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Improving Teacher Supply and Effectiveness

Improving Teacher Supply and Effectiveness. Phillip McKenzie and Paulo Santiago Directorate for Education. Meeting of OECD Education Ministers Raising the Quality of Learning for All Dublin, 18-19 March 2004. Why are teachers a focus?.

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Improving Teacher Supply and Effectiveness

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  1. Improving Teacher Supply and Effectiveness Phillip McKenzie and Paulo Santiago Directorate for Education Meeting of OECD Education Ministers Raising the Quality of Learning for All Dublin, 18-19 March 2004

  2. Why are teachers a focus? • Research shows that teaching quality is a key influence on student learning • Teachers are the largest item in school budgets: -- The teaching workforce is large (2.5% of total labour force) -- Teachers’ compensation averages 63% of spending on schools • Teachers’ roles are changing • Efforts to improve schools will fail if there are serious shortfalls in teacher supply and quality

  3. Principals are concerned In half the OECD countries the majority of 15 year-olds are enrolled in schools where principals report learning is hindered by a teacher shortage/inadequacy % of 15-year-old students enrolled in schools where principals report learning is hindered ‘to some extent’ or ‘a lot’ by a shortage/inadequacy of teachers: Source: OECD PISA Database, 2001.

  4. Concerns about hiring teachers There are major difficulties in hiring qualified teachers in key subjects Cross-country mean % of upper secondary students attending schools where the principal reported that hiring fully qualified teachers is difficult, 2001 Source: OECD International Survey of Upper Secondary Schools (ISUSS) database, 2003.

  5. Teacher workforce is ageing In some countries a large % of teachers will retire within the next decade % of teachers aged 50 years and over, lower secondary education Source: OECD Education database.

  6. Teachers’ relative salaries are falling Teachers’ relative salaries are declining in most countries Ratio of salary after 15 years of experience to GDP per capita, public institutions, lower secondary education, 1994 and 2001 Source: OECD Education at a Glance 2001 and 2003.

  7. Teacher quantity and quality are linked Quantitative shortfalls raise quality concerns % of upper secondary students attending schools that use the following methods to respond to teacher vacancies, as reported by school principals Source: OECD International Survey of Upper Secondary Schools (ISUSS) database, 2003.

  8. Improving teacher supply - Responses • Improving the image and status of teachers • Making incentives more differentiated and flexible • Improving non-salary conditions in teaching • Improving geographical mobility • Making teacher education programmes more flexible • Developing targeted policies rather than “one size fits all” policies

  9. Improving teacher supply - Responses • Greater school involvement in teacher recruitment and selection • Broadening the criteria for teacher selection • Changing the nature of appointments • More flexible responses to short-term staffing needs • Expanding the supply pool of teachers / Creating alternative pathways into teaching

  10. Improving teacher effectiveness - Concerns Teachers face new demands to improve their skills -- more diverse student populations -- new curricula and broadened expectations But concerns that: -- teacher education programmes are low quality and lack relevance to school needs -- instruments to reward the work of teachers are limited -- there are limited opportunities for career growth -- teacher mobility is limited -- attrition rates are high for some types of teachers And...

  11. Improving teacher effectiveness - Concerns Some countries face considerable difficulties in motivating teachers % of 15-year-old students enrolled in schools where principals ‘strongly disagree’ or ‘disagree’ with the following statements: Source: OECD PISA Database, 2001.

  12. Improving teacher effectiveness - Concerns Large differences in teachers’ participation in professional development % of teachers who attended a prof. development programme in previous 3 months Source: OECD PISA Database, 2001.

  13. Improving teacher effectiveness - Responses Teaching needs to be seen in a lifelong learning framework Teacher effectiveness and retention will improve if: -- teaching becomes more “knowledge rich” -- school leaders support teacher development and link it to meeting school needs -- school systems provide incentives for teachers to continue improving -- recognition and rewards for effective teaching is improved -- greater career diversity is created -- workload and stress are reduced -- flexible working hours and conditions are offered

  14. Further information • Documents and updates are available from: • www.oecd.org/edu/teacherpolicy

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