TALIS: Teaching and Learning International Survey

1. TALIS:Teaching and Learning International Survey Accession Seminar for Israel 22 November 2011 Julie Bélanger OECD/CERI

2. Effective teaching and teachers are key to producing high performing students TALIS is the first international survey to focus on the learning environment and the working conditions of teachers in schools

3. Countries look for answers to: How well are teachers prepared today to face the diverse challenges in schools? How efficiently do appraisal and feedback incite good teaching and support teachers’ development needs? How can policy makers ensure that resources invested in teachers’ professional development will have a positive impact on teachers’ work?

4. What is TALIS? TALIS fills key international (and national) data gaps on teachers, teaching and the impact that teachers can have on student learning TALIS provides an opportunity for teachers and school principals to give input into educational analysis and policy development in key policy areas TALIS has high level policy support in OECD countries. TALIS is a collaborative efforts between governments, OECD, teachers’ unions and an International Consortium TALIS operates with representative samples: • 200 schools, 20 teachers, all randomly selected

5. TALIS 2008

6. Overview of TALIS 2008 • Teachers and principals of lower secondary education (ISCED 2) • 45-minute questionnaire (paper or online) • Focus: Policies and practices to support effective teaching and learning: • Appraisal of teachers and feedback to teachers • Teaching practices, attitudes and beliefs • School leadership • Professional development of teachers

7. TALIS 2008: 24 Countries • Iceland • Ireland • Italy • Korea • Lithuania • Malta • Malaysia • Mexico • Australia • Austria • Belgium (Fl) • Brazil • Bulgaria • Denmark • Estonia • Hungary • Netherlands * • Norway • Poland • Portugal • Spain • Slovak Republic • Slovenia • Turkey

8. TALIS 2008 Outputs • One general international report: Creating Effective Teaching and Learning Environments (2009) • Three thematic reports: • Teachers’ professional development (EC) • Working conditions of new teachers • Teaching practices and innovation in schools

9. Some Key Messages from TALIS 2008 One in four teachers in most TALIS countries lose at least 30% of their lesson time, and some lose more than half through classroom disruptions and administrative tasks. (TALIS 2008)

10. Some Key Messages from TALIS 2008 • Teachers who receive more professional development feel more effective • Teachers who hold stronger beliefs about teaching methods, report more collaborative behavior with colleagues, more positive teacher-student relations, and feel more effective • Teachers who receive recognitionfor good performance from the principal or colleagues feel more effective • The impact of school leadership on learning is indirect and mitigated through the actions of teachers

11. TALIS 2008: Appraisal & Feedback Appraisal and feedback increases teachers’ job satisfaction, job security and their development as teachers. • One in five teachers surveyed in schools had not had a self-evaluation in the past five years. • Only a minority of teachers reported that appraisal and evaluation affects their professional development (0ne in four), their career development (one in six) or their pay (one in ten). • Three-quarters reported that they receive no recognition for improving the quality of their teaching. • Three-quarters said that they would not be rewarded for being innovative.

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

13. Percentage of teachers who wanted to participate in more development

14. Percentage of teachers reporting a high level of professional development need

15. Impact of professional development and participation

16. TALIS 2013

17. TALIS is growing! 33 confirmed countries - new in green

18. Innovations in TALIS 2013 • New questionnaire items and indicators • Wider coverage: Elementary and upper secondary level options (ISCED 1 and 3) • Linking to student outcomes: Optional school-level link to PISA 2012 • Getting closer to teaching practices: Pilot video study of teaching practices

19. International Options

20. TALIS 2013 Content

21. TALIS 2013: Purpose & Dimensions

22. 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

23. Some New Indicators • School leadership: Distributed leadership • Principal PD • Initial teacher training and how well it prepares for teaching • Access to induction and mentoring • School climate: Parent-teacher and parent-school relations

24. Some New Indicators (cont.) • Teachers’ beliefs about student assessment practices • Profile of student assessment practices • Profile of teaching practices in mathematics

25. Why a link to PISA 2012?

26. Opportunities for policy analysis Examine associations between teacher and school professional practices with student outcomes at the school level. For example: How is the academic profile of students in school related to teachers’ : • stated needs for professional development? • likelihood of participating in in-service training? • evaluation of the impact of their training on their work?

27. Video study • Why? • To get closer to the quality of teachers and teaching and to obtain more objective information on teaching practices. • Status: • Planning stage to lead to a proposal in 2012 for a 3-year pilot study

28. TALIS 2013 Timeline

29. Thank you for listening! julie.belanger@oecd.org www.oecd.org/TALIS