Global Forum on Education: The Challenges for Education in a Global Economy

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Global Forum on Education The Challenges for
Education in a Global Economy
Session 6 Teachers Matter Attracting,
Training and Developing Effective Teachers
Abrar Hasan and Paulo SantiagoEducation and
Training Policy DivisionDirectorate for
EducationOECD
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Outline of Presentation

• I OECD project on teacher policy
• II Problems and policy concerns
• III Lessons for good policy practice
• IV Concluding remarks on policy reform

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I Teacher Policy ProjectTeachers Matter
Attracting, Developing and Retaining Effective
Teachers.

• I.1 Rationale and policy significance
• I.2 Objectives
• I.3 Scope
• I.4 Participating countries
• I.5 Methodology

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II.1 Rationale and Policy Significance

• Research shows that teaching quality is a key
  influence on student learning
• Teachers are the largest item in school budgets
• The teaching workforce is large (2.5 of total
  labour force)
• Teachers compensation averages 63 of spending
  on schools
• Teachers roles are changing there are new
  demands on them are they equipped with the
  necessary skills and motivations to handle new
  demands?
• Efforts to improve schools will fail if there
  are serious shortfalls in teacher supply and
  quality

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I.2 Objectives of the OECD Project

• Better understand the nature of the policy
  concerns
• Examine good practice
• Develop policy options
• Share experience among countries
• Disseminate findings

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I.3 Scope of the Project

• Covers all aspects of teacher policy concerned
  with developing effective teaching workforce
• -- Making teaching an attractive career choice
• -- Developing teachers knowledge and skills
• -- Recruiting, selecting and employing teachers
• -- Retaining effective teachers in schools
• -- Developing and implementing teacher policy
• Policy analyses address principally
  governments but also other stakeholders

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I.4 Participating Countries

• Large participation Australia, Austria, Belgium
  (Flemish and French Comm.), Canada (Quebec),
  Chile, Denmark, Finland, France, Germany, Greece,
  Hungary, Ireland, Israel, Italy, Japan, Korea,
  Mexico, the Netherlands, Norway, Slovak Republic,
  Spain, Sweden, Switzerland, United Kingdom,
  United States.
• 10 countries visited Austria, Belgium (Flemish
  and French Comm.), Germany, Hungary, Italy,
  Korea, Spain, Sweden, Switzerland.
• Excellent cross-sections of systems and problems
• Unique country features

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I.5 Methodology

• Interactive and participatory
• Desk-based analysis and field visits
• Large stakeholder involvement
• Cross-country analysis
• Country-specific analysis
• Good practice examples
• Non-prescriptive

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Part II Problems and Policy Concerns

• II.1 Overarching policy concerns
• II.2 Shortages, gluts and turnovers
• II.3 Quality concerns
• II.4 Problems of motivation and status

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II.1 Overarching concerns

• Changing roles individual student level
• Responding effectively to student-centred
  learning approaches
• Changing roles classroom level
• Teaching in multicultural classrooms
• New cross-curricular emphases
• Integrating students with special needs.
• Changing demand and supply
• Impact on student outcomes
• Bang for the buck

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II.2 Shortages, Glut and Turnover

• About half the countries report serious concerns
  about maintaining an adequate supply of good
  quality teachers, especially in high-demand
  subject areas
• Some countries have a large over-supply of
  qualified teachers, which raises its own policy
  challenges
• Some countries experience high rates of teacher
  attrition, especially among new teachers

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II.2 (Contd). Principals are concerned
In half the OECD countries the majority of 15
year-olds are enrolled in schools where
principals report learning is hindered by a
teacher shortage/inadequacy
of 15-year-old students enrolled in schools
where principals report learning is hindered to
some extent or a lot by a shortage/inadequacy
of teachers
Source OECD PISA Database, 2001.
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II.2 (Contd). Teacher workforce is ageing
In some countries a large of teachers will
retire within the next decade

of teachers aged 50 years and over, lower
secondary education
Source OECD Education database.
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II. 3 Ageing and renewal of the teaching
profession
Distribution of teachers by age group, secondary
education, 2002
Source OECD Education Database, 2004.
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II.4 Quality, development and maintenance

• Almost all countries report concerns about
  qualitative shortfalls whether enough teachers
  have the knowledge and skills to meet school
  needs
• There are major concerns about the limited
  connections between teacher education,
  professional development and school needs

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(II.4 (Contd).Teacher quantity and quality are
linked
Quantitative shortfalls raise quality concerns
of upper secondary students attending schools
that use the following methods to respond to
teacher vacancies, as reported by school
principals
Source OECD International Survey of Upper
Secondary Schools (ISUSS) database, 2003.
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II.4 (Contd). Concerns about hiring teachers
There are major difficulties in hiring qualified
teachers in key subjects

Cross-country mean of upper secondary students
attending schools where the principal reported
that hiring fully qualified teachers is
difficult, 2001
Source OECD International Survey of Upper
Secondary Schools (ISUSS) database, 2003.
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II.4 (Contd). Improving teacher effectiveness -
Concerns
Large differences in teachers participation in
professional development
of teachers who attended a prof. development
programme in previous 3 months
Source OECD PISA Database, 2001.
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II.4 (Contd). Initial teacher education
Selection into teacher education
Source TIMSS, 1999.
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II.4 (Contd). Initial teacher education
Selection into teacher education
Source TIMSS, 1999.
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II.4 (Contd). Number of years of post-secondary
education required to become a teacher, 2001
Source OECD Education Database, 2004.
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II.4 (Contd). Professional Development
Teacher participation in professional development
activities in upper secondary education, 2001
Source OECD, ISUSS Database, 2003.
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II.5 Motivation and social status

• In some countries there are serious concerns
  about teacher morale and enthusiasm

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II.5 (Contd). Aspirations of Teachers
Main reason for becoming a teacher and main
source of current job satisfaction, secondary
teachers in the private Catholic grant-aided
sector, French Community of Belgium, 1999
Source Maroy (2002).
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II.5 (Contd). Reasons for Dissatisfaction
Reasons given by teachers for leaving the
profession, England, Summer 2002
Source Smithers and Robinson (2003).
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II.5 (Contd). Teachers relative salaries are
falling
Teachers relative salaries are declining in most
countries
Ratio of salary after 15 years of experience to
GDP per capita, public institutions, lower
secondary education, 1994 and 2001
Source OECD Education at a Glance 2001 and 2003.
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Source OECD PISA Database, 2004.
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II.5 (Contd). Improving teacher effectiveness -
Concerns
Some countries face considerable difficulties in
motivating teachers
of 15-year-old students enrolled in schools
where principals strongly disagree or
disagree with the following statements
Source OECD PISA Database, 2001.
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Part III Good Policy Practice

• III.1 General features of a policy framework
• III.2 Making teaching an attractive career choice
• III.3 Developing teachers knowledge and skills
• III.4 Recruiting, selecting and employing
  teachers
• III.5 Retaining effective teachers
• III.6 Developing and implementing teacher policy

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III.1 Features of a Policy Framework

• A systemic approach
• Issues of recruitment, development and retention
  are interrelated
• Teacher policy issues are closely related to
  other policies at school level and other social
  policies for labour, employment and lifelong
  learning
• System-wide matching of demand and supply
• Addressing differentiated local problems

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III.1 Features of Policy Framework (Contd.)

• Need for a differentiated approach to take
  account of country differences in
• Societal view of the teaching profession
• Legislative and administrative history
• Phase of policy development
• Shortages and gluts
• Demographic and business cycle
• Regional and regional problems

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III.2 Making Teaching an Attractive Career Choice

• Better image and status of teaching
• Salary competitiveness
• Targeted incentives
• Improved employment conditions
• Flexible reward mechanisms
• Rethinking the trade-off between the student
  teacher ratio and average teacher salary

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III.2 (Contd.)
Improving the image and status of
teaching General strategy must involve
publicising that teachers are highly skilled
professionals doing important work

• Initiatives
• Building stronger links between the schools and
  the community
• General campaigns in the media.

Improving teachings salary competitiveness

• Target larger salary rises
• Certain types of teachers (e.g. beginning
  teachers)
• Subjects in short-supply
• Geographical areas of shortage.

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III.2 (Contd.)
Improving employment conditions Competitiveness
of teaching as a career choice can improve if
flexible conditions of employment are provided

• Initiatives
• Providing opportunities for part-time teaching
• Opportunities to gain experience outside
  schools
• Job exchanges with industry.

Expanding the supply pool of potential teachers

• Open the profession to individuals with relevant
  experience outside education
• Recognise the skills and experience gained
  outside education
• Offer flexible opportunities for pedagogical
  preparation.

Expand mobility of teachers across educational
levels and develop strategies to attract former
teachers
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III.2 (Contd.)
Making reward mechanisms more flexible The
incentive structure needs to be used in a more
flexible manner

• Examples of initiatives
• Salary allowances for teaching in difficult
  areas
• Transportation assistance for teachers in remote
  areas
• Bonuses for teachers with skills in short
  supply
• Non-monetary strategies.

Improving entrance conditions for new teachers

• Initiatives
• Well-structured and resourced programmes of
  induction
• Selection processes that ensure the best
  candidates get the available jobs
• Reduced working load.

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III.2 (Contd.)
Rethinking the trade-off between the
student-teacher ratio and average teacher
salary Further spending on schools can be used to
either reduce student-teacher ratios or increase
teachers average salaries.
Capitalising on an oversupply of teachers

• Opportunity to be more selective about those who
  are employed
• Ensure that new skills and energy are not lost
  to the profession
• Opportunity to improve working conditions
• Ensure that the quality of teachers preparation
  is not undermined by the large number of
  candidates.

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III.3 Developing Teachers Knowledge and Skills

• Clear teacher profiles
• Better selection into initial teacher education
• Flexible initial teacher education system
• Accrediting teacher education programmes
• Certification of new teachers
• Strengthened induction programmes
• Professional development throughout career
• Increased provision of professional development
• A knowledge-rich profession

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III.3 Knowledge and Skills (Contd.)

• Developing teacher profiles
• Clear and concise standards of what teachers are
  expected to know and be able to do
• reflect broad range of competencies.
• provide framework to guide and integrate initial
  teacher education, certification, induction and
  on-going professional development.
• should be evidence-based and reflect student
  learning objectives.
• should be built on active involvement by teaching
  profession.

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III.3 (Contd.)
Initial teacher education

• Improve selection into teacher education
• Information and counselling
• Assessment of candidates
• Early school experience
• Incentives for high potentials.

• A flexible initial teacher education system
• Concurrent and consecutive models offer
  distinctive benefits and countries gain by
  offering both
• Modular, common elements, part-time, distance
  education
• Post-graduate degrees

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III.3 (Contd.)
Initial teacher education

• Alternate routes for mid-career changers
• Most countries now offer alternative teacher
  education programmes for side entrants.
• Special programmes in traditional teacher ed.
  institutions
• In context of adult education
• Distance learning
• School-based programmes

• Strengthen partnerships between teacher education
  institutions and schools
• Overt and deliberate partnerships
• Earlier and longer field experience
• Broader field experience encompassing the full
  range of a teachers professional tasks
• More resources to support field experiences

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III.3 (Contd.)
Initial teacher education

• Accrediting teacher education programmes
• Means to ensure that diverse teacher education
  programmes meet the standards set by the teaching
  field at large
• Accreditation to focus more on the outcomes of
  teacher education programmes than on inputs,
  curriculum and processes
• Teacher profiles very useful mechanisms for
  clarifying expectations

• Certifying new teachers
• Certification requirements more likely to exist
  where the provision of teacher education is
  diverse
• Way to align teacher education programmes with
  school needs
• Certification to be linked to successful
  completion of probationary period
• Requirements to be more linked to output criteria

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III.3 (Contd.)

• Strengthening induction programmes
• Formalise induction programmes
• Qualify mentor teachers
• Provide sufficient resources for induction
• reduced teaching obligation for mentors and
  beginning teachers
• Link successful completion of induction to
  certification

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III.3 (Contd.)

• Integrating professional development throughout
  the teaching career
• Provide incentives for lifelong learning of all
  teachers
• Entitle teachers to release time and/or financial
  support for professional development
• Create incentives e.g., link professional
  development to teacher appraisal and career
  advancement
• Link individual teacher development with school
  improvement needs

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III.3 (Contd.)

• Broaden the range of different professional
  development opportunities, e.g.
• peer review and action research
• mutual school visits
• teacher and school networks
• Provide more coherent framework for professional
  development, develop teachers learning
  communities
• training, practice and feedback
• follow-up rather than one shot events
• teacher portfolios

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III.3 (Contd.)

• Improve the provision of professional development
• Open up market for professional development by
  encouraging a range of providers in response to
  school and teacher demand
• Evaluate impact of different approaches to
  professional development
• Inform schools and teachers about effective
  strategies and programmes

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III.3 (Contd.)
Teaching needs to become a knowledge-rich
profession
Teaching needs to become a knowledge-rich
profession in which individuals continually
develop, and have the incentives and
opportunities to do so, research is integrated
into practice, and schools become professional
learning communities that encourage and draw on
teachers development
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III.4 Recruiting, Selecting and Employing
Teachers

• Teacher policy needs to ensure that the best
  available teachers are selected for employment,
  and that individual schools have the teachers
  they need. Two basic models exist Career-based
  and Position-based and need to consider
  accommodating the following factors
• Flexible employment terms
• Greater school responsibility for personnel
  development
• Broadened criteria for teacher selection
• Mandatory probationary period
• Meeting short-term needs

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III.4 (Contd.)

• Using more flexible terms of employment
• Employment status based on the requirement that
  teachers renew their certificates after a period
  of time, such as every 5-7 years

• Principles
• Teachers achieve employment security by
  continuing to do a good job, rather than by
  regulation
• Periodic review provides the opportunity to
  recognise and acknowledge quality teaching
• Basis for renewal could be as simple as an
  attestation that teachers are meeting the
  standards.

• Pre-requisites
• Ensuring an open, fair and transparent system of
  teacher evaluation undertaken by individuals
  properly trained
• Ensuring that teachers have opportunities to
  improve their practice, thereby improving their
  ability to secure their posts
• Creating fair but speedy mechanisms to address
  poor performance.

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III.4 (Contd.)
Providing schools with more responsibility for
teacher personnel development Schools need to
have more responsibility and accountability
for teacher selection, working conditions, and
development.

• Pre-requisites
• Developing school leaders skills in personnel
  management
• Providing disadvantaged schools with greater
  resources
• Improving information availability in the
  teacher labour market
• Monitoring the outcomes of a more decentralised
  approach
• Creating independent appeals procedures to
  ensure fairness and protect teachers rights.

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III.4 (Contd.)
Broadening the criteria for teacher selection The
selection criteria for new teachers need to be
broadened to ensure that the applicants with the
greatest potential are identified

• Implications
• Weight accorded to seniority to be reduced in
  some systems
• Greater weight to be given to characteristics
  which are harder to measure e.g. enthusiasm,
  commitment and sensitivity to student needs
• For countries which rely on competitive
  examinations, there is the need for clear
  statements of what beginning teachers need to
  know and be able to do as effective practitioners.

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III.4 (Contd.)
Making a probationary period mandatory The
satisfactory completion of a probationary period
of 1-2 years should be mandatory before full
certification

• Pre-requisites
• Beginning teachers should be given every
  opportunity to work in a stable and
  well-supported school environment
• The decision about certification should be taken
  by a panel which is well-trained and resourced
  for assessing new teachers.

Meeting short-term staffing needs Establish
mechanisms to make replacement teachers readily
available and provide budget flexibility to
employ them
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III.5 Retaining Effective Teachers

• Evaluating and rewarding effective teaching
• Career variety and diversification
• Working conditions
• Flexible hour and conditions
• Leadership and school climate

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III.5 (Contd.)
Evaluating and rewarding effective teaching
There needs to be a stronger emphasis on teacher
evaluation for improvement purposes. Opportunity
for teachers work to be recognised and
celebrated and help both teachers and schools to
identify developmental needs

• Pre-requisites
• Teacher appraisal to occur within a framework
  provided by profession-wide agreed statements of
  standards of professional performance
• Evaluators need to be trained and evaluated
  themselves
• Evaluation frameworks and tools need to be
  provided.

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III.5 (Contd.)
Evaluating and rewarding effective teaching

• Evaluation can provide a basis for rewarding
  teachers for exemplary performance.
• Through speed at which teacher progresses in
  career
• Using non-monetary rewards
• Focussing on group rewards.

Pre-requisites Need to ensure that assessment
measures reflect school objectives, and take
account of the school and classroom contexts in
which teachers are working.
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III.5 (Contd.)
Providing more opportunities for career variety
and diversification
Dual Approach
(i) The creation of positions associated with
specific tasks and roles, which would lead to
differentiation of a largely horizontal kind
involving release time rather than differentiated
pay.
(ii) A competency-based teaching career ladder
associated with extra responsibilities, which
would lead to differentiation more vertical in
nature.
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III.5 (Contd.)
Improving working conditions
There needs to be an explicit recognition of the
wide variety of tasks that teaching actually
entails
Well trained support and administrative staff can
help to reduce the burden on teachers and free
them to concentrate on the tasks of teaching and
learning
Better facilities at school for staff preparation
and planning would help in building collegiality
and in programme provision
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III.5 (Contd.)
Providing more flexible working hours and
conditions
Create programmes that enable teachers to work
part-time, take more leave opportunities, and
reduce their working hours

• School-systems should be more pro-active in
  ensuring that schools provide attractive working
  environments for older teachers
• Professional development activities to meet the
  needs of older teachers
• Reduced working hours
• New tasks and roles in school.

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III.5 (Contd.)
Improving leadership and school climate
A range of initiatives should be taken to
strengthen leadership in schools

• Improve training, selection and evaluation
  processes for school principals
• Establish leadership teams in schools
• School leaders to be trained and supported in
  conducting evaluations and linking them to school
  planning.

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III.6 Developing and Implementing Teacher policy

• Engaging all stakeholders in the process.
  Teachers need a sense of ownership of reform.
• Teachers should be more active in policy
  development, and take the lead in defining
  professional standards e.g. through Teaching
  Councils
• The research and data base informing teacher
  policy is fragmented, and needs to be
  strengthened at national and international
  levels.
• More extensive monitoring and evaluation of
  innovation and reform is beneficial.

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IV Concluding Remarks

Many countries now have a once-in-a-generation
opportunity to shape and benefit from substantial
changes in the teacher workforce Many new
teachers will be starting in the next 5-10
years A younger workforce implies less budgetary
pressure, and potentially frees resources for
renewal and development But, if teaching is not
perceived as an attractive profession for able
people, and teaching does not change in
fundamental ways, school quality could decline
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Final Report Teachers Matter Attracting,
Developing and Retaining Effective Teachers
For further information and other
documentation www.oecd.org/edu/teacherpolicy