TALIS 2013 Results An international perspective on teaching

TALIS 2013 Results: An international perspective on teaching and learning The Norwegian teacher: A special case? Julie Bélanger Analyst, OECD Oslo 17. 11. 2014 1

2 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

3 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

4 Outputs

0 Slovak Republic France Mean mathematics performance, by school location, Sweden Teachers' perceptions of the valuestatus of teaching after accounting for socio-economic Spain Croatia Portugal Czech Republic Italy 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 Malaysia Percentage of teachers 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 80 70 60 50 40 30 20 10

The Learning Environment: Characteristics of Teachers and Schools

8 Fewer female teachers as we move up in the ISCED levels 100 90 Percentage of teachers 80 70 60 Series 5 50 Series 2 Below 40 years old 40 30 20 10 0 Norway - ISCED 1 Norway - ISCED 2 Norway - ISCED 3

Mean mathematics performance, by school location, after Work experience ofsocio-economic teachers status accounting for 99 Fig II. 3. 3 Average years of working experience as a teacher in total Average years of working experience in other education roles Years 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 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

10 10 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 Distribution of experienced teachers in more and less accounting for socio-economic status challenging schools 11 11 Fig II. 3. 3 Schools with more than 30% of students from socioeconomically disadvantaged homes Difference in the proportion of teachers with more than 5 years teaching experience who work in more challenging schools and those who do not Higher proportion of experienced teachers in challenging schools 6 4 2 0 -2 -4 Higher proportion of experienced teachers in schools that are less challenging -6 Flanders (Belgium) Sweden Alberta (Canada) Romania Israel England (UK) Japan Estonia Singapore Australia Average Spain Malaysia Poland Slovak Republic Abu Dhabi (UAE) Bulgaria France Serbia Italy Portugal Mexico Latvia Chile United States Netherlands Croatia Brazil -10 Korea -8

Mean mathematics performance, by school location, after Distribution of experienced teachers in more and less accounting for socio-economic status challenging schools 12 12 Fig II. 3. 3 Schools with more than 10% of students with special needs Difference in the proportion of teachers with more than 5 years teaching experience who work in more challenging schools and those who do not Higher proportion of experienced teachers in challenging schools 6 4 2 0 -2 -4 Higher proportion of experienced teachers in schools that are less challenging -6 Poland Japan Iceland Flanders (Belgium) Czech Republic Mexico Norway Slovak Republic Latvia Estonia England (UK) Finland Netherlands France Korea Average Australia Spain Serbia Italy Portugal Alberta (Canada) Croatia Israel Chile Denmark -10 Sweden -8

Developing and Supporting Teachers

Mean mathematics performance, by school location, after Access to formalforinduction programmes accounting socio-economic status 14 14 Fig II. 3. 3 Percentage of lower secondary education teachers whose school principal reports the existence of formal induction programmes For all new teachers to the school 100 Only for teachers new to teaching 90 80 60 50 40 30 20 Portugal Poland Spain Brazil Mexico Latvia Czech Republic Chile Estonia Romania Finland Iceland Norway Cyprus 2, 3 Denmark Sweden Average France Abu Dhabi (UAE) Korea Israel Slovak Republic Serbia Alberta (Canada) Bulgaria Italy United States Japan Croatia Netherlands Flanders (Belgium) Australia Malaysia 0 England (UK) 10 Singapore Percentage of teachers 70

15 15 Mean mathematics performance, by school location, after Participation in professional development accounting for socio-economic status Fig II. 3. 3 Percentage of lower secondary teachers who report having undertaken professional development activities in the 12 months prior to the survey and the types of activities undertaken Norway Average Participation in PD Courses/workshops Education conferences or seminars Participation in a network of teachers Individual or collaborative research Mentoring and/or peer observation and coaching, as part of a formal school arrangement Observation visits to other schools In-service training courses in business premises, public organisations, NGOs 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Improving Teaching Using Appraisal and Feedback

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 School Management England (UK) Estonia Sweden Malaysia Mexico Brazil Latvia Singapore Average Principals Israel Japan Slovak Republic Serbia Flanders (Belgium) Abu Dhabi (UAE) Czech Republic Croatia Alberta (Canada) Romania United States Poland Bulgaria Percentage of teachers 17 Fig II. 3. 3 Other teachers 100 90 80 70 60 50 40 30 20 10

0 France Denmark after accounting for socio-economic status Emphasis of teacher feedback Norway Mean mathematics by school location, Teachers feedbackperformance, : Flanders (Belgium) Sweden Finland Student feedback Iceland Japan Netherlands Korea Estonia Australia Alberta (Canada) Average Spain Student performance Israel Abu Dhabi (UAE) Chile Poland Mexico Bulgaria Croatia Czech Republic Singapore Portugal Slovak Republic Italy Serbia Brazil Latvia England (UK) Romania Malaysia Percentage of teachers 18 18 Fig II. 3. 3 2008 data 100 90 80 70 60 50 40 30 20 10

19 Mean mathematics performance, by school location, Consequences of for feedback and appraisal systems after accounting socio-economic status Fig II. 3. 3 Percentage of lower secondary teachers who "agree" or "strongly agree" that: 2008 data Norway Average A development or training plan is established to improve their work as a teacher 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 10 20 30 40 50 60 70

Teacher Practices and Classroom Environment

22 Mean mathematics performance, by school location, Distribution of time a week after accounting forin socio-economic status Fig II. 3. 3 Average number of 60 -minute hours lower secondary education teachers report having spent on the following activities during the most recent complete calendar week: Norway Average Total working hours Teaching Individual planning Marking/correcting General administrative work Team work Student counselling Extracurricular activities Other tasks Communication with parents or guardians School management 0 5 10 15 20 25 Number of hours 30 35 40 45

Mean mathematics performance, by school location, Whatafter teachers do beyond teaching status accounting for socio-economic 23 23 Fig II. 3. 3 Average number of 60 -minute hours teachers report spending on the following tasks in an average week Finland Malaysia Flanders (Belgium) School management Abu Dhabi (United Arab Emirates) Communication with parents Israel Malaysia Italy Sweden All other tasks Japan Malaysia Finland Korea Finland Student counselling Malaysia Team work Korea Finland Administrative work Finland Singapore Portugal Malaysia Finland 0 1 Extracurricular activities 2 3 4 5 6 Number of hours 7 8 Japan Croatia 9 10 Marking Planning

24 24 Mean mathematics performance, by school location, after Teachingaccounting practices for socio-economic status Fig II. 3. 3 Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons" Norway Average Present a summary of recently learned content Check students' exercise books or homework Refer to a problem from everyday life or work to. . . Let students practice similar tasks until teacher. . . Students work in small groups to come up with a. . . Give different work to the students who have. . . Students use ICT for projects or class work Students work on projects that require at least one. . . 0 20 40 60 80 100

Teacher co-operation 25 Percentage of lower secondary teachers who report doing the following activities at least once per month Average 100 Exchange and co-ordination 90 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 Norway

Teacher Self. Efficacy and Job Satisfaction

27 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 Norway 0 10 20 30 40 Average 50 60 70 80 90 100 95 All in all, I am satisfied with my job 91 97 I enjoy working at this school 90 I would recommend my school as a good place to work 91 84

28 Mean mathematics performance, by to school location, Behavioral issues equate lower jobafter satisfaction, accounting for socio-economic status class size doesn’t 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 Norway Average 13, 0 12, 5 11, 0 12, 0 11, 5 11, 0 Class size (number of students) 31 -35 10, 0 26 -30 10, 0 21 -25 10, 5 16 -20 10, 5 Students with behavioural problems 11% to 30% 11, 5 Norway 1% to 10% 12, 0 None Teacher job satisfaction (level) 13, 0 15 or less Teacher job satisfaction (level) Average

29 Mean mathematics performance, by school location, after The importance relationships accounting of for in-school socio-economic status Fig II. 3. 3 Positive interpersonal relationships can negate the detrimental effects that challenging classrooms of students might have on a teacher’s job satisfaction or feelings of self-efficacy.

30 Mean mathematics performance, by school location, after Key Messages accounting for socio-economic status Meaningful appraisals and feedback are provided to teachers Collaborative school environment Teachers play an important role in the development of the school Schools where teachers feel more effective and are more satisfied with their jobs Fig II. 3. 3

31 Mean mathematics performance, by school location, after TALIS partnership accounting for socio-economic status Fig II. 3. 3 TALIS is a partnership between an international research consortium OECD Governments in 34 countries Teachers’ unions European Commission

32 Mean mathematics performance, by school location, after TALIS partnership accounting for socio-economic status Fig II. 3. 3 THANK YOU FOR LISTENING! Find out more about TALIS at www. oecd. org/talis All national and international publications The complete micro-level database Email: Julie. Belanger@oecd. org