1 1 AACTE Atlanta, February 20, 2009 Is the sky the limit to educational improvement? Is the sky the limit to educational improvement? AACTE Benchmarking international best practice Atlanta, February 20, 2009 Andreas Schleicher Education Policy Advisor of the OECD Secretary-General Email: [email protected]: Twitter: @SchleicherEDU
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11A
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Is the sky the limit to educational improvement?
AACTEBenchmarking international best practice
Atlanta, February 20, 2009
Andreas SchleicherEducation Policy Advisor of the OECD Secretary-General
f(x) = 0.000612701270434404 x + 462.612736410929R² = 0.190354458948511
Scienceperformance
Cumulative expenditure (US$ converted using PPPs)
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Port
ug
al
Sp
ain
Sw
itze
rlan
d
Tu
rkey
Belg
ium
Kore
a
Lu
xem
bou
rg
Germ
an
y
Gre
ece
Jap
an
Au
stra
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Un
ited
Kin
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om
New
Zeala
nd
Fra
nce
Neth
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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
Tu
rkey
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
Spending choices on secondary schoolsContribution of various factors to upper secondary teacher compensation costs
per student as a percentage of GDP per capita (2004)
Percentage points
5050A
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High ambitions and universal
standards
Rigor, focus and coherence
Great systems attract great teachers and
provide access to best practice and quality
professional development
5151A
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pro
vem
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t?Challenge and support
Weak support
Strong support
Lowchallenge
Highchallenge
Strong performance
Systemic improvement
Poor performance
Improvements idiosyncratic
Conflict
Demoralisation
Poor performance
Stagnation
5252A
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pro
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t? Human capital
International Best Practice• Principals who are trained,
empowered, accountable and provide instructional leadership
• Attracting, recruiting and providing excellent training for prospective teachers from the top third of the graduate distribution
• Incentives, rules and funding encourage a fair distribution of teaching talent
The past
• Principals who manage ‘a building’, who have little training and preparation and are accountable but not empowered
• Attracting and recruiting teachers from the bottom third of the graduate distribution and offering training which does not relate to real classrooms• The best teachers are in the most advantaged communities
5353A
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cati
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al im
pro
vem
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t? Human capital (cont…)
International Best Practice• Expectations of teachers are
clear; consistent quality, strong professional ethic and excellent professional development focused on classroom practice
• Teachers and the system expect every child to succeed and intervene preventatively to ensure this
The past
• Seniority and tenure matter more than performance; patchy professional development; wide variation in quality
• Wide achievement gaps, just beginning to narrow but systemic and professional barriers to transformation remain in place
5555C
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Effe
ctiv
e T
ea
chin
g
an
d L
ea
rnin
g E
nvi
ron
me
nts
O
EC
D T
ea
chin
g a
nd
Le
arn
ing
In
tern
atio
na
l Stu
dy
(TA
LIS
)
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
Chart Title%
Fuente: OCDE. Tablas 3.2 y 3.8
Figure
3.15
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
5656C
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Effe
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ea
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g E
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me
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O
EC
D T
ea
chin
g a
nd
Le
arn
ing
In
tern
atio
na
l Stu
dy
(TA
LIS
)
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
%
Fuente: OCDE. Tablas 3.2 y 3.8
Figure
3.15
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
5757C
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Effe
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e T
ea
chin
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an
d L
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nvi
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me
nts
O
EC
D T
ea
chin
g a
nd
Le
arn
ing
In
tern
atio
na
l Stu
dy
(TA
LIS
)How school systems support the professional
development of their teachers
Figure 3.9
Ma
lta
Slo
ve
nia
Tu
rke
y
Be
lgiu
m (
Fl.
)
No
rwa
y
Ire
lan
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De
nm
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Au
str
ali
a
Bu
lga
ria
Esto
nia
Hu
ng
ary
Slo
va
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ep
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Ita
ly
Ice
lan
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Lit
hu
an
ia
TA
LIS
Ave
rag
e
Bra
zil
Sp
ain
Po
rtu
ga
l
Po
lan
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Au
str
ia
Ma
laysia
Me
xic
o
Ko
rea
0
10
20
30
40
50
60
70
80
90
100
Teacher had to pay none of the costs of the professional developmentReceived scheduled timeReceived salary supplement%
Countries are ranked in descending order of percentage of teachers having paid none of the cost of professional development Source: OECD. Table 3.5
5858C
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Effe
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ea
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an
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me
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O
EC
D T
ea
chin
g a
nd
Le
arn
ing
In
tern
atio
na
l Stu
dy
(TA
LIS
)
Bu
lgari
a
Mexic
o
Italy
Pola
nd
Kore
a
Norw
ay
Port
ug
al
Sp
ain
TA
LIS
Ave..
.
Icela
nd
Bra
zil
Esto
nia
Hu
ng
ary
Belg
ium
(Fl.
)
Den
mark
Slo
ven
ia
Malt
a
Tu
rkey
Slo
vak R
ep
...
Irela
nd
Au
str
ali
a
Au
str
ia
Mala
ysia
Lit
hu
an
ia
0
10
20
30
40
50
60
70
80
90
100
Paid no cost Paid some cost Paid all cost
Countries are ranked in descending order of percentage of teachers having paid all of the cost of development they tookSource: OECD. Table 3.5a
Days of development
The teachers who paid most also did most professional development
Figure
3.10
5959A
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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 assessment
practices
Teaching in a multicul-tural set-
ting
Classroom manage-
ment
School manage-ment and
administra-tion
0
10
20
30
40
50
60
70
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
%
Figure 3.6
It’s not just about more of the sameFor what type of professional development
do teachers report a high level of need?
6060A
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High ambitions
Access to best practice and quality professional development
Accountability and intervention in
inverse proportion to success
Devolved responsibility,
the school as the centre of action
6161A
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cati
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al im
pro
vem
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t?Local responsibility and national
prescription
National prescription
Schools leading reform
Schools todayThe industrial
model, detailed prescription of
what schools do
Schools tomorrow?
Building capacity
Finland todayEvery school an effective school
Towards system-wide sustainable reform
6363A
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Teachers who received no appraisal or feedback and teachers in schools that had no school evaluation in the previous five years
Figure 5.3
Ita
ly
Sp
ain
Po
rtu
ga
l
Ire
lan
d
Bra
zil
Ice
lan
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No
rwa
y
Au
str
ia
Au
str
ali
a
Be
lgiu
m (
Fl.
)
Ma
lta
Tu
rke
y
Me
xic
o
De
nm
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Po
lan
d
Ko
rea
Slo
ve
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Hu
ng
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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
6464A
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pro
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make a difference for teaching?
Figure 5.6
Mala
ysia
Mexic
o
Bu
lgari
a
Bra
zil
Pola
nd
Slo
ven
ia
Lit
hu
an
ia
Italy
Tu
rkey
TA
LIS
Avera
ge
Slo
vak R
ep
ub
lic
Kore
a
Port
ug
al
Hu
ng
ary
Malt
a
Esto
nia
Irela
nd
Icela
nd
Norw
ay
Au
str
ali
a
Sp
ain
Belg
ium
(Fl.
)
Au
str
ia
Den
mark
0
10
20
30
40
50
60
70
80
90
100
A development or training plan for teachers to improve their teaching
Emphasis placed by teachers on improving student test scores in their teaching
Teaching of students with special learning needs
Teaching of students in a multicultural setting%
Countries are ranked in descending order of the percentage of teachers who have received no ap-praisal or feedback.Source: OECD. Table 5.1 and 5.3
Percentage of teachers reporting that appraisal and feedback led to a moderate or large change in the following:
6666A
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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.)80
60
40
20
0
20
40
60
80
Teachers who would receive increased monetary or non-monetary rewards if they improve the quality of their teaching
Teachers who would receive increased monetary or non-monetary rewards if they are more innovative in their teaching
%
Countries are ranked in descending order of percentage of teachers reporting to receive increased monetary or non-monetary rewards for an improvement in the quality of their teaching. Source: OECD. Table 5.9.
Figure 5.7
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Strong ambitions
Access to best practice and quality professional development
Accountability
Devolvedresponsibility,
the school as the centre of action
Integrated educational
opportunities
From prescribed forms of teaching and assessment towards personalised learning
6868A
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t?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 science performance
Low science performanceTurkey
AustraliaJ apan
Finland
CanadaNew Zealand
Korea
Czech Republic United KingdomAustria
Germany
Netherlands
SwitzerlandI relandBelgium
PolandSwedenHungary
IcelandFrance Denmark
United States SpainLuxembourg NorwaySlovak Republic
I talyGreecePortugal
420
440
460
480
500
520
540
560
580
21222
Early selection and institutional differentiation
High degree of stratification
Low degree of stratification
6
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al im
pro
vem
en
t?Country profiles of beliefs about the nature of
teaching and learning Country mean of ipsative scores
Ice
lan
d
Au
str
ia
Au
str
ali
a
De
nm
ark
Esto
nia
Be
lgiu
m (
Fl.
)
Ma
lta
Ko
rea
Slo
ve
nia
Slo
va
k R
ep
ub
lic
No
rwa
y
Po
lan
d
Tu
rke
y
Hu
ng
ary
Me
xic
o
Ire
lan
d
Lit
hu
an
ia
Bra
zil
Po
rtu
ga
l
Sp
ain
Bu
lga
ria
Ma
laysia
Ita
ly
-0.4
-0.3
-0.2
-0.1
0.0
0.1
0.2
0.3
0.4
Direct transmission be-liefs
Ipsa-tive means
Countries are ranked by the strength of preference among teachers in each country between direct transmission beliefs about teaching and constructivist beliefs about teaching. So, teachers in Iceland show the strongest preference for constructivist beliefs, over direct transmission beliefs.Source: OECD, TALIS Database. Figur
Countries are ranked by the relative frequency with which they engage in structuring teaching practices, student-oriented teaching practices and enhanced activities. So, teachers in Denmark adopt the different practices to a fairly similar degree, while teachers in Ireland use structuring teaching practices much more than they do either student-oriented practices and enhanced activities.Source: OECD, TALIS Database.
Figure 4.4
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al im
pro
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en
t?Country profiles of cooperation among staff
Country mean of ipsative scoresS
lova
k R
ep
ub
lic
Tu
rke
y
Po
lan
d
Lit
hu
an
ia
Ko
rea
Esto
nia
Hu
ng
ary
Me
xic
o
Ita
ly
De
nm
ark
No
rwa
y
Bu
lga
ria
Ma
laysia
Po
rtu
ga
l
Ire
lan
d
Au
str
ia
Bra
zil
Ma
lta
Ice
lan
d
Au
str
ali
a
Slo
ve
nia
Be
lgiu
m (
Fl.
)
Sp
ain
-1.5
-1.0
-0.5
0.0
0.5
1.0
1.5
Exchange and coordination for teaching Professional collaborationIpsative means
Figure 4.7
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.
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Creating a knowledge-rich profession in which schools and teachers have the authority to act, the necessary
knowledge to do so wisely, and access to effective support systems
The tradition of education systems
has been “knowledge poor”
The future of education systems is “knowledge
rich”
National prescription
Professional judgement
Informed professional judgement, the teacher
as a “knowledge worker”
Informed prescription
Uninformed professional judgement, teachers working in isolation
Uninformed prescription,
teachers implement curricula
7373A
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al im
pro
vem
en
t?Paradigm shifts
The old bureaucratic system The modern enabling system
Hit and miss Universal high standards
Uniformity Embracing diversity
Provision Outcomes
Bureaucratic look-up Devolved – look outwards
Talk equity Deliver equity
Prescription Informed profession
Conformity Ingenious
Curriculum-centred Learner-centred
Interactive Participative
Individualised Community-centred
Delivered wisdom User-generated wisdom
Management Leadership
Public vs private Public with private
Culture as obstacle Culture as capital
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Thank you !
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