congreso talis: julie bélanger (analista ocde)

1

A Teachers’ Guide to TALIS 2013

Mean mathematics performance, by school location, after accounting for socio-economic status

Fig II.3.322 TALIS in Brief

…representing more than 4 million teachers in 34 countries…

Over 100 thousand randomly selected lower secondary teach-ers and their school leaders from over 6500 schools

…took an internationally-agreed survey about the working condi-tions and learning environments in their schools…

…responding to questions about their background, their teaching practices, support and development, their relationships with col-leagues and students and the leadership in their schools

Teacher Practices and

School Leadership

4

Many teachers are faced with

challenging classrooms

TALIS shows that…

Percentage of lower secondary teachers who report that more than 10% of the students in their class have the following characteristics

Challenging classrooms5

Students with special needs

Students whose language is different from the language of instruction

Students from socioeconomically disadvantaged homes

Students with behavioural problems

Low academic achievers

0% 20% 40% 60% 80%

Spain Average

6

During a lesson, teaching, and

therefore learning time,

can be lost to disruptions

and other administrative tasks

TALIS shows that…

8%

13%

79%

7%

15%

78%

Spain

Administrative tasks

Keeping order in the classroom

Actual teaching and learning

Average proportion of time lower secondary teachers report spending on each of these activities in an average lesson

Distribution of class time7

Average

8

Teachers’ work weeks are full of often competing

responsibilities

TALIS shows that…


Fig II.3.399 Distribution of time in a week

Average number of 60-minute hours lower secondary education teachers report having spent on the follow-ing activities during the most recent complete calendar week:

School management

Communication with parents or guardians

Other tasks

Extracurricular activities

Student counselling

Team work

General administrative work

Marking/correcting

Individual planning

Teaching

Total working hours

0 5 10 15 20 25 30 35 40 45

Spain Average

Number of hours


Fig II.3.31010 What teachers do beyond teaching

Average number of 60-minute hours teachers report spending on the following tasks in an average week

0 1 2 3 4 5 6 7 8 9 10

CroatiaFinland Japan

Finland Malaysia PortugalSingapore

Finland Korea

Finland Malaysia

Finland Korea

JapanMalaysiaSweden

IsraelItaly Malaysia

Abu Dhabi (United Arab Emirates)

Flanders (Belgium)

Finland Malaysia

School management

Communication with parents

All other tasks

Extracurricular activities

Student counselling

Team work

Administrative work

Marking

Planning

Number of hours

Spain

11

Teacher collaboration is an

important aspect of effective

teaching, yet not always very

commonly practiced

TALIS shows that…


Fig II.3.31212Teacher co-operation: Exchange and co-ordina-tion

Percentage of lower secondary teachers who report never doing the following activities

Spa

in

Icel

and

Fra

nce

Bra

zil

Fla

nder

s (B

elgi

um)

Por

tuga

l

Fin

land

Cro

atia

Ital

y

Isra

el

Sw

eden

Mex

ico

Chi

le

Alb

erta

(C

anad

a)

Uni

ted

Sta

tes

Nor

way

Den

mar

k

Ave

rage

Aus

tral

ia

Mal

aysi

a

Cze

ch R

epub

lic

Bul

garia

Est

onia

Net

herla

nds

Ser

bia

Slo

vak

Rep

ublic

Abu

Dha

bi (

Uni

ted

...

Sin

gapo

re

Eng

land

(U

nite

d K

i...

Pol

and

Rom

ania

Latv

ia

Japa

n

Kor

ea

0

10

20

30

40

50

60

70

80

90

100

Never engage in discussions about the learning develop-ment of specific students

Never exchange teaching materials with colleagues

Never work with other teach-ers in my school to ensure common standards in evalua-tions for assessing student progress

Per

cen

tag

e o

f te

ach

ers

Spa

in

Icel

and

Fra

nce

Bra

zil

Fla

nder

s (B

elgi

um)

Por

tuga

l

Fin

land

Cro

atia

Ital

y

Isra

el

Sw

eden

Mex

ico

Chi

le

Alb

erta

(C

anad

a)

Uni

ted

Sta

tes

Nor

way

Den

mar

k

Ave

rage

Aus

tral

ia

Mal

aysi

a

Cze

ch R

epub

lic

Bul

garia

Est

onia

Net

herla

nds

Ser

bia

Slo

vak

Rep

ublic

Abu

Dha

bi (

UA

E)

Sin

gapo

re

Eng

land

(U

K)

Pol

and

Rom

ania

Latv

ia

Japa

n

Kor

ea

0

10

20

30

40

50

60

70

80

90

100

Never observe other teachers' classes and provide feedback

Never teach jointly as a team in the same class

Never take part in collabo-rative professional learning

Per

cen

tag

e o

f te

ach

ers


Fig II.3.31313Teacher co-operation: Professional collabora-tion

Percentage of lower secondary teachers who report never doing the following activities

14

Active and student-centered practices are not most

commonly used in the

classroom

TALIS shows that…


Fig II.3.31515 Teaching practices

Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons"

Students work on projects that require at least one week to complete

Students use ICT for projects or class work

Give different work to the students who have difficulties learning and/or to those who can advance faster

Students work in small groups to come up with a joint solution to a problem or task

Let students practice similar tasks until teacher knows that every student has understood the subject matter

Refer to a problem from everyday life or work to demonstrate why new knowledge is useful

Check students' exercise books or homework

Present a summary of recently learned content

0 20 40 60 80 100

Spain Average

16

Principals’ instructional

leadership can be important in

supporting teachers in

improving their teaching

practices

TALIS shows that…


Fig II.3.31717 Principals' leadership

Percentage of lower secondary education principals who report having engaged "often" or "very often" in the following leadership activities during the 12 months prior to the survey

Observe instruction in the classroom

Take action to support co-operation among teachers to develop new teaching practices

Take action to ensure that teachers take responsibility for improving their teaching skills

Take action to ensure that teachers feel responsible for their students' learning outcomes

0 10 20 30 40 50 60 70 80

Spain Average

Pol

and

Ser

bia

Cro

atia

Spa

in

Por

tuga

l

Slo

vak

Rep

ublic

Eng

land

(U

K)

Isra

el

Aus

tral

ia

Cze

ch R

epub

lic

Fra

nce

Fin

land

Nor

way

Fla

nder

s (B

elgi

um)

Ital

y

Ave

rage

Bul

garia

Latv

ia

Rom

ania

Bra

zil

Den

mar

k

Est

onia

Mex

ico

Sw

eden

Net

herla

nds

Chi

le

Sin

gapo

re

Icel

and

Alb

erta

(C

anad

a)

Abu

Dha

bi (

UA

E)

Kor

ea

Japa

n

Mal

aysi

a

Uni

ted

Sta

tes

0

10

20

30

40

50

60

70

School administration or principal training programme or course Instructional leadership training or course


Fig II.3.31818 Elements not included in principals' formal education

Percentage of lower secondary principals whose formal education did not include:


Fig II.3.31919 What can teachers do?

Better use of class time

• Participate in mentoring systems to enhance co-operation among colleagues, build trust and promote a positive school climate.

• Report to the school leader on daily or weekly inefficiencies, such as administrative tasks that might be performed by sup-port staff or automated, so that more time can be devoted to teaching.



More student-centered active teaching practices

• Expand their knowledge of pedagogy in the subjects they teach to see how these practices can be applied to these sub-jects in the classroom.

• Engage in collaborative PD.


Fig II.3.32121 What can principals do?

Engage in instructional forms of leadership

• Participate in instructional leadership training

Give teachers the opportunity to participate in professional development

• Both those related to improving their practices and those that focus on using class time effectively.

• Include collaboration and mentoring activities within the school.

Developing and Supporting Teach-

ers

23

Induction and mentoring

programmes are an

important aspect of new

teachers’ continuing education, yet can easily be overlooked

TALIS shows that…


Fig II.3.32424 Access to induction programmes

Percentage of lower secondary education teachers whose school principal reports the existence of formal induction programmesS

inga

pore

Eng

land

(U

K)

Mal

aysi

a

Aus

tral

ia

Fla

nder

s (B

elgi

um)

Net

herla

nds

Cro

atia

Japa

n

Uni

ted

Sta

tes

Ital

y

Bul

garia

Alb

erta

(C

anad

a)

Ser

bia

Slo

vak

Rep

ublic

Isra

el

Kor

ea

Abu

Dha

bi (

UA

E)

Fra

nce

Ave

rage

Sw

eden

Den

mar

k

Cyp

rus2

,3

Nor

way

Icel

and

Fin

land

Rom

ania

Est

onia

Chi

le

Cze

ch R

epub

lic

Latv

ia

Mex

ico

Bra

zil

Spa

in

Pol

and

Por

tuga

l

0

10

20

30

40

50

60

70

80

90

100

For all new teachers to the school Only for teachers new to teaching

Per

cen

tag

e o

f te

ach

ers

0 10 20 30 40 50 60 70 800

10

20

30

40

50

60

70

80

Netherlands

Romania

Slovak Republic

Bulgaria

Iceland

Brazil

Czech Republic

England (United Kingdom)Australia

Alberta (Canada)

Latvia

Portugal

Korea

Average

EstoniaSpain

Abu Dhabi (UAE)

Croatia

PolandMexico

Chile Norway

FinlandDenmark

France

Flanders (Belgium)

ItalySweden

Singapore

Malaysia

Serbia

Israel

JapanUnited States

Percentage of teachers who report presently having an assigned mentor to support them

Perc

enta

ge o

f te

ach

ers

work

ing in s

chools

w

here

the p

rinci

pal re

port

s

that

mento

ring

pro

gra

mm

es a

re a

vailable

for

all t

each

ers

in

the s

chool


Fig II.3.32525Not everywhere where principals say mentoring is availabledo teachers have mentors

26

Teachers have specific needs

for continuing professional

development and face

important barriers to further

engagement in such learning

TALIS shows that…


Fig II.3.32727 Teachers' needs for professional development

Percentage of lower secondary teachers indicating they have a high level of need for professional development in the following areas

Knowledge of the curriculum

Knowledge of the subject field(s)

School management and administration

Pedagogical competencies

Developing competencies for future work

Teaching cross-curricular skills

Student evaluation and assessment practice

Student career guidance and counselling

Approaches to individualised learning

Teaching in a multicultural or multilingual setting

Student behaviour and classroom management

New technologies in the workplace

ICT skills for teaching

Teaching students with special needs

0 5 10 15 20 25 30 35 40

Spain Average


Fig II.3.32828 Barriers to professional development participation

Percentage of lower secondary teachers who "agree" or "strongly agree" that the following elements represent barriers to their participation in professional development activities

Do not have the pre-requisites (e.g., qualifications, experience, senior-ity)

There is a lack of employer support

Lack of time due to family responsibilities

There is no relevant professional development offered

Professional development is too expensive/unaffordable

There are no incentives for participating in such activities

Professional development conflicts with my work schedule

0 20 40 60 80 100

Spain Average


Fig II.3.32929Participation in professional development and level of support received by teachers

70 75 80 85 90 95 1000

10

20

30

40

50

60

70

80

90

100

Australia

Brazil

Bulgaria

Chile

Croatia

Czech Republic

Denmark

EstoniaFinland

France

Iceland

Israel

Italy

Japan

Korea

Latvia

Malaysia

Mexico

NetherlandsNorway

Poland

Portugal

Romania

Serbia

Singapore

Slovak RepublicSpain

Sweden

Abu Dhabi (United Arab Emirates)

Alberta (Canada)

England (United Kingdom)

Flanders (Belgium)

Average

United States

Percentage of teachers who undertook some professional development activities in the 12 months prior to the survey

Perc

en

tag

e o

f te

ach

ers

wh

o h

ad

to p

ay f

or

non

e

of

the p

rofe

ssio

nal d

evelo

pm

en

t acti

vit

ies u

n-

dert

aken



Engage in learning opportunities

• Participate in induction programmes, mentoring programmes and other professional development activities when they’re of-fered.

• If these programmes are not offered in the school, encourage school leaders to make them available.



Promote teacher engagement in learning opportu-nities

• Offer formal induction to all new teachers

• Encourage teachers to engage in mentoring pro-grammes by giving teachers time to participate and arranging pairings of mentors/mentees who teach the same subject.

• Provide support for teachers’ participation in pro-fessional development.

Improving Teach-ing Using Appraisal

and Feedback

33

Teachers welcome receiving

feedback on their work, but

many do not receive any

feedback at all – or receive

feedback that is not meaningful

TALIS shows that…


Fig II.3.33434 Teachers and feedback

On average across TALIS countries,

… and just over one in ten report never having re-ceived feedback in their

school.

Only one in 5 teachers report receiving feedback from

at least three sources,

… and in Spain. just over three in ten report never

having received feedback in their school.


Fig II.3.33535 Emphasis placed on feedback

Percentage of lower secondary teachers who report the feedback they received emphasised the following issues with a "moderate" or "high importance"

Stu

dent

per

form

ance

Beh

avio

ur m

anag

emen

t

Ped

agog

ical

com

pete

ncy

Sub

ject

kno

wle

dge

Ass

essm

ent

prac

tices

Tea

m w

ork

Stu

dent

fee

dbac

k

Fee

dbac

k fr

om p

aren

ts

Tea

chin

g sp

ecia

l nee

ds s

tude

nts

Fee

dbac

k to

oth

er t

each

ers

Mul

tilin

gual

set

tings

0

10

20

30

40

50

60

70

80

90

100

Average Spain


Fig II.3.33636

Teachers feedback : direct classroom observations

Bul

garia

Pol

and

Uni

ted

Sta

tes

Rom

ania

Alb

erta

(C

anad

a)

Cro

atia

Cze

ch R

epub

lic

Abu

Dha

bi (

UA

E)

Fla

nder

s (B

elgi

um)

Ser

bia

Slo

vak

Rep

ublic

Japa

n

Isra

el

Ave

rage

Sin

gapo

re

Latv

ia

Bra

zil

Mex

ico

Mal

aysi

a

Sw

eden

Est

onia

Eng

land

(U

K)

Nor

way

Fin

land

Por

tuga

l

Den

mar

k

Kor

ea

Chi

le

Ital

y

Net

herla

nds

Fra

nce

Spa

in

Icel

and

Aus

tral

ia

0

10

20

30

40

50

60

70

80

90

100

Principals School Management Other teachers

Per

cen

tag

e o

f te

ach

ers


Fig II.3.33737

Teachers feedback : analysis of students' test scoresR

oman

ia

Bul

garia

Pol

and

Abu

Dha

bi (

UA

E)

Uni

ted

Sta

tes

Alb

erta

(C

anad

a)

Mex

ico

Isra

el

Bra

zil

Cze

ch R

epub

lic

Fra

nce

Ser

bia

Slo

vak

Rep

ublic

Latv

ia

Ave

rage

Nor

way

Mal

aysi

a

Fla

nder

s (B

elgi

um)

Est

onia

Den

mar

k

Cro

atia

Por

tuga

l

Japa

n

Chi

le

Eng

land

(U

K)

Sw

eden

Ital

y

Sin

gapo

re

Kor

ea

Spa

in

Aus

tral

ia

Net

herla

nds

Icel

and

Fin

land

0

10

20

30

40

50

60

70

80

90

100


Per

cen

tag

e o

f te

ach

ers


Fig II.3.33838

Teachers feedback : assessment of teacher content knowledge

Bul

garia

Pol

and

Rom

ania

Abu

Dha

bi (

UA

E)

Uni

ted

Sta

tes

Slo

vak

Rep

ublic

Ser

bia

Cze

ch R

epub

lic

Alb

erta

(C

anad

a)

Isra

el

Latv

ia

Est

onia

Bra

zil

Fla

nder

s (B

elgi

um)

Mex

ico

Japa

n

Ave

rage

Mal

aysi

a

Chi

le

Nor

way

Sin

gapo

re

Fin

land

Por

tuga

l

Den

mar

k

Sw

eden

Ital

y

Kor

ea

Icel

and

Net

herla

nds

Eng

land

(U

K)

Fra

nce

Spa

in

Aus

tral

ia

0

10

20

30

40

50

60

70

80

90

100


Per

cen

tag

e o

f te

ach

ers

Mal

aysi

a

Sin

gapo

re

Pol

and

Bul

garia

Latv

ia

Rom

ania

Cze

ch R

epub

lic

Chi

le

Abu

Dha

bi (

UA

E)

Kor

ea

Slo

vak

Rep

ublic

Est

onia

Uni

ted

Sta

tes

Eng

land

(U

K)

Ave

rage

Japa

n

Sw

eden

Mex

ico

Aus

tral

ia

Ital

y

Ser

bia

Alb

erta

(C

anad

a)

Isra

el

Cro

atia

Fin

land

Net

herla

nds

Den

mar

k

Bra

zil

Por

tuga

l

Icel

and

Spa

in

Fla

nder

s (B

elgi

um)

Nor

way

Fra

nce

0

10

20

30

40

50

60

70

80

90

100

The best performing teachers in this school receive the greatest recognition

Teacher appraisal and feedback are largely done to fulfil administrative requirements

Per

cen

tag

e o

f te

ach

ers


Fig II.3.33939 Impact of teacher appraisal and feedback systems in schools

Percentage of lower secondary teachers who "agree" or "strongly agree" that :


Fig II.3.34040 Consequences of feedback

Percentage of lower secondary teachers who "agree" or "strongly agree" that:

If a teacher is consistently underperforming, he/she would be dismissed

The best performing teachers in this school receive the greatest recognition

Teacher appraisal and feedback have little impact upon the way teachers teach in the classroom

A mentor is appointed to help teachers improve his/her teaching

A development or training plan is established to improve their work as a teacher

0 20 40 60 80

Spain Average


Fig II.3.34141 Feedback and change in behavior

Percentage of lower secondary teachers who report a "moderate" or "large" positive change in the following issues after they received feedback on their work

Con

fiden

ce a

s a

teac

her

Mot

ivat

ion

Job

satis

fact

ion

Kno

wle

dge

and

unde

rsta

ndin

g of

mai

n su

bjec

t fie

ld(s

)

Tea

chin

g pr

actic

es

Stu

dent

ass

essm

ents

to

impr

ove

stud

ent

lear

ning

Cla

ssro

om m

anag

emen

t pr

actic

es

Met

hods

for

tea

chin

g st

uden

ts w

ith s

peci

al n

eeds

Pub

lic r

ecog

nitio

n

Job

resp

onsi

bilit

ies

Rol

e in

sch

ool d

evel

opm

ent

initi

ativ

es

Am

ount

of

prof

essi

onal

dev

elop

men

t

Like

lihoo

d of

car

eer

adva

ncem

ent

Sal

ary

and/

or f

inan

cial

bon

us

0

10

20

30

40

50

60

70

80

90

100

Average Spain

Personal Pedagogical Professional



Seek more feedback

• Regard appraisals and feedback as tools to improve teaching practices to, in turn, improve student learning.

• Work with other teachers to develop a system of peer feed-back on all aspects of teaching, from lesson planning and classroom practice to student evaluation.



Foster a climate of peer learning in the school

• Foster a climate in which peer appraisals, in addi-tion to direct feedback from the school leader, can take place.

• Help teachers identify their individual professional development needs and incorporate these into the school’s priorities.

Teacher Self-Effi-cacy and Job Satis-

faction

45

Teachers love their jobs and

generally have confidence in

their abilities as teachers, but

many challenging factors can

threaten these feelings

TALIS shows that…


Fig II.3.34646

Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements

I would recommend my school as a good place to work

I enjoy working at this school

All in all, I am satisfied with my job

0 10 20 30 40 50 60 70 80 90 100

84

90

91

87

89

95

Spain Average

Teachers' satisfaction with their working environment


Fig II.3.34747 Teachers' satisfaction with their profession


If I could decide again, I would still choose to work as a teacher

The advantages of being a teacher clearly outweigh the disadvantages

0 10 20 30 40 50 60 70 80 90 100

78

77

88

79

Spain Average


Fig II.3.34848 Teachers' satisfaction with their profession


I regret that I decided to become a teacher

I wonder whether it would have been better to choose another profession

0 10 20 30 40 50 60 70 80 90 100

9

32

6

21

Spain Average


Fig II.3.34949 Key Messages

Schools where teachers feel more effective and are more satisfied with their jobs

Teachers play an im-portant role in the de-velopment

of the school

Meaningful appraisals and feedback are provided to

teachers

Collaborative school envir-

onment


Fig II.3.35050 The importance of in-school relationships

Positive interpersonal relationships are related to higher levels of

confidence in teachers. In many countries, the association is even

stronger with teacher-teacher relations than with teacher-stu-

dent

relations.

Positive interpersonal relationships can negate the detrimental

effects that challenging classrooms of students might

have on a teacher’s job satisfaction or feelings of self-efficacy.

Positive interpersonal relationships are also related to higher levels of

Job satisfaction in teachers. In many countries, the association is even

stronger with teacher-student relations.


Fig II.3.35151 Drivers of self-efficacy and job satisfaction

The more frequently that

teachers report participating

in collaborative practices

with their colleagues,

the higher their level of

self-efficacy.

The same is true

for job satisfaction.

The more teachers report

that they are provided oppor-

tunities to participate in

school decisions,

The more teachers report

that appraisal and feedback

impact classroom teach-

ing,


Fig II.3.35252 Drivers of self-efficacy and job satisfaction

But the more teachers report

that appraisal and feedback

are largely done to fulfil

administrative require-

ments,

the lower their level of

self-efficacy.

The same is true

for job satisfaction.



Work together

• Be open to working together with colleagues and school lead-ers. If formal collaborative activities aren’t already established, take the initiative to create them.

• Consider team teaching as a way of approaching classroom management.

• Take advantage of collaborative forms of professional devel-opment in the school.



Involve teachers

• Give teachers a say in how the school is managed. Teachers are on the “front lines” of learning, and so may have a better idea that school leaders of how curriculum is actually translated in class and how students are performing.



Go beyond feedback as a box-ticking exercise

• Develop meaningful appraisal and feedback sys-tems that are linked to teachers’ practice and fur-ther development plans.



Foster a climate of collaboration in the school

• Provide opportunities and support to build relation-ships within the school. This could be in the form of a physical space where teachers can meet and by setting aside some time away from class to allow teachers to develop relationships.

• Encourage collaboration. While this may require adjustment to teachers’ schedules, the benefits are likely to outweigh any administrative inconve-nience.

TALIS is a partnership

between


Fig II.3.35757 TALIS partnership

an international research consor-

tiumOECD

Governments in 34 countries

European Commission

Teachers’ unions

THANK YOU FOR LISTENING!

Find out more about TALIS at www.oecd.org/talis

All national and international publicationsThe complete micro-level database

Email:[email protected]


Fig II.3.35858 TALIS partnership

congreso talis: julie bélanger (analista ocde)

Education

school location

teachers classes

teaching average number

minute hours teachers

following teaching practices

school leadership

week average number

socioeconomic status