Results from TALIS Press briefing 27 June 2014 Washington

1. Results from TALIS • Press briefing • 27 June 2014 • Washington 1

2. Mean mathematics performance, by school location, after accounting for socio-economic status TALIS in Brief 2 Fig II.3.3 Over 100 thousand randomly selected lower secondary teachers and their school leaders from over 6500 schools …representing more than 4 million teachers in 34 countries… …took an internationally-agreed survey about the working conditions and learning environments in their schools… …responding to questions about their background, their teaching practices, support and development, their relationships with colleagues and students and the leadership in their schools

3. Mean mathematics performance, by school location, after accounting for socio-economic status Participating countries 3 3 Fig II.3.3 TALIS 2008 & 2013 *Note: TALIS only runs in a sub-national entity of the following countries: Belgium (Flemish Community), Canada (Alberta), United Arab Emirates (Abu Dhabi) and United Kingdom (England) . This map is for illustrative purposes and is without prejudice to the status of or sovereignty over any territory covered by this map.

4. Mean mathematics performance, by school location, after accounting for socio-economic status TALIS seeks to help with … • Recruit top candidates into the profession 4 4 Improve the societal view of teaching as a profession • Retain and recognise effective teachers – path for growth • Support teachers in continued development of practice Developing Teaching as a profession

5. Mean mathematics performance, by school location, after accounting for socio-economic status Teachers' perceptions of the value of teaching 5 5 Fig II.3.3 Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society Above-average performers in PISA

6. Mean mathematics performance, by school location, after accounting for socio-economic status Countries where teachers believe their profession is valued show higher levels of student achievement 6 6 Fig II.3.3 Relationship between lower secondary teachers' views on the value of their profession in society and the country’s share of top mathematics performers in PISA 2012 R2 = 0.24 r= 0.49

7. Developing21st century teachers to prepare 21st century learners

8. Changes in the demand for skillsTrends in different tasks in occupations (United States) Source: Autor, David H. and Brendan M. Price. 2013. "The Changing Task Composition of the US Labor Market: An Update of Autor, Levy, and Murnane (2003)." MIT Mimeograph, June.

9. Mean mathematics performance, by school location, after accounting for socio-economic status Most teachers value 21st century pedagogies… 9 9 Fig II.3.3 Percentage of lower secondary teachers who "agree" or "strongly agree" that:

10. Mean mathematics performance, by school location, after accounting for socio-economic status …but teaching practices do not always reflect that 10 Fig II.3.3 Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons"

11. Changes in instructional practice – PISA 2006-9 11 Increase percentage correct Japan Japan OECD OECD

12. Teacher co-operation 12 Percentage of lower secondary teachers who report doing the following activities at least once per month Exchange and co-ordination

13. Mean mathematics performance, by school location, after accounting for socio-economic status Drivers of job satisfaction 13 Fig II.3.3 The more frequently that teachers report participating in collaborative practices with their colleagues, the higher their level of self-efficacy. The same is true for job satisfaction.

14. Mean mathematics performance, by school location, after accounting for socio-economic status Not everywhere where induction programmes are accessible do teachers use them 14 Fig II.3.3 Percentage of lower secondary teachers with less than 3 years experience at their school and as a teacher, who are working in schools with the following reported access to formal induction programmes, and their reported participation in such programmes

15. Mean mathematics performance, by school location, after accounting for socio-economic status Teachers' needs for professional development 15 Fig II.3.3 Percentage of lower secondary teachers indicating they have a high level of need for professional development in the following areas

16. Mean mathematics performance, by school location, after accounting for socio-economic status Participation in professional development and level of support received by teachers 16 Fig II.3.3

17. Mean mathematics performance, by school location, after accounting for socio-economic status Impact of professional development 17 Fig II.3.3 Regardless of the content, over 3/4 of teachers report that… • …the professional development in which they have participated has had a positive impact on their teaching. • ·         

18. Mean mathematics performance, by school location, after accounting for socio-economic status Barriers to professional development participation 18 Fig II.3.3 Percentage of lower secondary teachers who "agree" or "strongly agree" that the following elements represent barriers to their participation in professional development activities

19. Improving Teaching Using Appraisal and Feedback

20. Mean mathematics performance, by school location, after accounting for socio-economic status Teachers and feedback 21 Fig II.3.3 On average across TALIS countries, Just above half of the teachers report receiving feedback on their teaching from one or two sources ...and only one in 5 receive feedback from three sources.

21. Mean mathematics performance, by school location, after accounting for socio-economic status Teachers feedback : direct classroom observations 22 22 Fig II.3.3

22. Mean mathematics performance, by school location, after accounting for socio-economic status Teachers feedback : never received 23 Fig II.3.3

23. Mean mathematics performance, by school location, after accounting for socio-economic status Feedback and change in behavior 24 24 Fig II.3.3 Percentage of lower secondary teachers who report a "moderate" or "large" positive change in the following issues after they received feedback on their work Professional Pedagogical Personal

24. Mean mathematics performance, by school location, after accounting for socio-economic status Consequences of feedback 25 25 Fig II.3.3 Percentage of lower secondary teachers who "agree" or "strongly agree" that:

25. Classroom Environment

26. Mean mathematics performance, by school location, after accounting for socio-economic status Distribution of time 27 Fig II.3.3 Teachers’ reported working hours per week and distribution of time spent in the classroom during an average lesson

27. Mean mathematics performance, by school location, after accounting for socio-economic status What teachers do beyond teaching 28 Fig II.3.3 Average number of 60-minute hours teachers report spending on the following tasks in an average week

28. Mean mathematics performance, by school location, after accounting for socio-economic status Methods of assessing student learning 29 29 Fig II.3.3 Percentage of lower secondary teachers who report using the following methods of assessing student learning "frequently" or "in all or nearly all lessons"

29. Teacher Self-Efficacy and Job Satisfaction

30. Mean mathematics performance, by school location, after accounting for socio-economic status Teachers' satisfaction with their working environment 33 33 Fig II.3.3 Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements

31. Mean mathematics performance, by school location, after accounting for socio-economic status Teachers' satisfaction with their profession 34 34 Fig II.3.3 Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements

32. Mean mathematics performance, by school location, after accounting for socio-economic status Teachers' satisfaction with their profession 35 35 Fig II.3.3 Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements

33. Mean mathematics performance, by school location, after accounting for socio-economic status Behavioural issues equate to lower job satisfaction, class size doesn’t 36 Fig II.3.3 Teachers' job satisfaction level following the number of students in the classroom in relation to the percentage of students with behavioural problems

34. Mean mathematics performance, by school location, after accounting for socio-economic status TALIS in Brief 37 Fig II.3.3 For a majority of TALIS countries, Few countries attract the most experienced teachers… …to the most challenging schools.

35. Mean mathematics performance, by school location, after accounting for socio-economic status Work experience of teachers 38 Fig II.3.3

36. Mean mathematics performance, by school location, after accounting for socio-economic status Teachers' self-efficacy and experience 40 Fig II.3.3 Teachers' self-efficacy level in lower secondary according to their total years of teaching experience

37. Resilience in education PISA performance by decile of social background 41 Source: PISA 2012

38. Mean mathematics performance, by school location, after accounting for socio-economic status TALIS in Brief 42 Fig II.3.3 Find out more about TALIS at www.oecd.org/talis • All national and international publications • The complete micro-level database Email: Andreas.Schleicher@OECD.org Twitter: SchleicherEDU and remember: Without data, you are just another person with an opinion TALIS is a partnership between an international research consortium OECD Governments in 34 countries European Commission Teachers’ unions