The future of the Teaching Profession

1. The future of the Teaching Profession Michael Davidson OECD Directorate for Education EI Conference, 29-30 January 2013

2. The challenges are well known • Teaching 21stCentury skills • Using 21stCentury tools • Increased diversity in the classroom • Accountability and autonomy • And more besides... Teachers’ belief in their own effectiveness is crucial in dealing with these challenges and for student learning

3. Teachers’ self-efficacy in TALIS • I feel I am making a significant educational difference in the lives of my students. • If I try really hard, I can make progress with even the most difficult and unmotivated students. • I am successful with the students in my class. • I usually know how to get through to students.

4. Country means of teacher self-efficacy and job satisfaction (2007-08) Figure 4.13

5. Self efficacy

6. Factors associated with teachers’ perceptions of their own effectiveness • More professional development

7. Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work Comparison of teachers participating in professional development activities and teachers reporting moderate or high level impact by types of activity

8. Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work Comparison of teachers participating in professional development activities and teachers reporting moderate or high level impact by types of activity

9. How teachers are developed in serviceand supported • No matter how good the pre-service education for teachers is • …it cannot prepare teachers for rapidly changing challenges throughout their careers • High-performing systems rely on ongoing professional to… • …update individuals’ knowledge of a subject in light of recent advances • …update skills and approaches in light of new teaching techniques, new circumstances, and new research • …enable teachers to apply changes made to curricula or teaching practice • …enable schools to develop and apply new strategies concerning the curriculum and teaching practice • …exchange information and expertise among teachers and others • …help weaker teachers become more effective . • Effective professional development is on-going… • …includes training, practice and feedback, and adequate time and follow-up support

10. Factors associated with teachers’ perceptions of their own effectiveness • More professional development • Better teacher-student relations

11. Relationship with student performance Relationships between student-teacher relations and reading performance, after accounting for students’ and schools’ socio-economic and demographic background 20

12. However...... • 28% of students in OECD countries are enrolled in schools whose principals report that their teaching staff’s resistance to change negatively affects students or that students’ needs are not met; • 23% attends schools whose principals report that students are not encouraged by teachers in the school; • 22% attend schools whose principals believe that learning is hindered by low teacher expectations

13. Factors associated with teachers’ perceptions of their own effectiveness • More professional development • Better teacher-student relations • Stronger beliefs about teaching methods

14. Teaching practices in TALIS • Structuring • Student orientation • Enhanced activities

15. Latent ProfilesClassroom Teaching Practices

16. Summary – Classroom Teaching Practices • In most education systems, teachers who reported to… • participate in more professional development, • receive more often feedback and appraisal, • agree more with constructivist beliefs, • and had a higher self-efficacy • weremorelikelytobe in Profile C than in Profile A.

17. Summary – Classroom Teaching Practices • In most education systems, teachers who reported to… • participate in more professional development, • receive more often feedback and appraisal, • agree more with constructivist beliefs, • and had a higher self-efficacy • and in Profile B than in Profile A.

18. Factors associated with teachers’ perceptions of their own effectiveness • More professional development • Better teacher-student relations • Stronger beliefs about teaching methods • More professional collaboration in school

19. Country profiles of cooperation among staff Country mean of ipsative scores Countries are ranked in ascending order of the degree to which teachers engage in exchange and coordination for teaching more than professional collaboration. For example, for teachers in the Slovak Republic both types of cooperation are reported almost equally frequently, while teachers in Spain report a more common practice of exchange and coordination for teaching over professional collaboration. Source: OECD, TALIS Database.

20. Factors associated with teachers’ perceptions of their own effectiveness • More professional development • Better teacher-student relations • Stronger beliefs about teaching methods • More professional collaboration in school • Public recognition of good performance from principal or colleagues

21. Developing further evidence • OECD Policy review of evaluation and assessment • Good practices for teacher appraisal • 3rd International Summit of the Teaching Profession • TALIS 2013 • Extend analysis of teacher self efficacy • Teachers’ role in school leadership • Approaches to student assessment • PISA 2015 • Optional teacher questionnaire

22. The old bureaucratic system The modern enabling system Student inclusion Some students learn at high levels All students need to learn at high levels Curriculum, instruction and assessment Routine cognitive skills, rote learning Learning to learn, complex ways of thinking, ways of working Education reform trajectories Teacher quality Few years more than secondary High-level professional knowledge workers Work organisation ‘Tayloristic’, hierarchical Flat, collegial Accountability Primarily to authorities Primarily to peers and stakeholders

23. Thank you for listening! Michael.davidson@oecd.org www.oecd.org/TALIS www.pisa.oecd.org