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OECD Survey of Teachers, Teaching and Learning (TALIS) Workshop in London, July 2006

This workshop, organized by the OECD, focused on improving school leadership and addressed the lack of international and national data on teachers and teaching. It aimed to provide policy-relevant indicators and analysis to assist in the development of effective education policies. The survey covered areas such as recognition, feedback, and evaluation of teachers, school leadership, teaching practices, beliefs, and attitudes.

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OECD Survey of Teachers, Teaching and Learning (TALIS) Workshop in London, July 2006

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  1. Organisation for Economic Co-Operation and DevelopmentOECD Survey of teachers, teaching and learning (TALIS) OECD Activity: Improving school leadership Workshop of participating countries London, 5 July 2006 Michael Davidson OECD, Indicators and Analysis Division

  2. Purpose of the survey • To provide policy relevant, robust, international indicators and analysis to assist in the development of policies on teachers, teaching and learning • It will address a lack of international and national data on teachers and teaching

  3. Policy focus • Three main areas • Recognition, feedback, reward and evaluation of teachers • School leadership • Teaching practices, beliefs, and attitudes • Relevant aspects of: • Teachers’ professional development, experience & qualifications • School climate

  4. Survey design • Core sample • Lower secondary teachers and school principals • International sampling options • Primary teachers and school principals • Upper secondary teachers and school principals • Teachers in PISA 2006 schools • 200 schools, 20 teachers • Response rate (75%, 75%) • Teacher and Principal questionnaires (40 Minutes)

  5. Teacher Questionnaire • Four sections • Background information • Professional development • Teacher evaluation, feedback, & rewards • Teaching practices, beliefs and attitudes • Four sections • Background information • Professional development • Teacher evaluation, feedback, & rewards • Teaching practices, beliefs and attitudes School leadership

  6. Principal Questionnaire • Four sections • Principal background information • School background information • School management • School resources Focus on school leadership and related issues that connect with/impact upon other survey themes • Teaching practices, beliefs and attitudes • School climate • Recognition, feedback, reward and evaluation • Professional development

  7. School leadership • Research questions • In an era of accountability and devolution of authority in education, how can a nation’s principals, teachers, and other key staff create and sustain effective school leadership? • To what degree have recent new trends in school leadership penetrated nations’ educational systems, aimed chiefly at enhancing leadership through the management of teachers, their practice of teaching, and their beliefs? • To what extent has this actually impacted upon teacher practices, beliefs and attitudes and the functioning of schools?

  8. School leadership- variables • Instructional leadership in schools • Principal reports • The principal’s management style • Principal reports • Principal’s beliefs about teaching and learning • Principal reports • Compare/contrast with teacher reports • Teacher perceptions of the school leadership • Teacher reports • Compare/contrast with principal reports and those of other teachers

  9. Instructional leadership • Instructional leadership • Principal Instructional Management Rating Scale (PIMRS)- (from Hallinger) • 8 instructional leadership functions • Framing the school’s goals • Communicating the school’s goals • Supervision and evaluation of instruction • Curricular Coordination • Monitoring student progress • Visibility/accountability • Developing academic standards • Promoting instructional improvements and professional development

  10. Management style • The principal’s management style • 5 models (from Quinn, Rohrbauch) • Rational goal; Internal process; Human relations; Open system; Traditional administrator • Role of manager • Administrator/producer; controller/coordinator; Mentor/stimulator; Innovator/negotiator

  11. School leadership analysis • Analysis of prevailing styles of leadership within and between schools • Extent to which leadership team exists • How these differ between countries and between different types of schools within countries • Association between leadership style and (for instance) • The evaluation and accountability frameworks in place • School climate • Teacher cooperation and collaboration • Teaching approaches in schools • The development of and support for teachers

  12. Australia Belgium (Fl) Brazil Czech Republic Denmark Estonia Hungary Iceland Ireland Japan Korea Lithuania Malta Malaysia Netherlands Norway Poland Portugal Spain Slovak Republic Slovenia Turkey Countries participating Others still considering: France, Belgium (Fr), Germany??, Chile…….

  13. Next steps • 2nd draft of questionnaires • reviewed with countries early July 2006 • Questionnaires finalised for pilot • Mid July 2006 • Conduct pilot • November 2006 • Conduct Field trial • March 2007 • Conduct main study • 2007-2008 school year • Initial report published • Feb/March 2009

  14. Thank you for listening Comments and questions?

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