Incentives and stimuli: OECD TALIS (Teaching and Learning

International Survey)Improving Quality in Education:

OECD - MEXICO Joint Conference

Mexico City, Mexico, Thursday 11th December 2008

Michael Davidson

Senior Analyst

OECD Education Directorate

OECD Teaching and Learning Survey (TALIS)

What will we learn?

How can it support raising education quality?

What is TALIS ?

• The first international survey to focus on teachers, teaching and the learning environment in schools• To help policy makers develop policies and

practices that support positive conditions for teaching and learning in schools

Policy themes of TALIS

• Focussing on teachers of lower secondary education and the principals of their schools

• TALIS investigates:• Appraisal/evaluation of teachers and feedback to teachers• Teaching practices, attitudes and beliefs• School leadership

• Professional development of teachers

24 Countries participating

• Australia• Austria• Belgium (Fl)• Brazil• Bulgaria• Denmark• Estonia• Hungary• Iceland• Ireland• Italy• Korea

• Lithuania• Malta• Malaysia• Mexico• Netherlands• Norway• Poland• Portugal• Spain• Slovak Republic• Slovenia• Turkey

Mexico’s participation in TALIS

• International sample: Teachers of lower secondary• 3,368 teachers in 192 schools across Mexico

• National extension sample for regions• 31 out of 32 regions (excluding Michoacan de Ocampo)• Total of around 58,600 teachers 3,070 schools

• Telesecundaria schools• Target 100 schools in each of 31 regions with typically all teachers in

these schools surveyed.

Status of the project

• Data collection phase completed

• Analysis phase underway

• Preliminary international data available to countries in March 2009• Not for public use

• Initial publication of international results on 16 June 2009

So what will we learn from TALIS about incentive structures?

Appraisal/evaluation and feedback for teachers

How does the appraisal system reward good teachers and provide support for those teachers who need it?

How do teachers receive feedback on their work? Who from and how often?

How do different feedback and appraisal systems impact on the school culture, cooperation and collaboration between staff, teaching practices?

Outcomes of teacher appraisal

Form of teacher appraisal

Impact of teacher appraisal

Factors considered

1. Student performance

Test scores

Retention/pass rates2. Appraisal of teaching

Classroom disciplineDirect appraisal

3. Feedback from stakeholders

Student evaluations

Parents’ comments

4. School culture

Collegiality

Extra-curricular activities

5. Development undertaken

Frequency of appraisal

Internal or external

Extent that appraisal is formalised

Teacher appraisal: 1. Administrative 2. Accountability3. Development

Outcomes of teacher appraisal

Form of teacher appraisal

Impact of teacher appraisal

1. Linked to incentives

Monetary rewards

Non-monetary rewards

Career advancement

Work responsibilities

2. Positive & negative feedback

Level and nature of feedback

Only value judgement?

3. Development

Suggestions for improvement in teaching

Professional development

Teacher appraisal: 1. Administrative 2. Accountability3. Development

Outcomes of teacher appraisal

Form of teacher appraisal

Impact of teacher appraisal

1. Job security

2. Job satisfaction

3. Changes in teaching practices

4. Link to school & professional development

5. Addressing poor performance

6. Fulfil administrative task

School-level indicators

1. School culture

2. Teacher cooperation

3. School leadership Instructional leadership Managerial leadership

4. Teaching practices

5. Professional development

Teacher appraisal: 1. Administrative 2. Accountability3. Development

What will we learn about incentive structures ?

• What forms of school and teacher evaluation/appraisal exist in school systems?

• How are these geared to provide incentives and rewards for teachers?

• To what extent are the reward systems based on:• Indicators of student performance• Indicators of teachers’ knowledge and skills• Indicators of teachers’ professional activities

• Are alternative models more or less associated with positive teaching and learning conditions?

How should student performance be measured ?

www.oecd.org/edu/school/valueadded  

Measuring improvements in learning outcomes: Best practices to assess the value-added of schools

What is ‘value added’ ?

• The contribution of a school to students’ progress towards stated or prescribed education objectives, net of other factors that contribute to students’ educational progress

• Performance gains between two points in time controlling for e.g. socio-economic factors

Key messages

Value-added modelling provides a fundamentally more accurate and fairer method of measuring school performance

Provides key stakeholders, and especially school principals and teachers with the information to:• Monitor school performance • Monitor student performance• Develop and monitor programmes and policies• Set performance targets• Assess learning across grades, subjects and specific

student groups

Key steps in implementing a system of value-added modelling

• Phase 1: Setting policy objectives and school performance measures

• Phase 2: Presentation and use of value-added information• Phase 3: Data quality• Phase 4: Choosing an appropriate value-added model• Phase 5: Communication and stakeholder engagement

strategies• Phase 6: Training• Phase 7: Pilot programme• Phase 8: Ongoing development

How OECD can help ?

• We can advise on establishing a system of value added models with a road map for effective implementation

Thank you for Listening

www.oecd.org/edu/TALIS

www.oecd.org/edu/school/valueadded