Learning for the future

Some lessons from PISA and TALIS

Anne Berit Kavli

Norwegian Directorate for Education and

Training

About me ….

• Head of department for Research and International

affairs in the Norwegian Directorate for Education

and Training

• Long experience from teaching and school leadership

in upper secondary school

• Engaged in several international comparative studies

such as PISA, TIMSS, PIRLS and TALIS

• Chair of TALIS Governing Board

• Elected chair of IEA (International Association for the

Evaluation of Educational Achievement)

Learning for the future –

speaking points • Future demand for

skills

• Countries’

performance

• Lessons from TALIS

– Teaching and

Learning

– Effective teaching

– School leadership

Skills for the future

• Are students prepared to meet the

challenges of the future?

• Are they able to analyse, reason and

communicate their ideas effectively?

• How well equipped are they to continue

learning throughout life?

21st Century Skills

• Ways of thinking

– Creativity, critical thinking, problem solving, decision-making

and learning

• Ways of working

– Communication and collaboration

• Tools for working

– Information and communication technology and information

literacy

• Skills for living in the world

– Citizenship, life and career, and personal and social

responsibility

What we measure is what we get?

Do we have the right measures?

• Reading literacy, mathematics and

science (PISA, TIMSS, PIRLS)

• ICT (PISA, ICIL)

• Democracy and Citizenship (ICCS)

• Collaboration and problem solving?

• Ability to communicate, reason and

analyse?

Performance

• PISA has revealed wide differences in the

quality of learning outcomes across countries,

as well as in the capacity of countries to

moderate social inequalities.

• PISA also reveals some of the features of

schools and school systems that do well or

that have seen rapid improvement:

• students’ attitudes

• the learning environment at school

• the allocation of resources to education.

PISA

PISA 2009

Reading

performance in

OECD countries

100

80

60

40

20

0

20

40

60

80

100 A

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To

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Tu

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B

ulg

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Is

rael

Pa

nam

a G

erm

any

Peru

H

un

gary

D

ub

ai (

UA

E)

Au

stri

a B

elgi

um

Lu

xem

bo

urg

N

eth

erla

nd

s Ja

pan

C

hile

U

rugu

ay

Gre

ece

Bra

zil

Cze

ch R

epu

blic

Sl

ove

nia

R

om

ania

C

roat

ia

Serb

ia

Un

ited

Sta

tes

Mex

ico

Si

nga

po

re

Jord

an

Kyrg

yzst

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Co

lom

bia

M

on

ten

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H

on

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on

g-C

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a A

lban

ia

Tun

isia

Sl

ova

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epu

blic

Li

ech

ten

stei

n

Kaz

akh

stan

M

acao

-Ch

ina

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and

U

nit

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ingd

om

C

hin

ese

Taip

ei

Ko

rea

Swit

zerl

and

A

ust

ralia

N

ew Z

eala

nd

Po

rtu

gal

Shan

ghai

-Ch

ina

Aze

rbai

jan

R

uss

ian

Fed

erat

ion

C

anad

a Sw

eden

Li

thu

ania

In

do

nes

ia

Spai

n

Sco

tlan

d

Pola

nd

Es

ton

ia

Latv

ia

Icel

and

Th

aila

nd

D

enm

ark

No

rway

Fi

nla

nd

Variability in student performance

between and within schools

Variance

Performance variation of

students in schools

Performance differences

between schools

Sucessfull school systems

• Equity – equal opportunities for all

students

• Autonomy – high responsibility for

school leaders and teachers

• High quality teaching – professional

development

• Accountability and assessment

‘Teacher quality’ is the single

most important school variable

influencing student

achievement

(Teachers Matters, OECD 2005)

2012 Teacher Summit – New York

– What are the roles and

responsibilities of 21st

century school leaders?

– How to grow those

leaders?

– What competencies do

teachers need?

– How develop these

teachers?

– How is success

measured and quality

assured?

Teaching and learning

Effective teaching and teachers are key

to producing high performing students

TALIS

is the first international survey to focus on the

learning environment and the working

conditions of teachers in schools

17

Important factors for learning

• Student skills, expectations, motivation and

behaviour

• Family resources, attitudes and support

• Peer group skills and attitudes

• School organisation, resources and climate

• Curriulum structure and content

• Teacher skills, knowledge, attitude and

practices

Which teachers do we need?

• High professionalism

– Good subject knowledge

– Advanced pedagigical skills

• Innovative practices

• Openness and collaboration

• Ability to communicate and stimulate

learning

In 2008 OECD established, for the first time, an

international, large-scale survey of the teaching

workforce, the conditions of teaching, and the

learning environments of schools in participating

countries, TALIS.

TALIS 2008 was a collaborative effort by

participating OECD member and participating

countries which aimed to help countries review

and develop policies that foster the conditions for

effective teaching and learning.

TALIS… • examines the ways in which teachers’ work is

recognized, appraised, and rewarded

• examines the degree to which teachers’ professional

development needs are being met

• provides insights into the beliefs and attitudes about

teaching that teachers bring to the classroom and the

pedagogical practices that they adopt

• describes the role of school leaders and examines

the support that they give their teachers

What is TALIS?

22

Self-reporting survey that operates with

representative samples: 200 schools, 20

teachers, randomly selected

Collaborative effort between government,

OECD, Teachers’ unions and international

consortium

Opportunity for teachers and school leaders to

give input into educational analysis and

policy development in key policy areas

Strongly supported by policymakers in OECD

countries

Fills key national and international data gaps on teachers, teaching and the impact that

teachers can have on student learning

Countries look for answers to: How well are teachers prepared today to face the

diverse challenges in schools?

How efficiently do appraisal and feedback incite good

teaching and support teachers’ development needs?

How can policy makers ensure that resources invested

in teachers’ professional development will have a

positive impact on teachers’ work?

23

Overview of TALIS 2008 • Teachers and principals of lower secondary

education (ISCED 2)

• 45-minute questionnaire (paper or online)

• Focus: Policies and practices to support

effective teaching and learning:

– Appraisal of teachers and feedback to teachers

– Teaching practices, attitudes and beliefs

– School leadership

– Professional development of teachers

24

Participants and Outputs

• Australia

• Austria

• Belgium (Fl)

• Brazil

• Bulgaria

• Denmark

• Estonia

• Hungary

• Iceland

• Ireland

• Italy

• Korea

24 countries

• Lithuania

• Malta

• Malaysia

• Mexico

• Netherlands *

• Norway

• Poland

• Portugal

• Spain

• Slovak Republic

• Slovenia

• Turkey

25

One initial

international report

(+ technical report)

Three Thematic Reports:

• Teachers’ Professional

Development (EC)

• The Experience of New Teachers

(March 2012)

• Teaching Practices and Innovation

in Schools (Summer 2012)

What about Portugal?

• Scores close to OECD average on PISA

• Shows rather high equity between schools

• Has a «young» teacher population

• High demand for professional development

• Weak structures for appraisal and feedback

• Weak culture for school leadership

Effective teaching

Lessons from TALIS 2008

• Teachers who receive more professional development

feel more effective

• Teachers who hold stronger beliefs about teaching

methods, report more collaborative behavior with

colleagues, more positive teacher-student relations, and

feel more effective

• Teachers who receive recognition for good performance

from the principal or colleagues feel more effective

• The impact of school leadership on learning is indirect and

mitigated through the actions of teachers.

One in four teachers in most TALIS

countries lose at least 30% of their lesson

time, and some lose more than half

through classroom disruptions and

administrative tasks.

(TALIS 2008)

29

Some Key Messages from TALIS 2008

Percentage of class time spent on effective

teaching and learning

30

Percentage of class time spent on

keeping order in the classroom

31

Teaching views • Direct transmission

– Communicate knowledge in a clear and structured way

– Explain correct solutions

– Give students clear and resolvable problems

– Ensure calm and concentration in the classroom

• Constructivist view

– Focuses on students as active participants in the learning

prosess

– Emphasize facilitating student inquiry

– Give students chance to develop solutions to problems on

their own

– Allow students to play an active role in instructional activities

Views and practices

• Teachers are more inclined to regard students as

active participants in the process of acquiring

knowledge than to see the teacher’s main role as the

transmission of information and demonstration of

“correct solutions”.

• In the classroom, teachers in all countries put greater

emphasis on ensuring that learning is well structured

than on student-oriented activities which give them

more autonomy. Both of these teaching practices are

emphasised more than enhanced learning activities

such as project work.

Professional development

Teachers who receive more professional

development feel more effective and a

majority of teachers would like more

professional development.

(TALIS 2008)

37

Some Key Messages from TALIS 2008

Comparison of the level and intensity of

participation in professional development

Australia Austria

Belgium (Fl.)

Brazil

Bulgaria

Denmark Estonia

Hungary

Iceland

Ireland

Italy Korea

Lithuania Malaysia

Malta

Mexico

Norway

Poland

Portugal

Slovak Republic Slovenia

Spain

Turkey

TALIS Average

TALIS Average

0

5

10

15

20

25

30

35

40

70 75 80 85 90 95 100

Percentage of teachers undertaking professional

development

Avera

ge d

ays o

f p

rofe

ssio

nal

develo

pm

en

t

un

dert

aken

Percentage of teachers who wanted to

participate in more development

Main areas of professional development

need

0 %

5 %

10 %

15 %

20 %

25 %

30 %

35 % New Teachers Experienced teachers

41

50%

Appraisal and feedback

Some Key Messages from TALIS 2008

Only a minority of teachers reported that

their evaluation affects their professional

development, career, or pay.

A great majority say that they receive no

recognition for improving the quality of

their teaching or that that they would not

be rewarded for being innovative.

(TALIS 2008)

43

Some Key Messages from TALIS

2008

Teachers who received recognition for

good performance from the principal or

colleagues feel more effective

Teachers who receive more professional

development feel more effective.

(TALIS 2008)

46

Country means of teacher self-efficacy and

job satisfaction

47

Australia

Austria Belgium (Fl.)

Brazil

Bulgaria

Denmark

Estonia

Hungary

Iceland Ireland Italy

Korea

Lithuania

Malta

Norway

Poland Portugal

Slovak

Republic

Slovenia Spain

Turkey

2,8

2,9

3,0

3,1

3,2

3,3

3,4

3,5

-1,0 -0,5 0,0 0,5 1,0

Jo

b s

ati

sfact

ion

Self -efficacy

School leadership

Expectations of school leaders

• Supporting, evaluating and developing

teacher quality

• Goal-setting, assessment and

accountability

• Strategic resource management

• Distributed leadership

Key Policy Messages

• Systems that empower teachers to

reach the highest standards have

– Effective appraisal and feedback systems

– Professional development that better

meets the needs of teachers

– School leadership that provides

pedagogical leadership as well as

administrative management

52

What happened in Norway?

• High attention to the weak results on

appraisal and feedback, and school

leadership

• Introduction of «principal school»

• Program for professonal development

• Initiation programs for new teachers

• Teacher recruitment program

• Guidance and support for schools and

municipalities

Professional development

strategy

• Cooperation between national and local

authorities, universities and teachers

unions

– Professional development for teachers –

subject knowledge, assessment practices,

classroom leadership

– Professional development for principals

Good learning environment (Norway)

• The teacher´s ability to lead classes and and

stimulate learning

• The teacher´s ability to establish good student –

teacher relations

• Positive relation and a positive learning culture amin

pupils

• Good cooperation between school and parents

• Good leadership, organization and culture for

learning in schools

Assessment for learning

• Large scale national development program

• Develop the teachers´ assessment practice through

enhanced competence and understanding of

formative assessment as a tool for learning

• Based on the belief that pupils learn more if they

– Know what they are supposed to learn and what will be

expected of them

– Receive feedback about the quality of their work

– Get advice on how to improve

– Are involved in their own learning prossess and can assess

their own work and development

Principal School Norway

• Student´s learning processes

• Leadership and administration

• Cooperation and organizational building

• Change and innovation

• Awareness of leadership role

TALIS 2013

TALIS is growing! 33 confirmed countries - new in green

Confirmed

Australia

Belgium (Fl.)

Brazil

Bulgaria

Canada (Alberta)

Chile

Croatia

Czech Republic

Denmark

Estonia

Finland

France

Iceland

Israel

Italy

Japan

Korea

Latvia

Malaysia

Mexico

Netherlands

Norway

Poland

Portugal

Romania

Serbia

Singapore

Slovak Republic

Spain

Sweden

UK (England)

UAE (Abu Dhabi)

USA

Innovations in TALIS 2013

• New questionnaire items and indicators

• Wider coverage: Elementary and upper

secondary level options (ISCED 1 and 3)

• Linking to student outcomes: Optional school-

level link to PISA 2012

• Getting closer to teaching practices: Pilot

video study of teaching practices

International Options

ISCED 1 ISCED 3 PISA link

Belgium (Fl.)

Denmark

Finland

Mexico

Norway

Poland

Australia

Denmark

Finland

Iceland

Italy

Mexico

Norway

Singapore

Abu Dhabi

Poland

Australia

Finland

Latvia

Mexico

Portugal

Romania

Spain

Singapore

TALIS 2013 Content

Proposed content

Trends between TALIS rounds

Countries’ stated

priorities

Furthering findings from

1st round and PISA

Effective teaching may be the hardest job there

is.

William Glaser

Any genuine teaching will result, if successful,

in someone´s knowing how to bring about a

better condition of things than existed earlier.

John Dewey