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Developing a High-Quality Teaching Profession – What TALIS can tell us

Developing a High-Quality Teaching Profession – What TALIS can tell us. Michael Davidson OECD Directorate for Education TALIS webinar, 7 December 2012. What is the OECD?. 34 member countries

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Developing a High-Quality Teaching Profession – What TALIS can tell us

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  1. Developing a High-Quality Teaching Profession – What TALIS can tell us Michael Davidson OECD Directorate for Education TALIS webinar, 7 December 2012

  2. What is the OECD? • 34 member countries • Mission: to promote policies that will improve the economic and social well-being of people around the world. • Growing recognition of importance of education • Education work includes: • Quantitative indicators and analysis • Policy reviews • Research and innovation

  3. Why TALIS? • Education is a key driver for economic and social well-being • Teachers matter ! • Lack of international comparative data on teachers • “TALIS provides powerful insight into the working conditions of teachers and the teaching and learning practices in schools. As a result, TALIS will help countries to improve policies for developing a high quality teaching profession” – OECD Director of Education

  4. What did TALIS 2008 tell us? Preparing for TALIS 2013

  5. What did TALIS 2008 tell us?

  6. TALIS 2008 • 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

  7. Country means of teacher self-efficacy and job satisfaction

  8. Teachers who receive more professional development feel more effective and a majority of teachers would like more professional development. (TALIS 2008)

  9. Comparison of the level and intensity of participation in professional development Average days of professional development undertaken Netherlands Percentage of teachers undertaking professional development

  10. Aspects of teaching with high level of need for professional development (2007-08)

  11. Barriers to participation in professional development TALIS average

  12. Professional development • 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

  13. Learning from appraisal and feedback

  14. Some teachers are left aloneTeachers who received no appraisal or feedback in their schools Figure 5.3

  15. Does appraisal and feedback support teacher development?

  16. Only a minority of teachers reported that their appraisal affects their professional development, career, or pay. A great majority say that they receive no recognition for improving the quality of their teaching or that that they would not be rewarded for being innovative. (TALIS 2008)

  17. School leadership support In many countries an instructional leadership style is associated with supporting teachers’ professional development

  18. School principalsaccording to theirlevel of management styles by country (2007-08) Score on administrative leadership scale Score on instructional leadership scale Figure 6.2

  19. TALIS Publications www.oecd.org/TALIS

  20. Preparing for TALIS 2013

  21. Overview of TALIS 2013 • 33 countries • School year 2012-2013 • Teachers and principals of lower secondary education (ISCED 2) • Options to survey elementary (ISCED 1) and upper secondary (ISCED 3) and PISA schools • Same overall policy focus with some new indicators

  22. Teacher Questionnaire

  23. School Leader Questionnaire

  24. TALIS 2013 Timeline

  25. Thank you for listening! Michael.davidson@oecd.org www.oecd.org/TALIS

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