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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 Michael Davidson OECD Directorate for Education 9 May 2012
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 • Learning from professional development • Learning from appraisal and feedback • Learning through collaboration • School leadership support for learning
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 Average days of professional development undertaken Netherlands Percentage of teachers undertaking professional development
Aspects of teaching with high level of need for professional development (2007-08)
Barrier to participation TALIS average
Comparison of teachers participating in professional development activities: Participation versus impact(2007-08) Figure 3.15
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
Some teachers are left aloneTeachers who received no appraisal or feedback in their schools Figure 5.3
Country profiles of cooperationamong staff (2007-08)Country mean of ipsative scores
School leadership support In many countries an instructional leadership style is associated with supporting teachers’ professional development
School 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 • 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 • Initial teacher training • Induction, mentoring, and professional development • Appraisal and feedback • School climate • School leadership • Teaching practices and beliefs, student assessment • Mathematics module
Thank you for listening! Michael.davidson@oecd.org www.oecd.org/TALIS