teacher job satisfaction (level) 13. 0 15 or less Teacher job satisfaction (level) Average
37 Mean mathematics performance, by school location, after TALIS inaccounting Brief for socio-economic status Fig II. 3. 3 For a majority of TALIS countries, Few countries attract the most experienced teachers… …to the most challenging schools.
Mean mathematics performance, by school location, after Work experience ofsocio-economic teachers status accounting for 38 38 Years Fig II. 3. 3 Average years of working experience as a teacher in total Average years of working experience in other education roles Average years of working experience in other jobs Average years of working experience as a teacher at this school 35 30 25 20 15 10 Singapore England (UK) Abu Dhabi (UAE) Alberta (Canada) Malaysia Brazil United States Iceland Serbia Chile Flanders (Belgium) Norway Finland Netherlands Croatia Mexico Israel Denmark Average Korea Sweden Romania Australia France Poland Japan Czech Republic Slovak Republic Spain Portugal Italy Bulgaria Estonia 0 Latvia 5
Mean mathematics performance, by school location, after Teachers' self-efficacy and experience accounting for socio-economic status 40 40 Fig II. 3. 3 Teachers' self-efficacy level in lower secondary according to their total years of teaching experience Average United States 13. 2 12. 8 12. 6 12. 4 12. 2 12. 0 11. 8 Years of experience as a teacher in total 31 or more 26 -30 21 -25 16 -20 11 -15 6 -10 11. 6 5 or less Teacher self-efficacy (level) 13. 0
Mexico Chile Greece Norway Sweden Iceland Israel Italy United States Spain Denmark Luxembourg Australia Ireland United Kingdom Hungary Canada Finland Austria Turkey Liechtenstein Czech Republic Estonia Portugal Slovenia Slovak Republic New Zealand Germany Netherlands France Switzerland Poland Belgium Japan Macao-China Hong Kong-China Korea Singapore Chinese Taipei Shanghai-China 300 325 350 375 400 425 450 475 500 525 550 575 600 625 650 675 41 Resilience in education PISA performance by decile of social background Source: PISA 2012
42 42 Mean mathematics performance, by school location, after TALIS inaccounting Brief for socio-economic status Fig II. 3. 3 Find out more about TALIS at www. oecd. org/talis TALIS • All national and international is a partnership publications between • The complete micro-level database OECD Email: Andreas. Schleicher@OECD. org Twitter: Schleicher. EDU an international research consortium and remember: Governments Teachers’ unions in 34 countries Without data, you are just another person with an opinion European Commission
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