Incentives%20and%20stimuli:%20OECD%20TALIS%20(Teaching%20and%20Learning%20International%20Survey)

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Incentives and stimuli OECD TALIS (Teaching and
Learning International Survey)

• Improving Quality in Education OECD - MEXICO
  Joint Conference
  Mexico City, Mexico, Thursday 11th December 2008
• Michael Davidson
• Senior Analyst
• OECD Education Directorate

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OECD Teaching and Learning Survey (TALIS)What
will we learn?How can it support raising
education quality?
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What is TALIS ?

• The first international survey to focus on
  teachers, teaching and the learning environment
  in schools
• To help policy makers develop policies and
  practices that support positive conditions for
  teaching and learning in schools

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Policy themes of TALIS

• Focussing on teachers of lower secondary
  education and the principals of their schools
• TALIS investigates
• Appraisal/evaluation of teachers and feedback to
  teachers
• Teaching practices, attitudes and beliefs
• School leadership
• Professional development of teachers

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24 Countries participating

• Lithuania
• Malta
• Malaysia
• Mexico
• Netherlands
• Norway
• Poland
• Portugal
• Spain
• Slovak Republic
• Slovenia
• Turkey

• Australia
• Austria
• Belgium (Fl)
• Brazil
• Bulgaria
• Denmark
• Estonia
• Hungary
• Iceland
• Ireland
• Italy
• Korea

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Mexicos participation in TALIS

• International sample Teachers of lower secondary
• 3,368 teachers in 192 schools across Mexico
• National extension sample for regions
• 31 out of 32 regions (excluding Michoacan de
  Ocampo)
• Total of around 58,600 teachers 3,070 schools
• Telesecundaria schools
• Target 100 schools in each of 31 regions with
  typically all teachers in these schools surveyed.

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Status of the project

• Data collection phase completed
• Analysis phase underway
• Preliminary international data available to
  countries in March 2009
• Not for public use
• Initial publication of international results on
  16 June 2009

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So what will we learn from TALIS about incentive
structures?
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Appraisal/evaluation and feedback for teachers

• How does the appraisal system reward good
  teachers and provide support for those teachers
  who need it?
• How do teachers receive feedback on their work?
  Who from and how often?
• How do different feedback and appraisal systems
  impact on the school culture, cooperation and
  collaboration between staff, teaching practices?

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• Teacher appraisal
• Administrative
• Accountability
• Development

• Factors considered
• 1. Student performance
• Test scores
• Retention/pass rates
• 2. Appraisal of teaching
• Classroom discipline
• Direct appraisal
• 3. Feedback from stakeholders
• Student evaluations
• Parents comments
• 4. School culture
• Collegiality
• Extra-curricular activities
• 5. Development undertaken

Frequency of appraisal Internal or
external Extent that appraisal is formalised
Form of teacher appraisal
Outcomes of teacher appraisal
Impact of teacher appraisal
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• Teacher appraisal
• Administrative
• Accountability
• Development

1. Linked to incentives Monetary
rewards Non-monetary rewards Career
advancement Work responsibilities 2. Positive
negative feedback Level and nature of feedback
Only value judgement? 3. Development Suggestions
for improvement in teaching Professional
development
Form of teacher appraisal
Outcomes of teacher appraisal
Impact of teacher appraisal
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• Teacher appraisal
• Administrative
• Accountability
• Development

1. Job security
2. Job satisfaction
3. Changes in teaching practices
4. Link to school professional development
5. Addressing poor performance
6. Fulfil administrative task

Form of teacher appraisal

• School-level indicators
• School culture
• Teacher cooperation
• School leadership
• Instructional leadership
• Managerial leadership
• Teaching practices
• Professional development

Outcomes of teacher appraisal
Impact of teacher appraisal
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What will we learn about incentive structures ?

• What forms of school and teacher
  evaluation/appraisal exist in school systems?
• How are these geared to provide incentives and
  rewards for teachers?
• To what extent are the reward systems based on
• Indicators of student performance
• Indicators of teachers knowledge and skills
• Indicators of teachers professional activities
• Are alternative models more or less associated
  with positive teaching and learning conditions?

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How should student performance be measured ?
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Measuring improvements in learning outcomes Best
practices to assess the value-added of schools

• www.oecd.org/edu/school/valueadded  

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What is value added ?

• The contribution of a school to students
  progress towards stated or prescribed education
  objectives, net of other factors that contribute
  to students educational progress
• Performance gains between two points in time
  controlling for e.g. socio-economic factors

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Key messages

• Value-added modelling provides a fundamentally
  more accurate and fairer method of measuring
  school performance
• Provides key stakeholders, and especially school
  principals and teachers with the information to
• Monitor school performance
• Monitor student performance
• Develop and monitor programmes and policies
• Set performance targets
• Assess learning across grades, subjects and
  specific student groups

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Key steps in implementing a system of
value-added modelling

• Phase 1 Setting policy objectives and school
  performance measures
• Phase 2 Presentation and use of value-added
  information
• Phase 3 Data quality
• Phase 4 Choosing an appropriate value-added
  model
• Phase 5 Communication and stakeholder engagement
  strategies
• Phase 6 Training
• Phase 7 Pilot programme
• Phase 8 Ongoing development

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How OECD can help ?

• We can advise on establishing a system of value
  added models with a road map for effective
  implementation

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Thank you for Listening www.oecd.org/edu/TALIS

www.oecd.org/edu/school/valueadded