Teachers Summit highlights need for collective leadership

by Kristen Weatherby
Senior Analyst, Teaching and Learning International Survey (TALIS)

Yesterday was the first day of the International Summit on the Teaching Profession in New York City, co-hosted by the US Department of Education, Education International and the OECD. I was lucky enough to be an attendee, along with government and union representatives, teachers and school leaders from 24 countries around the world.

The theme of this year’s summit is Preparing Teachers and Developing School Leaders. All presentations and discussions at the summit are designed to give countries examples of high-performing systems that are successful in:
1. Placing high-quality teachers in the areas where there is the most need;
2. Preparing teachers to equip students with 21st century skills; and
3. Growing school leaders at scale.

Andreas Schleicher (who will be blogging later about the conclusions of the Summit) gave the first presentation of the summit using data from various OECD studies to frame the topics above, and then the first session started.  During the discussion, which was on school leadership, a teacher from one of the participating countries stood up to comment. She had won many national and local awards in her country, and as such had been invited by her country’s government to attend the Summit both last year and this year. However, the school leader at her school would not give her permission to attend. Last year, she just stayed home from the Summit and taught. This year, she used her personal holiday time and came to New York City. She just wanted to tell attendees how meaningful it was to know that these discussions about and for teachers were happening, and that government and union leaders at the highest levels were concerned and actively working toward things like developing better systems of collaborative leadership at schools.

As a former teacher myself, this was also what struck me about the Summit after the first day: every country in that room is committed to improve the quality of teaching, learning and leadership in their schools. It also became clear that the international sharing of practice that happens at gatherings such as this one does make a difference when delegates return home. Country representatives gave examples of learnings they had taken both from last year’s Summit and from visits to schools in other countries. They asked questions of each other to learn more about what made success possible.

Today’s sessions will be about teachers, and there will be time for country groups to reflect and plan together. We will be live tweeting on @OECDLive and will be streaming the closing session live.

Links:
International Summit on the Teaching Profession
Background report: Preparing Teachers and Developing School Leaders for the 21st Century: Lessons from around the world
OECD publications on teachers
Follow the summit on twitter @OECDLive #ISTP2012
Follow TALIS and Kristen Weatherby @Kristen_Talis
Photo credit: © casejustin / Shutterstock

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A View from the Teachers’ Summit

By John Bangs

Special consultant on OECD issues forEducation International, the global body for all teachers’ organisations

I have two hopes for this summit: The fact that thenumber of countries and unions participating in the summit this year is up by athird compared with last year reflects the increasing understanding that it isteacher policies that matter. Their ability, their confidence and theirself-efficacy are crucial. I hope that the kind of dead-end discussion abouthow choice and the market yield better performance begins to fade away.

My second hope is that the Dutch government continuesthis summit in 2013 as it has offered to do, and that we continue to buildgreater dialogue into the summit. South Africa is attending as an observercountry this year. This is absolutely the right thing to do: to invitecountries that are determined to improve their education systems to enter thedialogue with those whose education systems have improved, to encourage adialogue between developed and developing countries. There is the dawningrealisation that you cannot improve without dialogue; you have to be constantlylearning.

Look at the controversy about teacher evaluations. Wediscussed this issue during last year’s summit. If you learn from places likeFinland, Singapore and Hong Kong, you see that enhancing teachers’self-efficacy and capacity is the way to go. That is done among colleagues andpeers. The issue of pay and punishment are not central to driving performance;and publicising the results of individual teacher evaluations is insane. Thereis a better model—which is about development, not punishment.

Unions are essential participants at the summit.Strong teachers’ unions are an engine, not a hindrance, to reform. The successof the last year’s summit has really put the critics who say that teachers’unions are inevitably the obstacles to reform on the back foot. They’re stillthere, they’re still wrong, and they’re on the defensive. This kind of summitbrings the words ‘social partnership’ centre stage. The breadth of knowledgethat unions can contribute to the dialogue has been highly underestimated bygovernments. Through Education International, for example, unions have beenengaged in deep and fundamental exchanges of information about educationsystems. Governments often have short institutional memories about what worksin education reform; unions have enormous resources and have long institutionalmemories. Unions can give governments the knowledge capital to work with.

I’m particularly fascinated by two areas that we’ll bediscussing in this year’s summit. One is leadership; and I’m glad the agendahas shifted from focusing only on school principals to the understanding thatall teachers can show leadership.  Thesecond is on 21st century skills: What do students and teachers need to know? Howdo we evaluate them? That, I’m sure, will make for an absolutely fascinatingdiscussion.

Links:

International Summit on the Teaching Profession

Education International

OECD Pointer for Policy Makers on Improving School Leadership: Policy and Practice

OECD publications on teachers
Follow the summit on twitter #ISTP2012

 Photo credit: © Monkey Business Images / Shutterstock

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Lessons in learning, amid the rubble

by Barbara Ischinger
Director for Education

A school band played for us. It was the best school band I’ve ever heard—and I’ve heard many. It was the true image of hope, team spirit and positive attitudes. For the students, it was the welcome experience of normality.

A brass band playing in the midst of vast devastation; a landscape that reminded me of street scenes from my childhood in Germany after the war. But this was just one week ago, in Japan, during a visit to the area torn apart by the earthquake and tsunami a year ago today. I went there to participate in the launch of the Japan edition of our Strong Performers, Successful Reformers series and to discuss the OECD’s Tohoku School project with local partners.

This is a project whereby students learn through doing. In this case, they are planning an international event, scheduled to be held in 2014 in Paris, to attract visitors to the devastated Tohoku region of Japan. To do this, they will need to acquire and use very specific skills, but ones that still aren’t commonly taught in classrooms: critical thinking, creativity, teamwork. They will have to think and act like entrepreneurs: create a plan, develop it and see it through.

PISA results show that students who are motivated perform better in school than students who aren’t; and project-based learning is a great motivator. The students participating in this project are given real-life tasks to perform to accomplish their goals and they learn while doing those tasks.

These children are learning these skills in dramatic circumstances; but these are skills that all children, everywhere, need to learn to participate fully in 21st-century societies. Students around the world need the confidence to not just accept what they have seen around them during their childhoods, but to be bold and courageous and try new things, consider professions for themselves that aren’t customary in their families or even in their regions. Every child should have the confidence to think big—have big dreams, big ambitions—and both teachers and parents should help to instil this confidence in their children.

The responsibility for education does not only lie in the hands of government and enterprises, it also lies in the hands of individuals. To be committed to lifelong learning is the solution. We want to plant this seed in the Tohoku School and elsewhere, so that schools teach students the skills they need to become lifelong learners. Indeed, one of the main messages of the OECD’s Skills Strategy, which will be unveiled in May, is that to thrive in the global knowledge-based economy, we all need to become lifelong learners.

The children and teachers I met in the Tohoku region understand the value of learning. I found evidence of that in an unlikely place: a non-descript building next to a temple that had been claimed by an enterprising local NGO as a study room. The room seemed to absorb the temple’s spiritual atmosphere and comforting silence. It is where displaced students could go to prepare for their school entrance exams. These students are living with their families in one-room temporary housing; were it not for this space, they would have had no other quiet place in which they could concentrate on their studies. The teachers there were coaching the students, mentoring them. You see small gestures like this and you feel that something is coming back: flowers are blooming, spring is unfolding.

Links:

OECD-Tohoku School

Strong Performers and Successful Reformers in Education - Lessons from PISA for Japan

Video series: Strong Performers and Successful Reformers in Education
Photo: Japanese cherry - sakura flowers. Petals of cherry blossoms on the water surface as a sign of sorrow and sympathy to the Japan after by floods and earthquakes. 
Photo credit: Repina Valeriya / Shutterstock

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How do we keep new teachers teaching?

by Kristen Weatherby
Senior Analyst, Teaching and Learning International Survey (TALIS)

In many countries, we read stories in the media about large numbers of teachers – up to half in some countries – leaving the teaching profession before their first five years of teaching are finished. This statistic, exaggerated or not, is often followed by questions such as these:

• Why are new teachers leaving the profession – seemingly in droves?
• Does this mean that the government is wasting money training new teachers who leave before five years?
• What happens to the consistency and institutional knowledge and experience in schools if teachers are constantly leaving and more new teachers are arriving?

And finally

• What kind of support can be provided to new teachers to prevent them from leaving the profession?

The Teaching and Learning International Survey (TALIS) at the OECD looked at the responses of new teachers (those with two years or less of teaching experience) from the TALIS 2008 survey and has produced a new report The Experience of New Teachers: Results from TALIS 2008. Teachers and their principals reported on the teaching and learning environment of their schools and classrooms, focusing on issues such as classroom climate, the amount of time spent on classroom management as compared to actual teaching and learning, the kinds of early support new teachers receive, as well as the ongoing professional development opportunities offered.

One of the issues that is often cited as a reason for new teachers leaving the profession before five years is that new teachers are placed in more difficult schools than their more experienced colleagues. The TALIS report found that this is simply not true. Despite research that has led to a widespread belief that new teachers work in harder conditions (or harder-to-staff schools), on average across TALIS 2008 countries, new teachers report that their students have similar language and socioeconomic backgrounds to the students of more experienced teachers.New teachers also work in schools with similar material and personnel resources, measured by their impact on teaching and learning.

Although new teachers may not be in more challenging schools, this doesn’t mean that they don’t have challenges in the area of classroom management. The report finds that new teachers spend less time on teaching and learning of any kind and more time than experienced teachers on keeping order in the classroom. This is a worrying trend for both the students of these teachers, who are not getting the same quality learning experience as their peers might be, and for the teachers themselves, who report significantly lower levels of self-efficacy than their more experienced colleagues.

I won’t give away all of the intriguing results here; the Experience of New Teachers report is available online and we will be talking about it further on Twitter in the coming weeks . For those lucky few who are attending the International Summit on the Teaching Profession in New York City this week, there will be printed copies on hand. One of the topics that will be discussed at the Summit is the preparation of new teachers, and we will see examples of countries that are doing this well, and at scale. Stay tuned for more blog posts and Tweets (#ISTP2012) from the Summit this week.

Links:
For more on the OECD Teaching and Learning International Survey: www.oecd.org/edu/talis
The Experience of New Teachers: Results from TALIS 2008
Follow TALIS and Kristen Weatherby @Kristen_Talis
Photo credit: © oliveromg / Shutterstock

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Great (Career) Expectations? A Tale of Two Genders

by Marilyn Achiron
Editor, Directorate for Education
International Women’s Day (March 8) is always a great occasion to focus on the obvious: that some women have made great strides in recent decades in fulfilling their potential; that there is still a long way to go before all women enjoy true equality in all societies. This month’s edition of PISA in Focus decided to dig a little deeper: given that girls are doing as well as, if not better than, boys in most core subjects at school, do boys and girls now expect to pursue similar careers when they become adults?

In 2006, PISA asked 15-year-old students what they expect to be doing in early adulthood, around the age of 30. In almost all OECD countries, girls are more ambitious than boys: on average, girls were significantly more likely than boys to expect to work in high-status careers such as legislators, senior officials, managers and professionals. France, Germany and Japan were the only OECD countries where similar proportions of boys and girls aspired to these careers; while in Greece and Poland the proportion of girls expecting to work in these careers was 20 percentage points higher than that of boys.

PISA found that not only do boys and girls have different aspirations, in general, they also expect to have careers in very different fields – regardless of how well they perform in school. For example, the fact that girls in many countries have caught up with or even surpassed boys in science proficiency does not necessarily mean that girls want to pursue all types of science-related careers. In fact, careers in “engineering and computing” still attract relatively few girls. On average among OECD countries, fewer than 5% of girls, as compared with 18% of boys, expected to be working in engineering and computing as young adults. This is remarkable, especially because the definition of computing and engineering includes fields like architecture, which is not particularly associated with either gender.

And even among the highest-achieving students, career expectations differed between boys and girls; in fact, their expectations mirrored those of their lower-achieving peers. For example, few top-performing girls expected to enter engineering and computing.

But in every OECD country, PISA found that more girls than boys reported that they wanted to pursue a career in health services. On average, 16% of girls expected a career in health services, excluding nursing and midwifery, compared to only 7% of boys. This suggests that although girls who are high-achievers in science may not expect to become engineers or computer scientists, they direct their higher ambitions towards achieving the top places in other science-related professions.

The kind of gender differences in career expectations that PISA reveals may be one of the factors behind gender-segregated labour markets, which are still prevalent in many countries and which are often associated with large differences in wages and working conditions – not to mention wasted talent and thwarted human potential.

Meanwhile, one of the most gender-segregated fields turns out to be education. Another OECD study found that, on average among the 23 countries that participated in the Teaching and Learning International Survey, almost 70% of lower secondary school teachers were women – while only 45% of school principals were.

Which brings us back to the obvious for International Women’s Day 2012: Some of us have made great strides, indeed; but we all still have a long way to go.

Links:
For more information:
on PISA: www.pisa.oecd.org
PISA in Focus N°14: What kinds of careers do boys and girls expect for themselves
Full set of PISA in Focus: www.oecd.org/pisa/infocus

Photo credit: © Everett Collection / Shutterstock

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“We do things differently here”: evaluation and assessment in New Zealand schools

by Deborah Nusche
Policy Analyst,  Early Childhood and Schools Division, Directorate for Education

New Zealand’s consistent high performance in the OECD’s Programme for International Student Assessment (PISA) has sparked international curiosity about the ingredients of its success.

New Zealand’s education system is unique in many ways. It has probably gone furthest among OECD countries in allowing schools to run themselves. In turn, it’s not surprising that evaluation and assessment is very much in the hands of schools and their Boards, and the main policy focus has been to build their capacity to do this. Notably, student assessment relies strongly on the professionalism of teachers to assess and report on student learning. A new OECD report on evaluation and assessment in New Zealand schools provides in-depth information about the country’s unique approach to evaluating student, school and system progress.

What struck the review team most about New Zealand’s approach was the great amount of trust in the ability of students, teachers and schools to evaluate their own performance and engage in self-improvement. While international developments are closely followed, the global trend towards high-stakes accountability is not seen as a good option for New Zealand. Especially in primary education, there is a general consensus against national testing and the use of test results for school rankings.

To gather information on how the education system is doing overall, New Zealand relies on sample-based surveys that do not carry high stakes for individual students, teachers or schools. Instead of going further down the road of national assessments, New Zealand is investing in teacher capacity and guidance materials to help teachers make and report professional judgments about the learning of each student. The national agencies provide clear performance expectations and a set of nationally validated assessment tools to guide assessment practice. Teacher professionalism is also supported by well-established approaches to teacher appraisal and school self review. Both promote evidence-based inquiry and the use of assessment results by schools for accountability and improvement.

The New Zealand model has successfully avoided some of the potential negative effects of high-stakes testing such as curriculum narrowing, teaching to the test and assessment anxiety. It has helped communicate the message that assessment is an integral part of everyday teaching and learning rather than a one-off event at the end of the school year. Effective assessment is described by the Ministry of Education as a circle of inquiry, decision-making and transformation – in short, “a process of learning, for learning”.

While New Zealand has a lot to be proud of, the OECD report also identifies a range of challenges and provides recommendations for improvement. Policy priorities are to:

• Further develop and embed the National Standards within the evaluation and assessment framework
• Consolidate teaching standards and strengthen teacher appraisal 
• Strengthen school collaboration and regionally-based support for schools
• Reinforce professional learning opportunities for teachers, school leaders and trustees
• Ensure that evaluation and assessment respond to diverse learner needs
• Enhance consistency of the overall evaluation and assessment framework

Links

OECD Reviews of Evaluation andAssessment in Education: New Zealand:

• Country Review  
• Main Conclusions 
• Policy Pointers

For more on OECD Reviews on Evaluation and Assessment Frameworks for Improving School Outcomes: www.oecd.org/edu/evaluationpolicy

Related blog posts:

When the school inspectors call less often, will Flemish schools take up the self-evaluation challenge?

Snowed under or crystal clear? Evaluating and assessing education outcomes in Norway

 The report was authored by Deborah Nusche, Dany Laveault, John MacBeath and Paulo Santiago


Photo credit: New Zealand Ministry of Education 

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Cooking up success: why Finns learn better

by Hannah von Ahlefeld
Analyst, OECD Centre for Effective Learning Environments

Has well-known Finnish cartoonist B. Virtanen hit on the recipe for success in Finland’s exemplary education system? The OECD / CELE conference in Finland this week will reveal all.

Consistently, Finnish students have earned top marks from the OECD’s landmark PISA study, which tests the skills and knowledge of 15-year-old students in more than 70 countries. Finland has won recognition as an international reference point for best practice in educational improvement, creating a wave of so-called PISA tourism. 

While some success factors, or ingredients, are relatively simple to identify and measure – such as a well-paid, well-trained and highly valued teaching force, a homogenous society, and a focus on equity and inclusion – others are not so simple to define. And the way in which those ingredients are mixed together is all important.

There is intense interest today in the nature of learning and creating the environments in which it can flourish. Although we lack conclusive empirical evidence, ongoing OECD studies have made important contributions towards highlighting the role of innovation in fostering effective learning environments. Experience from Australia, the UK and Portugal, as well as Finland has given us ideas to discuss and learn from.

But too many of today’s schools still operate with traditional approaches that do not encourage deep collaborative learning, innovation or provide the capacity for lifelong learning. So, is a major paradigm shift required in order for learning environments to catch up with 21st century needs and demands? How can communities initiate major endeavors of vision and innovation? 

In Finland from 22-24 February 2012, more than 170 people will have the great fortune to observe, experiment, and learn first-hand some of the many approaches to effective learning environments used in Finnish schools at an OECD conference entitled “A Recipe for Success: Transforming Learning Environments through Dynamic Local Partnerships”. 

The conference will bring together a range of local, regional and international players from universities, local businesses and school communities to discuss the catalysts and drivers for transforming today’s learning environments into dynamic learning communities of the future. The conference settings – a comprehensive school in Turku, and the well-reputed Department of Teacher Training at the University of Turku, Rauma; speakers including OECD Director for Education, Barbara Ischinger; and experiential workshops, are sure to stimulate. 

The conference commences on the evening of 22 February. To register, contact  Hannah.vonAhlefeld@oecd.org or go to the web site http://congress.utu.fi/CELE2012.

Links:
“A Recipe for Success: Transforming Learning Environments through Dynamic Local Partnerships”, Turku, Finland, 22-24 February 2012
Website for the OECD Centre for Effective Learning Environments
Follow us on twitter @ OECD_Edu  #CELEFinland

Related blog posts:
Inspiring education through great design

Photo credit: B.Vartanen

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All that money can’t buy

by Marilyn Achiron
Editor, Directorate for Education 
                                                    

We can now add something else to the growing list of things money alone can’t buy: love, happiness–and strong performance in PISA. Results from PISA 2009 show that there is a threshold beyond which a country’s wealth is unrelated to its overall score in PISA.

Among moderately wealthy economies whose per capita GDP is up to around USD 20 000 (Estonia, Hungary, the Slovak Republic and the partner country Croatia, for example), the greater the country’s wealth, the higher its mean score on the PISA reading test. But PISA results indicate that above this threshold of USD 20 000 in per capita GDP, national wealth is no longer a good predictor of a country’s mean performance in PISA. And the amount these high-income countries devote to education also appears to have little relation to their overall performance in PISA. PISA looked at cumulative expenditure on education–the total dollar amount spent on educating a student from the age of 6 to the age of 15–and found that, after a threshold of about USD 35 000 per student, expenditure is unrelated to performance. For example, countries that spend more than USD 100 000 per student from the age of 6 to 15, such as Luxembourg, Norway, Switzerland and the United States, show similar levels of performance as countries that spend less than half that amount per student, such as Estonia, Hungary and Poland. Meanwhile, New Zealand, a top performer in PISA, spends a lower-than-average amount per student from the age of 6 to 15.

So what is it that makes a country a strong performer in PISA? Its decisions on how it spends the money that it does invest in education. PISA results show that the strongest performers among high-income countries and economies tend to invest more in teachers. For example, lower secondary teachers in Korea and the partner economy of Hong Kong-China, two high-performing systems in the PISA reading tests, earn more than twice the per capita GDP in their respective countries. The countries that perform well in PISA tend to attract the best students into the teaching profession by offering them higher salaries and greater professional status. They also tend to prioritise investment in teachers over smaller classes.

Successful PISA countries also invest something else in their education systems: high expectations for all of their students. Schools and teachers in these systems do not allow struggling students to fail; they do not make them repeat a grade, they do not transfer them to other schools, nor do they group students into different classes based on ability. Regardless of a country’s or economy’s wealth, school systems that commit themselves, both in resources and in policies, to ensuring that all students succeed perform better in PISA than systems that tend to separate out poor performers or students with behavioural problems or special needs.

So when it comes to money and education, the question isn’t how much? but rather for what?

For more information:
on PISA: www.pisa.oecd.org
PISA in Focus N°13: Does money buy strong performance in PISA?
Full set of PISA in Focus: www.oecd.org/pisa/infocus
Video Series: Strong Performers and Successful Reformers in Education

Video: Singapore: Building a strong and effective teaching force
From the series of videos on Strong Performers and Successful Reformers in Education, produced jointly by the OECD and the Pearson Foundation

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Making education reform happen

by Marilyn Achiron
Editor, Indicators and Analysis Division, Directorate for Education

This is the time of year when a lot of us resolve to commit ourselves to self-improvement plans of greater or lesser magnitude. Spend more time reading? On the list. Eat better? Ditto. Reform the education system? Whoa—nice idea; but isn’t that a bit too ambitious? 

What is it about education reform that all-too-often turns resolve into sighs and resignation? If countries really want to keep that resolution, here’s a suggestion: invite teachers to get involved.

On the face of it, it seems elementary: The best—meaning the most sustainable and effective—reforms happen when those who are directly affected support them. You don’t have to take our word for it; just look at how some of the best-performing and rapidly improving school systems got that way. Take Finland,  for example–one of the consistently best-performing OECD countries in the Programme for International Student Assessment (PISA) since the assessments were first conducted in 2000. While teachers there have long enjoyed high professional status (which should be one of the goals of reform in countries where teachers are poorly trained, poorly paid and not recognised as the professionals they are—or should be), their views on improving student performance are actively solicited and, to the extent possible, used to spur and support change.

Ontario, Canada, initiated a comprehensive reform of its education system in 2003 to improve graduation rates and standards in literacy and numeracy. Those who led the reform effort acknowledge that it couldn’t have been as successful as it has been without the involvement of teachers’ unions and superintendents’ and principals’ organisations. For example, a collective bargaining agreement with the main teachers’ unions there eased the way for a reduction in class size and more preparation time for teachers—changes that, in turn, led to the creation of some 7,000 new jobs.

When teachers, union leaders and education ministers meet again in New York this March for the second OECD co-sponsored International Summit of the Teaching Profession, they will no doubt take as a starting point their conclusion from last year’s Summit: that high-quality teaching forces are created through deliberate policy choices, and by engaging strong teachers as active agents in school reform, not just using them to implement plans designed by others. In other words, the resolve to reform education can only be turned into real reform if teachers are at the forefront of change.

So in these first few days of the new year, be ambitious in your resolutions—and wise in keeping them.

Links:
For a full summary of the evidence that underpinned the first International Summit on the Teaching Profession held in New York in March 2011 see the report:
Building a High-Quality Teaching Profession: Lessons from around the World
Programme for International Student Assessment (PISA)
OECD Teaching and Learning International Survey (TALIS)
Video Series: Strong Performers and Successful Reformers in Education

Picture credit: Mark Rogers, fallingfifth.com

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