c j koh professorship andreas schleicher, 31 oct – 4 nov 2011 21 st century teacher policies...
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11C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
s
21st Century Teacher Policies
Lessons from around the world
Andreas SchleicherSpecial advisor to the Secretary-General on Education Policy
Head of the Indicators and Analysis Division, EDU
22C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
s
33C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
sThen Now
Learning a place Learning an activity
Prescription Informed profession
Delivered wisdom User-generated wisdom
Uniformity Embracing diversity
Conformity Ingenious
Curriculum-centred Learner-centred
Provision Outcomes
Bureaucratic look-up Devolved – look outwards
Management Leadership
Public vs private Public with private
Culture as obstacle Culture as capital
44C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
sHow the demand for skills has changed
Economy-wide measures of routine and non-routine task input (US)
1960 1970 1980 1990 200240
45
50
55
60
65
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine inter-active
(Levy and Murnane)
Mean t
ask
inp
ut
as
perc
en
tile
s of
the 1
960
task
dis
trib
uti
on
The dilemma for education and training:The skills that are easiest to teach and test are also the ones that are easiest to digitise, automate and outsource
55C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
s
Student learning
PracticesInstruction
InterventionSupport systems
PeopleTeachersPrincipals
Support personnelFamilies
ProcessesSelection
PreparationRecruitment/induction
Work organisationDevelopmentSupervisionRetention
ToolsStandardsCurricula
TechnologyAssessmentsData systems
Design, implementation and alignment of policies
66C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
s
Some students learn at high levels
All students learn at high levels
Student inclusion
Routine cognitive skills for lifetime jobs
Learning to learn, complex ways of
thinking, ways of working
Curriculum, instruction and assessment
Taught to teach established content
High-level professional knowledge workers
Teacher quality
‘Tayloristic’, hierarchical
Flat, collegial, differentiated and diverse careers
Work organisation
Primarily to authorities
Also to peers and stakeholders
Teacher evaluation and accountability
Teacher policies
The past The most effective systems
77In
tern
atio
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umm
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ea
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rofe
ssio
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New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
rHow teachers are recruited into the
profession and educated
Great systems attract great teachersLast year Finland had over 6000 applicants for 600 jobs
(despite moderate pay).
Great systems prioritize the quality of teachers… …over the size of classes.
Salaries matter……but career prospects, career diversity and giving teachers
responsibility as professionals and leaders of reform are equally important.
88C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
sAverage performanceof 15-year-olds in reading – extrapolate and apply
High reading performance
Low reading performance … 17 countries perform below this line
1525354555440.000
460.000
480.000
500.000
520.000
540.000
560.000
Shanghai-China
KoreaFinlandHong Kong-China
Singapore CanadaNew Zealand
JapanAustralia
NetherlandsBelgiumNorway, EstoniaSwitzerlandPoland,IcelandUnited States LiechtensteinSwedenGermany,
IrelandFrance, Chinese TaipeiDenmarkUnited KingdomHungary,Portugal
Macao-China ItalyLatvia
Slovenia GreeceSpain
Czech RepublicSlovak Republic, CroatiaIsraelLuxembourg,
Austria LithuaniaTurkey
Dubai (UAE) Russian Federation
Chile
Serbia
99C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
sAverage performanceof 15-year-olds in science – extrapolate and apply
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
1010C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
s
Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS
2009
1525354555
2009
1111C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
s
Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS
2009
1212C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
s
Port
ug
al
Sp
ain
Sw
itze
rlan
d
Belg
ium
Kore
a
Lu
xem
bou
rg
Germ
an
y
Gre
ece
Jap
an
Au
stra
lia
Un
ited
Kin
gd
om
New
Zeala
nd
Fra
nce
Neth
erl
an
ds
Den
mark
Italy
Au
stri
a
Cze
ch
Rep
ub
lic
Hu
ng
ary
Norw
ay
Icela
nd
Irela
nd
Mexic
o
Fin
lan
d
Sw
ed
en
Un
ited
Sta
tes
Pola
nd
Slo
vak R
ep
ub
lic
-10
-5
0
5
10
15
Salary as % of GDP/capita Instruction time 1/teaching time 1/class sizePort
ug
al
Sp
ain
Sw
itze
rlan
d
Belg
ium
Kore
a
Lu
xem
bou
rg
Germ
an
y
Gre
ece
Jap
an
Au
stra
lia
Un
ited
Kin
gd
om
New
Zeala
nd
Fra
nce
Neth
erl
an
ds
Den
mark
Italy
Au
stri
a
Cze
ch
Rep
ub
lic
Hu
ng
ary
Norw
ay
Icela
nd
Irela
nd
Mexic
o
Fin
lan
d
Sw
ed
en
Un
ited
Sta
tes
Pola
nd
Slo
vak R
ep
ub
lic
-10
-5
0
5
10
15
Difference with OECD average
High performing systems often prioritize the quality of teachers over the size of classes
Contribution of various factors to upper secondary teacher compensation costsper student as a percentage of GDP per capita (2004)
Percentage points
1313C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
sTeacher salaries
relative to workers with college degrees
Source: OECD, Education at a Glance 2010, Table 3.1 (Fig 1.1 Building a High-Quality Teaching Profession)
Spain
New
Zeala
nd
Germ
any
Aust
ralia
Finla
nd
Sw
eden
Belg
ium
(Fl
.)Sco
tland
Belg
ium
(Fr
.)D
enm
ark
France
Engla
nd
Kore
aN
eth
erl
ands
Aust
ria
Gre
ece
Port
ugal
Est
onia
Pola
nd
Norw
ay
Unit
ed S
tate
sIt
aly
Isra
el
Slo
venia
Hungary
Icela
nd
Cze
ch R
epublic
0.0
0.2
0.4
0.6
0.8
1.0
1.2
1.4
Ratio of salary after 15 years of experience/minimum training to earnings for full-time full-year workers with tertiary edu-
cation aged 25 to 64
1414C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
sPercentage of OECD countries
in which the following factors shape teacher pay
Years of experience as a teacher
Additional management responsibilities
Teaching in a disadvantaged, remote or high cost area
Special tasks (career guidance, counselling)
Teaching courses in a particular field
A higher initial educational qualification
A higher certification or training obtained during pro-fessional life
Outstanding performance in teaching
0 20 40 60 80 100
100
84%
72%
66%
31%
66%
69%
44%
Source: OECD, Education at a Glance 2010. (Fig 3.6 Building a High-Quality Teaching Profession)
1818In
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ea
chin
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rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
rHow teachers are recruited into the
profession and educated
The status of teaching is not a static attribute of culture…
…but has, in some countries, changed significantly.
Top-down initiatives alone were often insufficient to achieve deep and lasting changes
(You can mandate compliance but you need to unleash excellence).
1919C
J K
oh
Pro
fess
ors
hip
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reas
Sch
leic
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31
Oct
– 4
Nov
201
12
1st C
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tury
Te
ach
er
Po
licie
s
Local responsibility and system-level prescription
System-level prescription‘Tayloristic’ work organisation
Schools leading reformTeachers as ‘knowledge workers’
The pastThe industrial
model, detailed prescription of
what schools do
Current trendBuilding capacity
Finland todayEvery school an effective school
Trend in OECD countries
2121C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
s
Systems with more accountability Systems with less
accountability
480
490
500
Schools with less autonomy
Schools with more autonomy
495
School autonomy in re-source allocation
System’s accountability arrangements
PISA score in reading
School autonomy, accountability and student performance
Impact of school autonomy on performance in systems with and without accountability arrangements
2222In
tern
atio
nal S
umm
it o
n t
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ea
chin
g P
rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
rInteresting practices to bring in a wider
background of teachersOpening the teaching profession to individuals with relevant
experience outside education…not just in vocational programs.
Recognising the skills and experience gained outside education…
…and reflecting those in starting salaries.
Enabling appropriately qualified entrants, including mature student teacher trainees…
…to start working and earning a salary before acquiring teacher education qualifications.
Offering more flexible approaches to teacher education……that provide opportunities for part-time study and distance learning, and that
give credits for relevant qualifications and experience .
2323C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
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her,
31
Oct
– 4
Nov
201
12
1st C
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Te
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Po
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s
2424In
tern
atio
nal S
umm
it o
n t
he T
ea
chin
g P
rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
rHow teachers are developed in service
and supportedNo 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
2525C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
sPercentage of teachers without
mentoring and inductionB
razi
l
Lith
uania
Spain
Malt
a
Mexi
co
Norw
ay
Aust
ria
Turk
ey
TA
LIS A
vera
ge
Italy
Denm
ark
Port
ugal
Sum
mit
11 a
vera
ge
Hungary
Est
onia
Kore
a
Mala
ysia
Bulg
ari
a
Icela
nd
Irela
nd
Slo
venia
Pola
nd
Slo
vak
Republic
Belg
ium
(Fl
.)
Aust
ralia
0
10
20
30
40
50
60
70
80No formal induction process No formal mentoring process%
Source: OECD, TALIS Table 3.6 (Fig 2.1 Building a High-Quality Teaching Profession)
2626C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
s
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Individual and col-
laborative research
Qualifica-tion pro-grammes
Informal dialogue to
improve teaching
Reading professional
literature
Courses and workshops
Professional develop-
ment net-work
Mentoring and peer
observation
Observation visits to
other schools
Education conferences
and semi-nars
0
10
20
30
40
50
60
70
80
90
100
TALIS Average%
Fuente: OCDE. Tablas 3.2 y 3.8
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
2727C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
s 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
2828C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
s
Conflic
t w
ith .
..
No s
uit
able
p..
.
Fam
ily r
esp
ons.
..
Too e
xpensi
ve
Lack
of
em
plo
...
Did
not
have t
...0
10
20
30
40
50
%
Teacher demand for professional development is often not met, sometimes for lack of time, sometimes for lack of opportunity
Among those teachers who wanted more development than they received (TALIS averages)
Source: OECD, TALIS Table 3.7 (Fig 2.3 Building a High-Quality Teaching Profession)
2929C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
sIt’s not just about more of the same
For what type of professional development do teachers report a high level of need?
Teaching special learning needs
students
ICT teach-ing skills
Student discipline
and behav-iour prob-
lems
Instruc-tional prac-
tices
Subject field
Student counselling
Content and per-formance
standards
Student assess-
ment prac-tices
Teaching in a multicul-tural set-
ting
Classroom manage-
ment
School manage-ment and
administra-tion
0
10
20
30
40
50
60
70
TALIS Average
Areas are ranked in descending order of the international average where teachers report a high level of need for development. Source: OECD. Table 3.2
%
3232C
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Pro
fess
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reas
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31
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– 4
Nov
201
12
1st C
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ach
er
Po
licie
s
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.
3333In
tern
atio
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umm
it o
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ea
chin
g P
rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
r
Employment conditionsThe predominant employment model remains ‘career-based’…
…but some countries have introduced position-based systems……many countries have probationary periods…
…and an increasing number require periodic renewal of licenses.
Limited but increasing career diversity……both horizontally and vertically.
Some efforts to improve mobility……between schools and with other occupations.
Countries struggle with transparency in teacher labour market…
…but some have all vacancies posted, and provide websites where the information is centralized or establish a network of agencies to co-ordinate and foster recruitment
activities .
Schools have become more involved in personnel management.
3434C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
s
Percentage of public and
private schools that have
considerable autonomy over
Greece
Austria
Singapore
Colombia
Indonesia
Spain
Finland
Argentina
Canada
Ireland
Israel
Norway
Switzerland
Poland
United Kingdom
Slovenia
Denmark
Slovak Republic
Czech Republic
New Zealand
10080604020020406080100
Selecting teachers for hireDismissing teachers
Source: OECD , PISA 2009 Database, T able I V.3.5 (Fig 2.7 Building a High-Quality Teaching Profession)
3535C
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reas
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– 4
Nov
201
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ach
er
Po
licie
s
3636C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
s
Ita
ly
Sp
ain
Po
rtu
ga
l
Ire
lan
d
Bra
zil
Ice
lan
d
No
rwa
y
Au
str
ia
Au
str
ali
a
Be
lgiu
m (
Fl.
)
Ma
lta
Tu
rke
y
Me
xic
o
De
nm
ark
Po
lan
d
Ko
rea
Slo
ve
nia
Hu
ng
ary
Esto
nia
Slo
va
k R
ep
ub
lic
Lit
hu
an
ia
Ma
laysia
Bu
lga
ria
0
10
20
30
40
50
60
70
80
90
100
No appraisal or feedback No school evaluation%
Countries are ranked in descending order of the percentage of teachers who have received no appraisal or feedback.Source: OECD. Table 5.1 and 5.3
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
3737In
tern
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umm
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ea
chin
g P
rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
rHow teachers are evaluated and
compensatedCriteria used to evaluate teachers include……teacher qualifications, including teacher credentials, years of service,
degrees, certifications and relevant professional development
…how teachers operate in the classroom setting, including attitudes, expectations and personal characteristics, as well as strategies, methods and
actions employed in their interaction with students; and
…measures of teacher effectiveness, based on assessment of how teachers contribute to students’ learning outcomes as well as their knowledge of their
field and pedagogical practice
In most countries, teachers value appraisal and feedback highly…
…and report that it improves their job satisfaction and personal development, widens their repertoire of pedagogical practices and improves their
effectiveness.
In many countries, appraisal and feedback have limited impact…
…on public recognition, professional development, careers and pay.
4040C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
sDoes appraisal and feedback make a difference for the job?
Ma
laysia
Lit
hu
an
ia
Bu
lga
ria
Po
lan
d
Slo
ve
nia
Esto
nia
Slo
va
k R
ep
u..
.
Bra
zil
Me
xic
o
De
nm
ark
TA
LIS
Ave
...
Hu
ng
ary
No
rwa
y
Ice
lan
d
Ita
ly
Ko
rea
Au
str
ali
a
Ire
lan
d
Sp
ain
Tu
rke
y
Po
rtu
ga
l
Au
str
ia
Ma
lta
Be
lgiu
m (
Fl.
)
0
10
20
30
40
50
60
70
80
90
100
Opportunities for professional development activitiesA change in the likelihood of career advancementPublic recognition from the principal and/or colleaguesChanges in work responsibilites that make the job more attractive
%
4141C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
sTeachers’ report on impact of
appraisal and feedback in their school
Mal
aysia
Bulga
ria
Polan
dItal
y
Slova
k Rep
ublic
Hunga
ry
Mex
ico
Slove
nia
Turk
ey
Lith
uani
a
TALI
S Ave
rage
Esto
nia
Brazil
Portu
gal
Icel
and
Mal
ta
Austr
ia
Korea
Spain
Denm
ark
Austr
alia
Irel
and
Norway
Belgi
um (F
l.)100
80
60
40
20
0
20
40
60
80
100
Increased monetary or non-monetary rewards for improving quality of teach-ing Increased monetary or non-monetary rewards for more innovative teachingSchool principal alters monetary rewards of persistently underperforming teacherTeachers will be dismissed because of sustained poor performance
%
Source: OECD. Table 5.9.
4242C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
sHow much autonomy public and
private schools have over salaries
Belgium
Ireland
Turkey
Germany
Italy
Singapore
Luxembourg
Slovenia
Korea
Norway
Brazil
Israel
Poland
Japan
OECD average
Hong Kong-China
Indonesia
Shanghai-China
Slovak Republic
United Kingdom
Netherlands
10080604020020406080100
Source: OECD , PISA 2009 Database, T able I V.3.5 (Fig 2.7 Building a High-Quality Teaching Profession)
Establishing teachers’ starting salaries
Determining teachers’ salaries increases
4343In
tern
atio
nal S
umm
it o
n t
he T
ea
chin
g P
rofe
ssio
n
New
Yor
k, 1
6-17
Mar
ch 2
011
Bu
ildin
g a
Hig
h-Q
ua
lity
Tea
chin
g P
rofe
ssio
nA
ndre
s S
chle
iche
r
Coherence of policy and practice
Alignment of policies across all aspects of the system
Coherence of policies over sustained periods of time
Consistency of implementation
Fidelity of implementation
4444C
J K
oh
Pro
fess
ors
hip
And
reas
Sch
leic
her,
31
Oct
– 4
Nov
201
12
1st C
en
tury
Te
ach
er
Po
licie
s
Thank you !
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