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TALIS 2013 Results An international perspective on teaching and learning. 1. Mean mathematics performance, by school location, after accounting for socio-economic status. TALIS in Brief. 2. Fig II.3.3.

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slide1

TALIS 2013 Results

  • An international perspective on teaching and learning

1

slide2

Mean mathematics performance, by school location, after accounting for socio-economic status

TALIS in Brief

2

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

slide3

Mean mathematics performance, by school location, after accounting for socio-economic status

TALIS seeks to help with …

  • Recruit top candidates into the profession

3

3

Improve the societal view of teaching as a profession

  • Retain and recognise effective teachers – path for growth
  • Support teachers in continued development of practice

Developing Teaching

as a profession

slide4

Overview of TALIS

  • Improving Teaching Using Appraisal and Feedback
  • The Learning Environment:
  • Characteristics of Teachers and Schools
  • The Importance of School Leadership
  • Examining Teacher Practices and Classroom Environment
  • Teacher Self-Efficacy and Job Satisfaction: Why they Matter
  • Developing and Supporting Teachers
slide6

Principals’ working time

6

Average proportion of time lower secondary principals report spending on the following activities throughout the school year

Average

slide7

Mean mathematics performance, by school location, after accounting for socio-economic status

Elements not included in principals' formal education

7

Fig II.3.3

Percentage of lower secondary principals whose formal education did not include:

slide9

Mean mathematics performance, by school location, after accounting for socio-economic status

Not everywhere where induction programmes are accessible do teachers use them

9

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

slide10

Mean mathematics performance, by school location, after accounting for socio-economic status

Not everywhere where principals say mentoring is availabledo teachers have mentors

10

Fig II.3.3

slide11

Mean mathematics performance, by school location, after accounting for socio-economic status

Teachers' needs for professional development

11

Fig II.3.3

Percentage of lower secondary teachers indicating they have a high level of need for professional development in the following areas

slide12

Mean mathematics performance, by school location, after accounting for socio-economic status

Barriers to professional development participation

12

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

slide13

Mean mathematics performance, by school location, after accounting for socio-economic status

Professional development recently undertaken by teachers by type and intensity

13

Fig II.3.3

slide14

Mean mathematics performance, by school location, after accounting for socio-economic status

Participation in professional development and level of support received by teachers

14

Fig II.3.3

slide15

Mean mathematics performance, by school location, after accounting for socio-economic status

Impact of professional development

15

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.
slide17

Mean mathematics performance, by school location, after accounting for socio-economic status

Teachers and feedback

17

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.

slide18

Mean mathematics performance, by school location, after accounting for socio-economic status

Emphasis placed on feedback

18

18

Fig II.3.3

Percentage of lower secondary teachers who report the feedback they received emphasised the following issues with a "moderate" or "high importance"

slide19

Mean mathematics performance, by school location, after accounting for socio-economic status

Where feedback comes from

19

Fig II.3.3

slide20

Mean mathematics performance, by school location, after accounting for socio-economic status

Teachers feedback :

direct classroom observations

20

20

Fig II.3.3

slide21

Mean mathematics performance, by school location, after accounting for socio-economic status

Teachers feedback :

analysis of students' test scores

21

Fig II.3.3

slide22

Mean mathematics performance, by school location, after accounting for socio-economic status

Teachers feedback :

assessment of teacher content knowledge

22

Fig II.3.3

slide23

Mean mathematics performance, by school location, after accounting for socio-economic status

Teachers feedback :

never received

23

Fig II.3.3

slide24

Mean mathematics performance, by school location, after accounting for socio-economic status

Impact of teacher appraisal and feedback systems in schools

24

Fig II.3.3

Percentage of lower secondary teachers who "agree" or "strongly agree" that :

slide25

Mean mathematics performance, by school location, after accounting for socio-economic status

Consequences of feedback

25

25

Fig II.3.3

Percentage of lower secondary teachers who "agree" or "strongly agree" that:

slide26

Mean mathematics performance, by school location, after accounting for socio-economic status

Feedback and change in behavior

26

26

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

Professional

Pedagogical

Personal

slide27

Mean mathematics performance, by school location, after accounting for socio-economic status

Outcomes of teacher feedback - Personal

27

27

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

slide28

Mean mathematics performance, by school location, after accounting for socio-economic status

Outcomes of teacher feedback - Pedagogical

28

28

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

Percentage of lower secondary teachers who report a "moderate" or "large" positive change in the following issues after they received feedback on their work

slide29

Mean mathematics performance, by school location, after accounting for socio-economic status

Outcomes of teacher feedback - Professional

29

29

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

slide31

Distribution of class time

31

Average proportion of time lower secondary teachers report spending on each of these activities in an average lesson

Average

slide32

Mean mathematics performance, by school location, after accounting for socio-economic status

What teachers do beyond teaching

32

Fig II.3.3

Average number of 60-minute hours teachers report spending on the following tasks in an average week

slide33

Teacher co-operation

33

Percentage of lower secondary teachers who report doing the following activities at least once per month

Exchange and co-ordination

slide34

Mean mathematics performance, by school location, after accounting for socio-economic status

Teacher co-operation: Professional collaboration

34

Fig II.3.3

Percentage of lower secondary teachers who report never doing the following activities

slide35

Mean mathematics performance, by school location, after accounting for socio-economic status

Teacher co-operation: Exchange and co-ordination

35

Fig II.3.3

Percentage of lower secondary teachers who report never doing the following activities

slide36

Mean mathematics performance, by school location, after accounting for socio-economic status

Teachers' beliefs about teaching and learning

36

36

Fig II.3.3

Percentage of lower secondary teachers who "agree" or "strongly agree" that:

slide37

Mean mathematics performance, by school location, after accounting for socio-economic status

Teaching practices

37

Fig II.3.3

Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons"

slide38

Mean mathematics performance, by school location, after accounting for socio-economic status

Teaching practices by country

38

38

Fig II.3.3

Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons"

Cumulative percentage of the three teaching practices is above 150%

slide39

Mean mathematics performance, by school location, after accounting for socio-economic status

Teachers' use of student assessment practices

39

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"

slide40

Mean mathematics performance, by school location, after accounting for socio-economic status

Reported use of methods of assessing student learning

40

40

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"

slide42

Mean mathematics performance, by school location, after accounting for socio-economic status

Teachers' satisfaction with their working environment

42

42

Fig II.3.3

Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements

slide43

Mean mathematics performance, by school location, after accounting for socio-economic status

Teachers' satisfaction with their profession

43

43

Fig II.3.3

Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements

slide44

Mean mathematics performance, by school location, after accounting for socio-economic status

Teachers' satisfaction with their profession

44

44

Fig II.3.3

Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements

slide45

Mean mathematics performance, by school location, after accounting for socio-economic status

Teachers' perceptions of the value of teaching

45

45

Fig II.3.3

Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society

Above-average performers in PISA

slide46

Mean mathematics performance, by school location, after accounting for socio-economic status

Countries where teachers believe their profession is valued show higher levels of student achievement

46

46

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

R2 = 0.24 r= 0.49

slide47

Mean mathematics performance, by school location, after accounting for socio-economic status

Countries where teachers believe their profession is valued show higher levels of student achievement

47

47

Fig II.3.3

Relationship between lower secondary teachers' views on the value of their profession in society and the country mean score in mathematics in PISA 2012

R2 = 0.15 r= 0.38

slide48

Mean mathematics performance, by school location, after accounting for socio-economic status

Relationship between the value of the teaching profession and the share of low mathematics performers

48

48

Fig II.3.3

Relationship between lower secondary teachers' views on the value of their profession in society and the country’s share of low mathematics performers in PISA 2012

R2 = 0.06 r= 0.23

slide49

Mean mathematics performance, by school location, after accounting for socio-economic status

Value of teaching and job satisfaction

49

Fig II.3.3

Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements

slide50

Mean mathematics performance, by school location, after accounting for socio-economic status

Drivers of job satisfaction

50

Fig II.3.3

The more frequently that teachers report participating in collaborative practices with their colleagues,

the higher their level of self-efficacy.

The same is true

for job satisfaction.

slide51

Mean mathematics performance, by school location, after accounting for socio-economic status

Behavioral issues equate to lower job satisfaction, class size doesn’t

51

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

slide52

Mean mathematics performance, by school location, after accounting for socio-economic status

Teachers' job satisfaction and experience

52

Fig II.3.3

Teachers' job satisfaction level in lower secondary according to their total years of teaching experience

slide53

Mean mathematics performance, by school location, after accounting for socio-economic status

Teachers' self-efficacy and experience

53

Fig II.3.3

Teachers' self-efficacy level in lower secondary according to their total years of teaching experience

slide54

Mean mathematics performance, by school location, after accounting for socio-economic status

TALIS in Brief

54

Fig II.3.3

Find out more about TALIS at www.oecd.org/talis

  • All national and international publications
  • The complete micro-level database

Email: TALIS@OECD.org

Twitter: @Kristen_TALIS

TALIS

is a partnership between

an international research consortium

OECD

Governments

in 34 countries

European Commission

Teachers’ unions