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Creating professional learning communities. Michael Davidson OECD Directorate for Education 9 May 2012. Professional learning communities.

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Creating professional learning communities

Creating professional learning communities

Michael Davidson

OECD Directorate for Education

9 May 2012


Professional learning communities
Professional learning communities

  • the teachers in a school and its administrators continuously seek and share learning and then act on what they learn. The goal of their actions is to enhance their effectiveness as professionals so that students benefit.


Insights from talis
Insights from TALIS

  • Learning from professional development

  • Learning from appraisal and feedback

  • Learning through collaboration

  • School leadership support for learning


What is talis
What is TALIS?

  • Teachers of lower secondary education and the principals of their schools

  • Representative samples

  • Data collected through questionnaires

  • 24 participating countries

    • Netherlands did not achieve the sampling standards

  • School year 2007-08



Comparison of the level and intensity of participation in professional development
Comparison of the level and intensity of participation in professional development

Average days of professional development undertaken

Netherlands

Percentage of teachers undertaking professional development



Barrier to participation
Barrier to participation development (2007-08)

TALIS average


Comparison of teachers participating in professional development (2007-08)development activities: Participation versus impact(2007-08)

Figure 3.15


Professional development
Professional development development (2007-08)

  • Countries are investing significantly in teachers’ professional development

    • but there appear to be real issues about matching demand and supply, cost and benefit.

  • There is a lack of suitable development activities on offer to satisfy teachers’ demand

    • it is notable that those teachers who take part in more days of development are more likely to have to contribute towards the cost themselves



Some teachers are left alone teachers who received no appraisal or feedback in their schools
Some teachers are left alone development (2007-08)Teachers who received no appraisal or feedback in their schools

Figure 5.3


Does appraisal and feedback support teacher development
Does appraisal and feedback development (2007-08)support teacher development?


Learning through collaboration

Learning through collaboration development (2007-08)


Country profiles of cooperation among staff 2007 08 country mean of ipsative scores
Country profiles of development (2007-08)cooperationamong staff (2007-08)Country mean of ipsative scores


School leadership support

School leadership support development (2007-08)

In many countries an instructional leadership style is associated with supporting teachers’ professional development


School principals according to their level of management styles by country 2007 08
School development (2007-08)principalsaccording to theirlevel of management styles by country (2007-08)

Score on administrative leadership scale

Score on instructional leadership scale

Figure 6.2


Talis 2013

TALIS 2013 development (2007-08)


Talis 20131
TALIS 2013 development (2007-08)

  • 33 countries (including the Netherlands)

  • Main focus teachers of lower secondary education

    • Options for primary and upper secondary and linking to PISA


Talis 2013 main themes
TALIS 2013 Main Themes development (2007-08)

  • Initial teacher training

  • Induction, mentoring, and professional development

  • Appraisal and feedback

  • School climate

  • School leadership

  • Teaching practices and beliefs, student assessment

    • Mathematics module


Talis 2013 timeline
TALIS 2013 Timeline development (2007-08)


Thank you for listening! development (2007-08)

[email protected]

www.oecd.org/TALIS


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