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Creating Effective Teaching and Learning Environments - First Results from TALIS
OECD Teaching and Learning International Survey (TALIS)
Michael DavidsonSenior Analyst
Indicators and Analysis DivisionOECD Directorate for Education
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Policies to support effective teaching and learning
Effective teaching through appraisal and feedback
Preparing and supporting a high quality teaching force
Effective school leadership
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What is TALIS? Teachers of lower secondary education and
the principals of their schools
Representative samples
Data collected through questionnaires
24 participating countries
School year: 2007-08
AustraliaAustriaBelgium (Fl)BrazilBulgariaDenmarkEstoniaHungaryIcelandIrelandItalyKorea
LithuaniaMaltaMalaysiaMexicoNetherlandsNorwayPolandPortugalSpainSlovak RepublicSloveniaTurkey
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Effective teaching through appraisal and feedback
Teachers who receive recognition for good performance from the principal or colleagues feel
more effective
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Does appraisal and feedback make a difference for teaching?
Figure 5.6
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Figure 3.6
Criteria in teacher appraisal and feedbackInternational average of percentage of teachers reporting
a high or moderate importance for these criteria
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Some teachers are left aloneTeachers who received no appraisal or feedback and teachers in schools that had no school evaluation in
the previous five years
Figure 5.3
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Perception of teachers of the appraisal and feedback and its impact in their school (2007-08)
Figure 5.7
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Perception of teachers of the appraisal and feedback and its impact in their school (2007-08)
Figure 5.7
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Preparing and supporting a high- quality teaching force
Teachers who receive more professional development feel more effective
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How well prepared are teachers?Percentage of teachers whose school principal reported that teachers’ lack of pedagogical training hinders instruction in their school a lot or
to some extent
Figure 2.5
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Participation is generally high On average 89% of teachers
participated in development in the previous 18 months.
But…in Denmark, Slovak Republic and Turkey around 1 in 4 did not.
On average teachers participated in about 1 day per month but there is huge variation
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Figure 3.6
Areas of greatest development need (2007-08)International average of percentage of teachers reporting
a high level of need
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Comparison of teachers participating in professional development activities and teachers reporting
moderate or high level impact by types of activity (2007-08)
Figure
3.15
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Professional development Countries are investing significantly in
teachers’ professional development but there appear to be real issues about
matching demand and supply, cost and benefit. There is a lack of suitable development
activities on offer to satisfy teachers’ demand
it is notable that those teachers who take part in more days of development are more likely to have to contribute towards the cost themselves
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Shaping the development of teachers through effective school
leadershipThe impact of student leadership on learning is in-
direct and mitigated through the actions of teachers
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School leadership
Instructional leadership evident in all countries but to varying degrees
In a number of countries, where school leaders adopt a stronger instructional leadership role:
there is more collaboration between teachers better student-teacher relations greater recognition given to teachers for
innovative teaching practices more emphasis on developmental outcomes of
teacher appraisals.
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SUMMARYTeachers’ perceptions of their own
effectiveness- what makes a difference ?
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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 Appraisal of teachers- recognition of
good performance from principal or colleagues
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Thank you for Thank you for listening!listening!
Further information:Further information:
WWW.OECD.ORG/EDU/TALIS
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