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Creating Effective Teaching and Learning Environments - First Results from TALIS

OECD Teaching and Learning International Survey (TALIS). Creating Effective Teaching and Learning Environments - First Results from TALIS. Michael Davidson Senior Analyst Indicators and Analysis Division OECD Directorate for Education. Policies to support effective teaching and learning.

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Creating Effective Teaching and Learning Environments - First Results from TALIS

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  1. OECD Teaching and Learning International Survey (TALIS) Creating Effective Teaching and Learning Environments - First Results from TALIS Michael Davidson Senior Analyst Indicators and Analysis DivisionOECD Directorate for Education

  2. Policies to support effective teaching and learning • Effective teaching through appraisal and feedback • Preparing and supporting a high quality teaching force • Effective school leadership

  3. What is TALIS? Australia Austria Belgium (Fl) Brazil Bulgaria Denmark Estonia Hungary Iceland Ireland Italy Korea Lithuania Malta Malaysia Mexico Netherlands Norway Poland Portugal Spain Slovak Republic Slovenia Turkey • Teachers of lower secondary education and the principals of their schools • Representative samples • Data collected through questionnaires • 24 participating countries • School year: 2007-08

  4. Effective teaching through appraisal and feedback Teachers who receive recognition for good performance from the principal or colleagues feel more effective

  5. Does appraisal and feedback make a difference for teaching? Figure 5.6

  6. Criteria in teacher appraisal and feedback International average of percentage of teachers reporting a high or moderate importance for these criteria Figure 3.6

  7. Some teachers are left aloneTeachers who received no appraisal or feedback and teachers in schools that had no school evaluation in the previous five years Figure 5.3

  8. Perception of teachers of the appraisal and feedback and its impact in their school (2007-08) Figure 5.7

  9. Perception of teachers of the appraisal and feedback and its impact in their school (2007-08) Figure 5.7

  10. Preparing and supporting a high- quality teaching force Teachers who receive more professional development feel more effective

  11. How well prepared are teachers? Percentage of teachers whose school principal reported that teachers’ lack of pedagogical training hinders instruction in their school a lot or to some extent Figure 2.5

  12. Participation is generally high • On average 89% of teachers participated in development in the previous 18 months. • But…in Denmark, Slovak Republic and Turkey around 1 in 4 did not. • On average teachers participated in about 1 day per month but there is huge variation

  13. Areas of greatest development need (2007-08) International average of percentage of teachers reporting a high level of need Figure 3.6

  14. Comparison of teachers participating in professional development activities and teachers reporting moderate or high level impact by types of activity (2007-08) Figure 3.15

  15. 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 • 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

  16. Shaping the development of teachers through effective school leadership The impact of student leadership on learning is in-direct and mitigated through the actions of teachers

  17. School leadership • Instructional leadership evident in all countries but to varying degrees • In a number of countries, where school leaders adopt a stronger instructional leadership role: • there is more collaboration between teachers • better student-teacher relations • greater recognition given to teachers for innovative teaching practices • more emphasis on developmental outcomes of teacher appraisals.

  18. SUMMARYTeachers’ perceptions of their own effectiveness- what makes a difference ?

  19. Factors associated with teachers’ perceptions of their own effectiveness • More professional development • Better teacher-student relations • Stronger beliefs about teaching methods • More professional collaboration in school • Appraisal of teachers- recognition of good performance from principal or colleagues

  20. Thank you for listening!Further information:WWW.OECD.ORG/EDU/TALIS

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