This document summarizes findings from the Teaching and Learning International Survey (TALIS) regarding teachers, teaching practices, professional development, and school leadership. Some key findings include:
- Many teachers face challenging classrooms with students of varying needs and abilities.
- Teachers spend much of their time on non-teaching tasks like administrative work and classroom management rather than actual teaching.
- Teacher collaboration and use of student-centered teaching practices are not very common.
- Barriers like lack of time and support prevent teachers from engaging in professional development.
- Feedback to help teachers improve is often lacking or not meaningful.
School Leadership for Learning launch - Presentation by Montserrat Gomendio -...EduSkills OECD
1. The document summarizes findings from the Teaching and Learning International Survey (TALIS) 2013, which surveyed over 100,000 teachers and school leaders from over 6,500 schools in more than 30 countries and economies.
2. It finds that most school leaders engage in both instructional leadership, such as supporting teacher collaboration and development, and distributed leadership, through involving stakeholders in decision making. However, countries differ in the balance of these approaches among their school leaders.
3. School leadership is linked to stronger professional learning communities among teachers, as measured by factors like collaborative activities and shared responsibilities. Instructional leadership specifically relates to more reflective dialogue, deprivatized practice, and collective focus on student learning.
Andreas Schleicher - OECD/Japan Seminar: Official launch of the TALIS results where Ministers discussed how to best shape teacher policy so as to have the strongest impact on the quality of the learning environment.
(25-26 June, 2014)
TALIS 2013 Results: An International Perspective on Teaching and LearningEduSkills OECD
The OECD Teaching and Learning International Survey (TALIS) aims to provide valid, timely and comparable information to help countries review and define policies for developing a high-quality teaching profession. It is an opportunity for teachers and school leaders to provide input into educational policy analysis and development in key areas. Themes explored include professional development, school leadership, teaching practices, school climate, appraisal and feedback, job satisfaction and teacher profiles.
TALIS 2018 - Teachers and school leaders as lifelong learners (Washington, DC)EduSkills OECD
Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
Accelerating Teacher Quality Improvement Education World Forum (18-21 Janua...EduSkills OECD
Main information sources include - Direct classroom observation, Analysis of students’ test scores, Assessing teachers’ content knowledge, Individual performance interviews, Teachers’ documented self-evaluation / portfolio, Surveys of students and parents, Using / triangulating multiple information sources
TALIS 2018 Pre-launch Webinar - New insights on teaching and learning - What ...EduSkills OECD
Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
TALIS 2018 - What do teachers tell us about their work and what matters to them?EduSkills OECD
Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
Implementing Highly Effective Teacher Policy and Practice - 2015 Internation...EduSkills OECD
Presentation by Andreas Schleicher - Director for the Directorate of Education and Skills, OECD.
Successful education systems are those that promote leadership at all levels, thereby encouraging teachers and principals, regardless of the formal positions they occupy, to lead innovation in the classroom, the school and the system as a whole. This report summarises evidence from the OECD Teaching and Learning International Survey and the OECD Programme for International Student Assessment that underpins the three themes of the 2015 International Summit on the Teaching Profession: school leadership, teachers’ self-efficacy and innovation in education. It also offers examples from around the world of how some schools are introducing innovative ways of teaching and learning to better equip students with the skills they need to participate fully in 21st-century global economies.
School Leadership for Learning launch - Presentation by Montserrat Gomendio -...EduSkills OECD
1. The document summarizes findings from the Teaching and Learning International Survey (TALIS) 2013, which surveyed over 100,000 teachers and school leaders from over 6,500 schools in more than 30 countries and economies.
2. It finds that most school leaders engage in both instructional leadership, such as supporting teacher collaboration and development, and distributed leadership, through involving stakeholders in decision making. However, countries differ in the balance of these approaches among their school leaders.
3. School leadership is linked to stronger professional learning communities among teachers, as measured by factors like collaborative activities and shared responsibilities. Instructional leadership specifically relates to more reflective dialogue, deprivatized practice, and collective focus on student learning.
Andreas Schleicher - OECD/Japan Seminar: Official launch of the TALIS results where Ministers discussed how to best shape teacher policy so as to have the strongest impact on the quality of the learning environment.
(25-26 June, 2014)
TALIS 2013 Results: An International Perspective on Teaching and LearningEduSkills OECD
The OECD Teaching and Learning International Survey (TALIS) aims to provide valid, timely and comparable information to help countries review and define policies for developing a high-quality teaching profession. It is an opportunity for teachers and school leaders to provide input into educational policy analysis and development in key areas. Themes explored include professional development, school leadership, teaching practices, school climate, appraisal and feedback, job satisfaction and teacher profiles.
TALIS 2018 - Teachers and school leaders as lifelong learners (Washington, DC)EduSkills OECD
Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
Accelerating Teacher Quality Improvement Education World Forum (18-21 Janua...EduSkills OECD
Main information sources include - Direct classroom observation, Analysis of students’ test scores, Assessing teachers’ content knowledge, Individual performance interviews, Teachers’ documented self-evaluation / portfolio, Surveys of students and parents, Using / triangulating multiple information sources
TALIS 2018 Pre-launch Webinar - New insights on teaching and learning - What ...EduSkills OECD
Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
TALIS 2018 - What do teachers tell us about their work and what matters to them?EduSkills OECD
Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
Implementing Highly Effective Teacher Policy and Practice - 2015 Internation...EduSkills OECD
Presentation by Andreas Schleicher - Director for the Directorate of Education and Skills, OECD.
Successful education systems are those that promote leadership at all levels, thereby encouraging teachers and principals, regardless of the formal positions they occupy, to lead innovation in the classroom, the school and the system as a whole. This report summarises evidence from the OECD Teaching and Learning International Survey and the OECD Programme for International Student Assessment that underpins the three themes of the 2015 International Summit on the Teaching Profession: school leadership, teachers’ self-efficacy and innovation in education. It also offers examples from around the world of how some schools are introducing innovative ways of teaching and learning to better equip students with the skills they need to participate fully in 21st-century global economies.
EL Education's Teacher Potential Project aims to provide substantial support to high-needs schools and districts to help English Language Arts teachers meet the demands of new literacy standards. The project offers a year of professional development focused on curriculum implementation, teaching strategies, and classroom management, along with access to an online community of educators. Participating districts must meet criteria around percentages of students receiving free/reduced lunch and numbers of novice ELA teachers. The support provided is intended to benefit both teachers and students through research on job satisfaction, teaching efficacy, and student achievement.
Staff Development and Training Needs That Teachers of English Desire to Parti...inventionjournals
ABSTRACT: The main purpose of this study was to investigate the staff development and training needs that teachers of English desire to participate in with reference to Kericho County. The objective of the study was to: identify the staff development and training programmes that teachers of English desire to participate in, In doing this, the study adopted the needs assessment theory. The theory talks of the need for continuous training of staff in order to increase their productivity. Both qualitative and quantitative research methodologies were used in the study. The study used a survey research design. A total of 25 schools, 50 teachers of English, 25 heads of department and 25 head teachers took part in the study. Simple random sampling technique was used to select the 25 schools out of which two teachers of English from each of the participating schools were randomly picked. Te study used questionnaires to collect data from the 50 teachers of English. Quantitative data was analyzed using descriptive statistics like percentages and presented using tables, charts and figures. The study established that there is a discrepancy between the training needs of teachers of English and what was offered through the existing staff development and training programmes. Most of the teachers fell short of the expected competencies under investigation, an indication of the need for more in-service training for serving teachers. The study recommends that a thorough needs assessment should be carried out to clearly establish the training needs of teachers before implementing any training programmes.
The document discusses reforms aimed at improving learning around the world. It notes that expectations for learning have changed and now emphasize skills like collaboration, problem solving, and lifelong learning. However, 20th century teaching methods are not adequate to meet 21st century demands. Effective teachers engage students in active learning and continuously assess student work. The highest achieving nations invest heavily in teacher training and collaboration. Standards and assessments should focus on higher-order thinking skills rather than memorization. Overall, the document advocates for reforms that strengthen teaching quality through professional learning opportunities.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Purpose: To explore how systems of E&A can be used to improve the quality, equity and efficiency of school education.
Focus: A Review of national approaches to E&A in school education (primary and secondary schools)
Comprehensive approach: The Review looks at the various components of E&A such as:
Student assessment;
Teacher appraisal;
School evaluation;
The appraisal of school leaders;
Education system evaluation.
The school district submitted a letter to the Michigan Department of Education in September 2010 committing to the Transformational school improvement model. This model requires replacing the principal, increasing learning assessments, extending the school day, and enhancing teacher and parent education. The school is required to submit a School Improvement Plan (SIP) to MDE by November 16th describing its improvement efforts. The SIP must include rational for the selected model, a plan to improve student, teacher, and parent learning across three pillars, and details on assessments, interventions, technology integration, and incentives to ensure all students succeed. If the plan is accepted, the school will receive state funds and monitoring to support reform plan implementation by the 2011-2012 school year.
This document outlines a staff development proposal for teachers to learn how to integrate technology and meet state standards. It proposes a teacher institute day with breakout groups to learn tools like Prezi, Google Earth, and iMovie. The goals are for teachers to understand standards, create a technology-based lesson, and learn to use new apps. Assessments include evaluating lessons and teacher feedback. The budget outlines costs for standards books and materials. The conclusion states the goals are to prepare students for success by incorporating new skills and tools.
The document summarizes a self-evaluation of the curriculum at CCHS. It discusses the strengths and areas for improvement in four themes: 1) the rationale and design of the curriculum, 2) the development of the curriculum, 3) programs and courses, and 4) transitions between stages of education. Some key strengths identified include staff engagement in curriculum development and collaboration. Areas for development include further developing interdisciplinary learning, ensuring curriculum supports positive career outcomes, and improving tracking of student progress and skills development. The document outlines action points for school leadership and all staff to address areas for improvement.
The document discusses the new Ofsted school inspection framework and focuses on curriculum. It notes that successful schools overcome pressures to teach to tests by having well-planned, motivating curricula that correlate with high inspection grades and achievement. Learning outside the classroom contributes significantly to improvements in achievement, standards, motivation and personal development. Outstanding schools have a culture that encourages innovation and experimentation through a rich, personalized curriculum including substantial learning outside the classroom.
Elevate is a set of unique and scientifically designed activity based worksheet which will help not only in implementing CCE but also foster the entire teaching , learning process.
This document discusses the requirements for becoming a teacher in the United States. It explains that teaching licensure and certification are established by individual states and require graduation from an accredited teacher education program. These programs include general education courses, content courses in their subject area, and professional education coursework. Alternative pathways like lateral entry allow those without education degrees to become teachers if they pass certification exams. The document also notes high turnover rates in teaching and ongoing professional development expectations once teachers are hired.
This document summarizes findings from Ofsted about mathematics achievement, teaching, curriculum, and leadership in UK schools. Key points include:
1) Attainment has risen at GCSE and A-level, but the percentage of pupils meeting standards falls at each key stage and low attainers are not catching up.
2) Teaching quality varies widely both between and within schools, and focuses too much on skills and tests rather than conceptual understanding.
3) Curriculums are inconsistent between schools and classes, and early GCSE entry drives short-term teaching rather than developing understanding.
4) Stronger school leadership monitors teaching and uses data for intervention, but policies need customizing for mathematics.
The document provides detailed guidelines for calculating Academic Performance Indicator (API) scores for promotion of teachers under the Career Advancement Scheme, 2010. It outlines the minimum requirements of API scores in different categories for different levels of promotion. Category I covers teaching, learning and evaluation activities. Category II includes co-curricular, extension and professional development activities. Research and academic contributions are assessed under Category III. The API scores are subject to verification by screening or selection committees for approving promotions. The document also includes tables to help calculate the API scores for activities under each category.
An introduction-to-school-self-evaluation-of-teaching-and-learning-in-post-pr...Martin Brown
School self-evaluation (SSE) is a collaborative process where a school evaluates aspects of its work, particularly teaching and learning. It involves gathering evidence from sources like student outcomes and surveys. This evidence is then analyzed against evaluation criteria to identify strengths and areas for development. The school writes a self-evaluation report and improvement plan focusing on developing areas. The plan is implemented and monitored to improve teaching and learning in the school. SSE should involve all teachers and be led by the principal to enhance practice and benefit students.
School Self Evaluation Guidelines post primaryMartin Brown
School self-evaluation is a collaborative process where a school reflects on its work and student learning. It involves gathering evidence, making judgements about strengths and weaknesses, writing a self-evaluation report, creating an improvement plan, and monitoring progress. The guidelines provide schools with a framework to evaluate teaching and learning through a six-step process of gathering evidence, analyzing data, drawing conclusions, reporting findings, planning improvements, and implementing changes.
This document provides information about a school self-evaluation process focused on improving teaching and learning. It outlines the six steps of the school self-evaluation process, which includes gathering evidence, analyzing data, developing an improvement plan, writing a report, implementing/monitoring the plan. It emphasizes that the process is collaborative and can be used to evaluate aspects of the new Junior Cycle, such as key skills. The document directs schools to resources and provides dates for completing self-evaluation reports and improvement plans. It also describes supports available from the PDST.
Breaking Down The Private School Teacher Skills GapEdChoice
EdChoice Director of National Research Mike McShane, in partnership with Hanover Research, surveyed private school teachers and leaders across three states, including a substantial subset who had taught or led in both public and private schools. Based on the findings, he also identified opportunities to improve teacher preparation programs. Flip through to learn the top key charts and findings.
Download the full report at www.edchoice.org/SkillsGap.
8,321
2,069
2012/2013 (June 2013)
8,400
1,990
The pupil-teacher ratios in primary and post-primary schools remained relatively stable during the
period (Table 1.4). However, the growth in student numbers combined with the limited growth in
teacher numbers meant that class sizes increased in many schools. This placed additional pressure on
teachers and schools.
Table 1.4
Pupil-teacher ratio in primary and post-primary schools (excluding Post-Leaving Certificate enrolments)
Year
Primary
Post-Primary
2009/2010
20.1
19.7
2010/
This document outlines the vision and goals for a school district to become world-class. It discusses defining academic rigor, writing, and planning through professional learning communities. Data is presented showing the importance of postsecondary education for future careers. Teachers engage in an activity to define what a world-class school system means for students, families, teachers, and the community. The document discusses building teacher collaboration and data-driven instruction through professional learning communities to increase student achievement and ensure all students learn.
Este estímulo EECL presenta un correo electrónico relacionada con una visita escolar de intercambio con el propósito de reflexionar, evaluar, identificando sus elementos verbales y connotativos con el fin de contestar a cinco preguntas de selección múltiple. Es uno de los ejemplos de estímulo para la construcción de pruebas del Programa para la Evaluación competencia lingüística, que está liberado y es de libre disposición para su uso como recurso didáctico. En la página web del INEE http://www.mecd.gob.es/inee se ofrece más información sobre estos estímulos para: Ciencias, Matemáticas, lenguas extranjeras (francés e inglés)
EL Education's Teacher Potential Project aims to provide substantial support to high-needs schools and districts to help English Language Arts teachers meet the demands of new literacy standards. The project offers a year of professional development focused on curriculum implementation, teaching strategies, and classroom management, along with access to an online community of educators. Participating districts must meet criteria around percentages of students receiving free/reduced lunch and numbers of novice ELA teachers. The support provided is intended to benefit both teachers and students through research on job satisfaction, teaching efficacy, and student achievement.
Staff Development and Training Needs That Teachers of English Desire to Parti...inventionjournals
ABSTRACT: The main purpose of this study was to investigate the staff development and training needs that teachers of English desire to participate in with reference to Kericho County. The objective of the study was to: identify the staff development and training programmes that teachers of English desire to participate in, In doing this, the study adopted the needs assessment theory. The theory talks of the need for continuous training of staff in order to increase their productivity. Both qualitative and quantitative research methodologies were used in the study. The study used a survey research design. A total of 25 schools, 50 teachers of English, 25 heads of department and 25 head teachers took part in the study. Simple random sampling technique was used to select the 25 schools out of which two teachers of English from each of the participating schools were randomly picked. Te study used questionnaires to collect data from the 50 teachers of English. Quantitative data was analyzed using descriptive statistics like percentages and presented using tables, charts and figures. The study established that there is a discrepancy between the training needs of teachers of English and what was offered through the existing staff development and training programmes. Most of the teachers fell short of the expected competencies under investigation, an indication of the need for more in-service training for serving teachers. The study recommends that a thorough needs assessment should be carried out to clearly establish the training needs of teachers before implementing any training programmes.
The document discusses reforms aimed at improving learning around the world. It notes that expectations for learning have changed and now emphasize skills like collaboration, problem solving, and lifelong learning. However, 20th century teaching methods are not adequate to meet 21st century demands. Effective teachers engage students in active learning and continuously assess student work. The highest achieving nations invest heavily in teacher training and collaboration. Standards and assessments should focus on higher-order thinking skills rather than memorization. Overall, the document advocates for reforms that strengthen teaching quality through professional learning opportunities.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Purpose: To explore how systems of E&A can be used to improve the quality, equity and efficiency of school education.
Focus: A Review of national approaches to E&A in school education (primary and secondary schools)
Comprehensive approach: The Review looks at the various components of E&A such as:
Student assessment;
Teacher appraisal;
School evaluation;
The appraisal of school leaders;
Education system evaluation.
The school district submitted a letter to the Michigan Department of Education in September 2010 committing to the Transformational school improvement model. This model requires replacing the principal, increasing learning assessments, extending the school day, and enhancing teacher and parent education. The school is required to submit a School Improvement Plan (SIP) to MDE by November 16th describing its improvement efforts. The SIP must include rational for the selected model, a plan to improve student, teacher, and parent learning across three pillars, and details on assessments, interventions, technology integration, and incentives to ensure all students succeed. If the plan is accepted, the school will receive state funds and monitoring to support reform plan implementation by the 2011-2012 school year.
This document outlines a staff development proposal for teachers to learn how to integrate technology and meet state standards. It proposes a teacher institute day with breakout groups to learn tools like Prezi, Google Earth, and iMovie. The goals are for teachers to understand standards, create a technology-based lesson, and learn to use new apps. Assessments include evaluating lessons and teacher feedback. The budget outlines costs for standards books and materials. The conclusion states the goals are to prepare students for success by incorporating new skills and tools.
The document summarizes a self-evaluation of the curriculum at CCHS. It discusses the strengths and areas for improvement in four themes: 1) the rationale and design of the curriculum, 2) the development of the curriculum, 3) programs and courses, and 4) transitions between stages of education. Some key strengths identified include staff engagement in curriculum development and collaboration. Areas for development include further developing interdisciplinary learning, ensuring curriculum supports positive career outcomes, and improving tracking of student progress and skills development. The document outlines action points for school leadership and all staff to address areas for improvement.
The document discusses the new Ofsted school inspection framework and focuses on curriculum. It notes that successful schools overcome pressures to teach to tests by having well-planned, motivating curricula that correlate with high inspection grades and achievement. Learning outside the classroom contributes significantly to improvements in achievement, standards, motivation and personal development. Outstanding schools have a culture that encourages innovation and experimentation through a rich, personalized curriculum including substantial learning outside the classroom.
Elevate is a set of unique and scientifically designed activity based worksheet which will help not only in implementing CCE but also foster the entire teaching , learning process.
This document discusses the requirements for becoming a teacher in the United States. It explains that teaching licensure and certification are established by individual states and require graduation from an accredited teacher education program. These programs include general education courses, content courses in their subject area, and professional education coursework. Alternative pathways like lateral entry allow those without education degrees to become teachers if they pass certification exams. The document also notes high turnover rates in teaching and ongoing professional development expectations once teachers are hired.
This document summarizes findings from Ofsted about mathematics achievement, teaching, curriculum, and leadership in UK schools. Key points include:
1) Attainment has risen at GCSE and A-level, but the percentage of pupils meeting standards falls at each key stage and low attainers are not catching up.
2) Teaching quality varies widely both between and within schools, and focuses too much on skills and tests rather than conceptual understanding.
3) Curriculums are inconsistent between schools and classes, and early GCSE entry drives short-term teaching rather than developing understanding.
4) Stronger school leadership monitors teaching and uses data for intervention, but policies need customizing for mathematics.
The document provides detailed guidelines for calculating Academic Performance Indicator (API) scores for promotion of teachers under the Career Advancement Scheme, 2010. It outlines the minimum requirements of API scores in different categories for different levels of promotion. Category I covers teaching, learning and evaluation activities. Category II includes co-curricular, extension and professional development activities. Research and academic contributions are assessed under Category III. The API scores are subject to verification by screening or selection committees for approving promotions. The document also includes tables to help calculate the API scores for activities under each category.
An introduction-to-school-self-evaluation-of-teaching-and-learning-in-post-pr...Martin Brown
School self-evaluation (SSE) is a collaborative process where a school evaluates aspects of its work, particularly teaching and learning. It involves gathering evidence from sources like student outcomes and surveys. This evidence is then analyzed against evaluation criteria to identify strengths and areas for development. The school writes a self-evaluation report and improvement plan focusing on developing areas. The plan is implemented and monitored to improve teaching and learning in the school. SSE should involve all teachers and be led by the principal to enhance practice and benefit students.
School Self Evaluation Guidelines post primaryMartin Brown
School self-evaluation is a collaborative process where a school reflects on its work and student learning. It involves gathering evidence, making judgements about strengths and weaknesses, writing a self-evaluation report, creating an improvement plan, and monitoring progress. The guidelines provide schools with a framework to evaluate teaching and learning through a six-step process of gathering evidence, analyzing data, drawing conclusions, reporting findings, planning improvements, and implementing changes.
This document provides information about a school self-evaluation process focused on improving teaching and learning. It outlines the six steps of the school self-evaluation process, which includes gathering evidence, analyzing data, developing an improvement plan, writing a report, implementing/monitoring the plan. It emphasizes that the process is collaborative and can be used to evaluate aspects of the new Junior Cycle, such as key skills. The document directs schools to resources and provides dates for completing self-evaluation reports and improvement plans. It also describes supports available from the PDST.
Breaking Down The Private School Teacher Skills GapEdChoice
EdChoice Director of National Research Mike McShane, in partnership with Hanover Research, surveyed private school teachers and leaders across three states, including a substantial subset who had taught or led in both public and private schools. Based on the findings, he also identified opportunities to improve teacher preparation programs. Flip through to learn the top key charts and findings.
Download the full report at www.edchoice.org/SkillsGap.
8,321
2,069
2012/2013 (June 2013)
8,400
1,990
The pupil-teacher ratios in primary and post-primary schools remained relatively stable during the
period (Table 1.4). However, the growth in student numbers combined with the limited growth in
teacher numbers meant that class sizes increased in many schools. This placed additional pressure on
teachers and schools.
Table 1.4
Pupil-teacher ratio in primary and post-primary schools (excluding Post-Leaving Certificate enrolments)
Year
Primary
Post-Primary
2009/2010
20.1
19.7
2010/
This document outlines the vision and goals for a school district to become world-class. It discusses defining academic rigor, writing, and planning through professional learning communities. Data is presented showing the importance of postsecondary education for future careers. Teachers engage in an activity to define what a world-class school system means for students, families, teachers, and the community. The document discusses building teacher collaboration and data-driven instruction through professional learning communities to increase student achievement and ensure all students learn.
Este estímulo EECL presenta un correo electrónico relacionada con una visita escolar de intercambio con el propósito de reflexionar, evaluar, identificando sus elementos verbales y connotativos con el fin de contestar a cinco preguntas de selección múltiple. Es uno de los ejemplos de estímulo para la construcción de pruebas del Programa para la Evaluación competencia lingüística, que está liberado y es de libre disposición para su uso como recurso didáctico. En la página web del INEE http://www.mecd.gob.es/inee se ofrece más información sobre estos estímulos para: Ciencias, Matemáticas, lenguas extranjeras (francés e inglés)
Presentación del Director de Educación de la OCDE, Andreas Schleicher en la Comisión de Educación, Cultura y Deporte del Congreso de los Diputados. 15 de julio de 2013.
- A study examined the impact of school accountability information on student progress in England and Wales by exploiting a "natural experiment" - Wales abolished the publication of school performance league tables in 2001 while they continued in England.
- Results showed a significant negative effect on student progress in Wales after league tables were abolished, equivalent to raising class sizes. The greatest effects were in schools with more disadvantaged students.
- There was no effect on the sorting of students across schools, if anything higher polarization in Wales without league tables. The findings suggest that public accountability systems can improve student attainment, especially in low-performing schools.
This document summarizes recent reforms to England's education system to raise standards. It outlines changes made to the national curriculum, qualifications like GCSEs and A-Levels, vocational training, and school accountability. Key reforms include slimming down the national curriculum, placing greater emphasis on skills and end-of-course exams in GCSEs and A-Levels, and measuring school performance based on pupil progress rather than just attainment levels. The goal is for England's students to receive a world-class education to better prepare them for further education and employment.
Sally had always dreamed of recording her own CD but lacked singing confidence. She hired a singing teacher, Leon, to help her realize this dream. At the studio, Sally felt nervous but the engineers helped her relax. After several attempts at singing "Yesterday" by The Beatles, Sally was surprised to hear herself sounding like a child. The engineers adjusted the recording to make her voice sound more mature. Though initially shocked, Sally left happily with her finished CD.
This document summarizes a study examining the effect of Boston charter high schools on college preparation, entry, and choice. The study exploits admissions lotteries at 6 Boston charter high schools between 2002-2008 to estimate the causal impact of attending these schools using an instrumental variables approach. Descriptive statistics show charter applicants are positively selected compared to traditional Boston public schools. Results indicate charter attendance improves MCAS scores, shifts more students into higher score categories, and increases rates of competency and scholarship qualification. Charter attendance also increases SAT scores, AP test taking, and shifts students from 2-year to 4-year college enrollment, especially at Massachusetts public institutions.
This document summarizes a study on using North Carolina's high school end-of-course tests to evaluate teacher quality. It finds that more experienced teachers and those with higher qualifications (such as licensure test scores) tend to produce higher student test scores. Additionally, schools serving more affluent areas are more likely to have teachers with stronger credentials. The study also finds that student ability is not univariate and that students are not systematically assigned to teachers based on their performance in different subjects.
The document analyzes whether sorting students into classes based on ability improves test scores. It finds:
1) Schools currently sort students into classes based on prior test scores and other factors, creating more homogeneous groups. This sorting aims to benefit all students through tracking effects and peer effects.
2) Statistical analyses of Texas student data show that sorting students into more homogeneous classes based on prior test scores has a positive effect on the math and reading scores of both high- and low-performing students.
3) The positive effect of sorting remains even after addressing potential endogeneity issues through instrumental variable techniques. Overall, the results suggest that sorting students into ability-based classes can improve academic achievement.
Ponencia del Proyecto del Liceo Europeo dentro del congreso PISA evaluación por ordenador y resolución de problemas. Este congreso ha sido organizado por el INEE y el Consejo Escolar del Estado el 1 y 2 de abril de 2014 con motivo de la presentación internacional de los resultados de PISA Resolución de problemas, OCDE.
1. The paper examines how school choice programs can improve academic outcomes through both improved school inputs and increased student motivation and effort.
2. The authors analyze data on school choice lotteries and student outcomes in a large, urban school district to measure the effects of winning a school choice lottery on absenteeism and suspensions before school changes (when motivation may change) and test scores after attending the new school.
3. Preliminary results suggest that winning a school choice lottery reduces absenteeism prior to attending the new school, indicating increased student motivation, and can also improve longer-term academic outcomes through both motivation and school inputs.
The document summarizes Poland's education reforms from 1989 to 2012 and their impact. It discusses:
1) Three stages of reforms that decentralized management, extended compulsory education, and improved teacher training. This led to rising performance on PISA and fewer low-achieving students.
2) Key reforms in 1999 that introduced standardized testing, extended general education, and gave schools more autonomy. The 2009 curriculum reform focused on individualized learning and special needs support.
3) A 2012 vocational reform emphasized general education and qualifications meeting employer needs through work-based learning and employer-developed programs.
4) Reforms expanded general education from 8 to 12 years by adding pre-primary, lowering the start
The document provides information about PISA (Programme for International Student Assessment), an international study that assesses educational achievement and skills. It discusses why countries participate in PISA, the assessment framework and domains assessed. It notes new directions for PISA including assessing digital reading, which involves both text processing and navigation of digital texts. Sample PISA reading passages, tasks and item formats are presented to illustrate how PISA assesses reading comprehension.
Conferencia inaugural del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Andreas Schleicher, Director del Directorate for Education and Skills (OCDE).
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Carmen Peña Jaramillo, Directora del IES Atenea.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Maciej Jakubowski, Director del Evidence Institute y profesor en la Universidad de Varsovia (Polonia).
1. The document summarizes findings from TALIS 2013, a survey of over 100,000 teachers in over 30 countries. It discusses teachers' professional development needs, barriers to participation, classroom practices, job satisfaction, and perceptions of the teaching profession.
2. TALIS 2018 will survey teachers in 45+ countries, including new participants from Latin America, on topics like instructional practices, school leadership, professional development, and diversity. It aims to provide insights to help support and retain teachers.
3. TALIS is a collaboration between OECD, governments, the European Commission, and teachers' unions to better understand teachers and learning environments worldwide.
1. The document summarizes findings from TALIS 2013, a survey of over 100,000 teachers in over 30 countries. It discusses teachers' professional development needs, barriers to participation, classroom practices, job satisfaction, and perceptions of the teaching profession.
2. TALIS 2018 will survey teachers in 45+ countries, including new participants from Latin America, on topics like instructional practices, school leadership, professional development, and diversity. It aims to provide insights to help support and retain teachers.
3. TALIS is a collaboration between OECD, governments, the European Commission, and teachers' unions to better understand teachers and learning environments worldwide.
1) The document discusses findings from TALIS 2013, an international survey of over 100,000 teachers and school principals from over 6,500 schools in 34 countries. The survey examined teachers' working conditions, teaching practices, development, learning environments, and school leadership.
2) Key findings include that few countries attract more experienced teachers to schools with greater challenges, a lack of resources hampers schools' ability to provide quality education, and most teachers report that professional development has had a positive impact on their work.
3) Feedback practices and their impact are also examined. While over 80% of Spanish teachers report feedback has improved their work, many teachers internationally report never receiving certain types of feedback.
Encuesta Docentes Talis España lanzamiento b pont junio 2014Beatriz Pont
Resumen de datos clave de percepción de docentes y directores españoles sobre su preparación y prácticas en las escuelas y clases - en comparación internacional - Segun nueva encuesta de la OCDE TALIS.
1. The document summarizes results from the Teaching and Learning International Survey (TALIS) regarding teaching and learning conditions in Mexico and other countries. Over 100,000 teachers and 6,500 schools participated in the survey.
2. Key findings about Mexico include that lack of resources is a major hindrance to quality instruction, teachers have high needs for professional development in many areas, and feedback to teachers focuses more on student performance and behavior than on pedagogical competencies.
3. Mexican teachers report relatively high job satisfaction but place less emphasis on student-centered teaching practices compared to average across countries.
This document discusses building a high-quality teaching profession based on lessons from top-performing education systems around the world. It examines factors such as how teachers are recruited, educated, developed, evaluated, and compensated. High-performing systems tend to prioritize teacher quality over class size, see teaching as a prestigious profession, and provide ongoing professional development and collaboration opportunities for teachers. The document advocates for policies that promote coherence across the education system to develop teachers as professionals.
Building a high-quality teaching profession - lessons from around the worldEduSkills OECD
Andreas Schleicher (Special advisor to the Secretary-General of the OECD on Education Policy - Head of the Indicators and Analysis Division of the OECD Directorate for Education)
1. The document discusses findings from TALIS (Teaching and Learning International Survey) regarding supporting teachers and developing teaching as a profession. It notes challenges around recruiting and retaining teachers, especially for more difficult schools and subjects.
2. Data is presented on factors like teacher collaboration, induction programs, mentoring, job satisfaction, self-efficacy, and the societal perception of teaching. Countries with higher rates of teachers who feel their profession is valued tend to have higher student achievement and fewer low performers.
3. Professional learning communities where teachers collaborate and learn from each other are linked to greater job satisfaction and self-efficacy. Schools with more collaborative cultures saw benefits for both new and experienced teachers.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (London, 23 Marc...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (Paris, 23 Mar...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
Supporting schools with better human resource policiesEduSkills OECD
The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of human resource policies that strengthen, recognise and preserve the positive impact that teachers, school leaders and other school staff have on their students. It offers an in-depth analysis of how human resource policies can make the best use of available resources to create supportive working environments and build both individual and collective professional capacity in schools. This includes the design of entry requirements, career structures, salary schedules and working time arrangements to attract, retain and motivate high-quality staff; the effective and equitable matching of staff with schools through fair and transparent staff funding and recruitment; and informed investments in professional learning, from initial preparation to continuing development. Throughout its analysis, the report looks at implementation challenges and considers under which conditions human resource policy reforms are most likely to have the desired effects on schools and their staff. This report is the third in a series of thematic comparative reports bringing together findings from the OECD School Resources Review.
TALIS 2018 Pre-Launch Webinar - New insights on teaching and learning - What ...EduSkills OECD
Understanding teachers and school leaders as “professionals” means having high expectations of them as advanced knowledge workers. It means they should not only conduct their work in an effective manner, but also strive to improve their skills throughout their career, collaborate with colleagues and parents to work towards school improvement,and think creatively about the challenges they face. However, if we expect teachers and schools leaders to act as professionals, we should treat them as such. This report aims to provide an in-depth analysis of teachers’ and school leaders’ perceptions of the value of their profession, their work-related well-being and stress, and their satisfaction with their working conditions. It also offers a description of teachers’ and school leaders’ contractual arrangements, opportunities to engage in professional tasks such as collaborative teamwork, autonomous decision making, and leadership practices.Based on the voice of teachers and school leaders, the report offers a series of policy recommendations to help strengthen the professionalisation of teaching careers.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
Presentation by Richard Yelland, OECD Head of Policy Advice and Implementatio...unicefmne
Presentation by Mr Richard Yelland, OECD Head of Policy Advice and Implementation Division, at the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
The document discusses teacher retention issues in the UK and a research project to address these issues. It found that over 10 years, 12% of new teachers left after 1 year and 28% left within 5 years. Reasons for leaving included high workload, lack of support, and stress. The project developed a toolbox with two tools to support teacher collaboration and resilience: 1) a framework for collaborative dialogue to structure conversations around challenges, and 2) lesson study where teachers collaboratively plan and observe lessons. Initial findings found the tools helped frame discussions and promoted collaboration, but challenges included lack of time and potential workload increases.
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
1) The document analyzes data from the 2018 Teaching and Learning International Survey (TALIS) to provide insights into teacher and school preparedness for the COVID-19 pandemic from primary to upper secondary education.
2) It finds that teachers' access to information and communication technology (ICT) training varies significantly across countries and is generally lower for experienced versus novice teachers.
3) Collaboration and collegiality tend to decrease with higher education levels, though formal collaboration can boost teachers' self-efficacy in upper secondary.
4) Supporting student diversity and special needs is a priority in primary education, but teaching students with special needs is a relatively high stressor for these teachers.
The document outlines the 2010 Philippine Elementary Mathematics curriculum. It describes the key concepts covered at each grade level from grades 1 to 6, including whole numbers, operations, fractions, decimals, measurement, geometry, graphs, and problem solving. It also provides notes for teachers on important components of implementing the curriculum such as assessment, instruction, instructional time and materials, classroom management, and the need for professional development and administrative support. The goal is for students to demonstrate understanding and skills in computing, estimating, communicating, thinking critically, and solving problems using technology.
IsaNet Digital Strategy London South October 09James Wilding
The document discusses the role and development of information and communication technology (ICT) in schools. It notes that ICT use is now mandatory in schools and outlines some key initiatives like online parent portals and reporting. It then discusses challenges of managing constant changes in education and the need for school leaders to embrace change. The document also introduces ISANet, a social network for teachers, and Taecanet Springboard, an online learning platform populated with curriculum-aligned content created by teachers. It summarizes the responsibilities of an ICT coordinator and factors that can help or hinder ICT development in schools.
The document discusses the roles and functions of teachers in multigrade classrooms. It identifies nine key roles that multigrade teachers must fulfill: teacher, facilitator, planner, evaluator, materials designer, action researcher, and community contact. As teachers of multiple grades, multigrade teachers must effectively impart knowledge, develop student skills, utilize various teaching strategies, understand individual differences, motivate students, and guide them in learning. They must also carefully plan lessons, assess student progress, design supplementary materials using local resources, conduct research to improve teaching practices, and serve as a link between the school and community. Fulfilling these multidimensional roles makes multigrade teaching more complex and demanding than single-grade instruction.
Similaire à Congreso TALIS: Julie Bélanger (analista OCDE) (20)
Presentación del IES Galileo (Valladolid) dentro de la sesión Buenas prácticas en Ciencias e Inglés, parte del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Presentación del Colegio Árula (Alalpard, Madrid) dentro de la sesión Buenas prácticas en Ciencias e Inglés, parte del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Presentación del IES Valdebernardo (Madrid) dentro de la sesión Buenas prácticas en Ciencias e Inglés, parte del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Presentación del CEIP Nuestra Señora del Villar (Laguna de Duero, Valladolid) dentro de la sesión Buenas prácticas en Ciencias e Inglés, parte del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Belinda Cerdá, Assessment Group Manager en Cambridge English, sobre los principios de la evaluación presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
The document discusses learning-oriented assessment and how it differs from formative and summative assessment. A learning-oriented approach involves collecting evidence of student performance to make judgments about further development and promote learning. While classroom assessment can be learning-oriented by setting clear objectives, observing performance, and adjusting teaching, large-scale assessment poses challenges to this approach when used for accountability purposes. The most effective forms of learning-oriented assessment involve teacher feedback, formative evaluation, and goal setting between teachers and students.
Conferencia de Virginia Díez y Joaquín Vera, asesores técnicos del INEE, sobre los resultados de TIMSS 2015 presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Lis Cercadillo, asesora técnica del INEE, sobre los resultados de PISA 2015 en España presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Alfonso Echazarra, analista de la OCDE, sobre los resultados de PISA 2015 y el futuro de esta evaluación presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Presentación de los resultados del estudio TIMSS en España en relación con los países de la OCDE y de la Unión Europea a cargo de técnicos del Instituto Nacional de Evaluación Educativa (Ministerio de Educación, Cultura y Deporte).
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Silvia Montoya, Directora del Instituto de Estadística de la UNESCO.
This document summarizes a presentation given at the Universidad Internacional Menéndez Pelayo in Santander, Spain on July 7, 2016. The presentation discussed insights from the OECD's School Resources Review, including its purpose, methodology, conceptual framework, and key policy challenges related to the efficient and equitable use of school resources. The review aims to provide policy advice on how to govern, distribute, utilize, and manage resources to achieve educational objectives. It analyzes resource use at the system, sub-system, and school levels across OECD and partner countries.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Antonio España Sánchez, Director del Colegio Nuestra Señora del Recuerdo.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Isabel Couso Tapia y Gillermo Gil Escudero, del Instituto Nacional de Evaluación Educativa.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Tue Halgreen y Javier Suárez-Álavarez, analistas del Directorate for Education and Skills (OCDE).
El documento proporciona información sobre el programa PISA para Centros Educativos, incluyendo los procesos y procedimientos para la participación de escuelas. Los estudiantes elegibles son aquellos de 15 años y la tasa de participación debe ser de al menos el 80%. El proceso consta de 4 fases: inscripción, preparación, aplicación de la prueba y análisis de datos y elaboración del informe.
Este documento proporciona información sobre la prueba PISA para Centros Educativos en España. La prueba evalúa las habilidades de los estudiantes de 15 años en lectura, matemáticas y ciencias y provee informes a cada escuela sobre los resultados promedio de sus estudiantes en comparación con estándares nacionales e internacionales. Los informes también incluyen datos sobre factores contextuales que pueden influir en el rendimiento académico como el clima escolar y las estrategias de aprendizaje.
Este documento presenta el proyecto PISA para Centros Educativos de la OCDE. El proyecto evalúa el rendimiento académico de los estudiantes a nivel de centros educativos para ayudar a los centros a identificar sus fortalezas y debilidades y planificar mejoras. Actualmente varios países participan en el proyecto piloto y más se unirán en el futuro. El proyecto proporciona informes comprensibles a los centros para que puedan comparar su rendimiento a nivel nacional e internacional y usar los resultados para des
- PISA for Schools is an assessment program that provides internationally comparable data on student performance and learning environments in schools globally.
- It aims to improve school policies and practices by assessing students' abilities to apply their knowledge creatively in novel situations, as well as collecting data on personal backgrounds, schools, and engagement with learning.
- The program tests over half a million students across 65 countries every 3 years, allowing comparisons of country-level academic achievement and insights into what makes some school systems more successful than others.
Las evaluaciones internacionales como PISA, TIMSS y ESLC ayudan a mejorar la educación ofreciendo información comparada entre países. Estas pruebas evalúan competencias clave como matemáticas, ciencias, lectura y lenguas extranjeras. Además, se destacan buenas prácticas docentes como la integración de alumnos, trabajo colaborativo e innovador y desarrollo de la destreza oral para potenciar el bilingüismo.
Plus de Instituto Nacional de Evaluación Educativa (20)
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
22 TALIS in Brief
…representing more than 4 million teachers in 34 countries…
Over 100 thousand randomly selected lower secondary
teachers and their school leaders from over 6500 schools
…took an internationally-agreed survey about the working
conditions and learning environments in their schools…
…responding to questions about their background, their teaching
practices, support and development, their relationships with
colleagues and students and the leadership in their schools
4. Many teachers are faced with
challenging classrooms
4 TALIS shows that…
5. Percentage of lower secondary teachers who report that more than 10% of the students in their class have the following
characteristics
Challenging classrooms5
0% 10% 20% 30% 40% 50% 60% 70% 80%
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
Spain Average
6. During a lesson, teaching, and
therefore learning time,
can be lost to disruptions
and other administrative tasks
6 TALIS shows that…
7. 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
8 TALIS shows that…
9. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
99 Distribution of time in a week
Average number of 60-minute hours lower secondary education teachers report having spent on the
following activities during the most recent complete calendar week:
0 5 10 15 20 25 30 35 40 45
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
Number of hours
Spain Average
10. Mean mathematics performance, by school location,
after accounting for socio-economic status
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
Finland Malaysia
Abu Dhabi (United Arab Emirates)Flanders (Belgium)
IsraelItaly Malaysia
JapanMalaysiaSweden
Finland Korea
Finland Malaysia
Finland Korea
Finland Malaysia PortugalSingapore
CroatiaFinland Japan
0 1 2 3 4 5 6 7 8 9 10
Number of hours
School management
Communication with parents
All other tasks
Extracurricular activities
Student counselling
Team work
Administrative work
Marking
Planning
Spain
11. Teacher collaboration is an
important aspect of effective
teaching, yet not always very
commonly practiced
11 TALIS shows that…
12. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
1212 Teacher co-operation: Exchange and co-ordination
Percentage of lower secondary teachers who report never doing the following activities
0
10
20
30
40
50
60
70
80
90
100
Spain
Iceland
France
Brazil
Flanders(Belgium)
Portugal
Finland
Croatia
Italy
Israel
Sweden
Mexico
Chile
Alberta(Canada)
UnitedStates
Norway
Denmark
Average
Australia
Malaysia
CzechRepublic
Bulgaria
Estonia
Netherlands
Serbia
SlovakRepublic
AbuDhabi(United…
Singapore
England(United…
Poland
Romania
Latvia
Japan
Korea
Percentageofteachers
Never engage in
discussions about the
learning development of
specific students
Never exchange teaching
materials with colleagues
Never work with other
teachers in my school to
ensure common standards
in evaluations for assessing
student progress
15. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
1515 Teaching practices
Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly
all lessons"
0 20 40 60 80 100
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
Spain Average
17. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
1717 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
0 10 20 30 40 50 60 70 80
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
Spain Average
19. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
1919 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
support staff or automated, so that more time can be devoted
to teaching.
20. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2020 What can teachers do?
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
subjects in the classroom.
• Engage in collaborative PD.
21. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2121 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.
23. Induction and mentoring
programmes are an
important aspect of new
teachers’ continuing education,
yet can easily be overlooked
23 TALIS shows that…
24. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2424 Access to induction programmes
Percentage of lower secondary education teachers whose school principal reports the existence of formal induction programmes
0
10
20
30
40
50
60
70
80
90
100
Singapore
England(UK)
Malaysia
Australia
Flanders(Belgium)
Netherlands
Croatia
Japan
UnitedStates
Italy
Bulgaria
Alberta(Canada)
Serbia
SlovakRepublic
Israel
Korea
AbuDhabi(UAE)
France
Average
Sweden
Denmark
Cyprus2,3
Norway
Iceland
Finland
Romania
Estonia
Chile
CzechRepublic
Latvia
Mexico
Brazil
Spain
Poland
Portugal
Percentageofteachers
For all new teachers to the school Only for teachers new to teaching
25. Netherlands
Romania
Slovak Republic
Bulgaria
Iceland
Brazil
Czech Republic
England (United Kingdom)
Australia
Alberta (Canada)
Latvia
Portugal
Korea
Average
Estonia
Spain
Abu Dhabi (UAE)
Croatia
Poland
Mexico
Chile Norway
Finland
Denmark
France
Flanders (Belgium)
ItalySweden
Singapore
Malaysia
Serbia
Israel
Japan
United States
0
10
20
30
40
50
60
70
80
0 10 20 30 40 50 60 70 80
Percentageofteachersworkinginschoolswherethe
principalreportsthatmentoringprogrammesare
availableforallteachersintheschool
Percentage of teachers who report presently having
an assigned mentor to support them
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2525
Not everywhere where principals say mentoring is available
do teachers have mentors
26. Teachers have specific needs
for continuing professional
development and face
important barriers to further
engagement in such learning
26 TALIS shows that…
27. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2727 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
0 5 10 15 20 25 30 35 40
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
Spain Average
28. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2828 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
0 20 40 60 80 100
Do not have the pre-requisites (e.g., qualifications, experience,
seniority)
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
Spain Average
29. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2929
Participation in professional development and level
of support received by teachers
Australia
Brazil
Bulgaria
Chile
Croatia
Czech Republic
Denmark
Estonia
Finland
France
Iceland
Israel
Italy
Japan
Korea
Latvia
Malaysia
Mexico
Netherlands
Norway
Poland
Portugal
Romania
Serbia
Singapore
Slovak Republic
Spain
Sweden
Abu Dhabi (United Arab Emirates)
Alberta (Canada)
England (United Kingdom)
Flanders (Belgium)
Average
United States
0
10
20
30
40
50
60
70
80
90
100
70 75 80 85 90 95 100
Percentageofteacherswhohadtopayfornoneofthe
professionaldevelopmentactivitiesundertaken
Percentage of teachers who undertook some professional development activities in the 12 months prior to
the survey
30. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
3030 What can teachers do?
Engage in learning opportunities
• Participate in induction programmes, mentoring programmes
and other professional development activities when they’re
offered.
• If these programmes are not offered in the school, encourage
school leaders to make them available.
31. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
3131 What can principals do?
Promote teacher engagement in learning
opportunities
• Offer formal induction to all new teachers
• Encourage teachers to engage in mentoring
programmes by giving teachers time to participate
and arranging pairings of mentors/mentees who
teach the same subject.
• Provide support for teachers’ participation in
professional development.
33. Teachers welcome receiving
feedback on their work, but
many do not receive any
feedback at all – or receive
feedback that is not meaningful
33 TALIS shows that…
34. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
3434 Teachers and feedback
On average across TALIS countries,
… and just over one in ten
report never having
received 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.
35. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
3535 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"
0
10
20
30
40
50
60
70
80
90
100
Studentperformance
Behaviourmanagement
Pedagogicalcompetency
Subjectknowledge
Assessmentpractices
Teamwork
Studentfeedback
Feedbackfromparents
Teachingspecialneedsstudents
Feedbacktootherteachers
Multilingualsettings
Average Spain
36. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
3636
Teachers feedback :
direct classroom observations
0
10
20
30
40
50
60
70
80
90
100
Bulgaria
Poland
UnitedStates
Romania
Alberta(Canada)
Croatia
CzechRepublic
AbuDhabi(UAE)
Flanders(Belgium)
Serbia
SlovakRepublic
Japan
Israel
Average
Singapore
Latvia
Brazil
Mexico
Malaysia
Sweden
Estonia
England(UK)
Norway
Finland
Portugal
Denmark
Korea
Chile
Italy
Netherlands
France
Spain
Iceland
Australia
Percentageofteachers
Principals School Management Other teachers
37. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
3737
Teachers feedback :
analysis of students' test scores
0
10
20
30
40
50
60
70
80
90
100
Romania
Bulgaria
Poland
AbuDhabi(UAE)
UnitedStates
Alberta(Canada)
Mexico
Israel
Brazil
CzechRepublic
France
Serbia
SlovakRepublic
Latvia
Average
Norway
Malaysia
Flanders(Belgium)
Estonia
Denmark
Croatia
Portugal
Japan
Chile
England(UK)
Sweden
Italy
Singapore
Korea
Spain
Australia
Netherlands
Iceland
Finland
Percentageofteachers
Principals School Management Other teachers
38. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
3838
Teachers feedback :
assessment of teacher content knowledge
0
10
20
30
40
50
60
70
80
90
100
Bulgaria
Poland
Romania
AbuDhabi(UAE)
UnitedStates
SlovakRepublic
Serbia
CzechRepublic
Alberta(Canada)
Israel
Latvia
Estonia
Brazil
Flanders(Belgium)
Mexico
Japan
Average
Malaysia
Chile
Norway
Singapore
Finland
Portugal
Denmark
Sweden
Italy
Korea
Iceland
Netherlands
England(UK)
France
Spain
Australia
Percentageofteachers
Principals School Management Other teachers
40. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
4040 Consequences of feedback
Percentage of lower secondary teachers who "agree" or "strongly agree" that:
0 20 40 60 80
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
Spain Average
41. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
4141 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
0
10
20
30
40
50
60
70
80
90
100
Confidenceasateacher
Motivation
Jobsatisfaction
Knowledgeandunderstandingofmain
subjectfield(s)
Teachingpractices
Studentassessmentstoimprovestudent
learning
Classroommanagementpractices
Methodsforteachingstudentswithspecial
needs
Publicrecognition
Jobresponsibilities
Roleinschooldevelopmentinitiatives
Amountofprofessionaldevelopment
Likelihoodofcareeradvancement
Salaryand/orfinancialbonus
Average Spain
Personal Pedagogical Professional
42. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
4242 What can teachers do?
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
feedback on all aspects of teaching, from lesson planning and
classroom practice to student evaluation.
43. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
4343 What can principals do?
Foster a climate of peer learning in the school
• Foster a climate in which peer appraisals, in
addition 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.
45. Teachers love their jobs and
generally have confidence in
their abilities as teachers, but
many challenging factors can
threaten these feelings
45 TALIS shows that…
46. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
4646
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
84
90
91
87
89
95
0 20 40 60 80 100
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
Spain Average
Teachers' satisfaction with their working environment
47. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
4747 Teachers' satisfaction with their profession
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
78
77
88
79
0 10 20 30 40 50 60 70 80 90 100
If I could decide again, I would still choose to work
as a teacher
The advantages of being a teacher clearly outweigh
the disadvantages
Spain Average
48. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
4848 Teachers' satisfaction with their profession
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
9
32
6
21
0 20 40 60 80 100
I regret that I decided to become a teacher
I wonder whether it would have been better to choose
another profession
Spain Average
49. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
4949 Key Messages
Schools where teachers feel more effective and are more
satisfied with their jobs
Teachers play
an important
role in the
development
of the school
Meaningful
appraisals and
feedback are
provided to
teachers
Collaborative
school
environment
50. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
5050 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-student
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.
51. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
5151 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
opportunities to participate
in school decisions,
The more teachers report
that appraisal and feedback
impact classroom
teaching,
52. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
5252 Drivers of self-efficacy and job satisfaction
But the more teachers report
that appraisal and feedback
are largely done to fulfil
administrative
requirements,
the lower their level of
self-efficacy.
The same is true
for job satisfaction.
53. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
5353 What can teachers do?
Work together
• Be open to working together with colleagues and school
leaders. 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
development in the school.
54. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
5454 What can principals do?
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.
55. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
5555 What can principals do?
Go beyond feedback as a box-ticking exercise
• Develop meaningful appraisal and feedback
systems that are linked to teachers’ practice and
further development plans.
56. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
5656 What can principals do?
Foster a climate of collaboration in the school
• Provide opportunities and support to build
relationships 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
inconvenience.
57. TALIS
is a partnership
between
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
5757 TALIS partnership
an international
research
consortium
OECD
Governments
in 34 countries
European
Commission
Teachers’ unions
58. THANK YOU FOR LISTENING!
Find out more about TALIS at www.oecd.org/talis
All national and international publications
The complete micro-level database
Email:
Julie.Belanger@oecd.org
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
5858 TALIS partnership
Notes de l'éditeur
Research shows that teachers are the biggest within-school influence on student learning. If we want to raise the achievement of our students, we have to improve teaching.
Adapted from Figure 6.12
Figure 6.8
Total working hours ranges from 29 hours in Chile to 54 hours in Japan. Spain is 38.
Teaching hours range from 15 hours in Norway to 27 hours in Chile. Spain is 19.
We can see the variation for each activity in the next slide.
Expended from Figure 6.7
Figure 6.10
Figure 6.10
Figure 6.2
One important distinction is between active and passive teaching strategies, which differ in the degree to which students are engaged in the process of learning. Conversely, when teachers design instructions such that students play a central role in the learning process, such strategies are known as active teaching practices. In the report, we refer to these three types of practices highlighted here as active practices. The first thing we can notice in this graph is that they are less likely to be reported to be used frequently by teachers than other practices.
But our analyses also show that teachers who engage in collaborative professional development (such as in a network of teachers, observation visits to other schools, collaborative research) are more likely to use these types of practices. These findings underscore the important role that collaborative practices and learning can possibly have in shaping teachers’ practices.
Figure 2.6
Figure 3.6
School principals are the link between teaches, students and their parents, the education system, and the wider community. Principals can contribute to student achievement through their impact on how the school is organised, on the climate in the school and, especially, on teachers and teaching. School leaders can set the tone for teachers by encouraging them to co-operate with each other to develop new teaching practices and take responsibility for improving their teaching skills, and by ensuring that teachers feel responsible for their students’ learning outcomes. These practices are part of what is known as instructional leadership, which consider by many to be the most important of all principals’ tasks.
Participate in mentoring systems to enhance co-operation among colleagues, build trust and promote a positive school climate.
Co-operation is not only a way of sharing and comparing teaching practices, it can also lead to the development of more effective responses to student misbehaviour and disruptions in class.
Report to the school leader on daily or weekly inefficiencies, such as administrative tasks that might be performed by support staff or automated, so that more time can be devoted to teaching.
Expand their knowledge of pedagogy in the subjects they teach; that may free them to explore the use of active, student-centred teaching practices, such as having students work in small groups or having them work on projects that take longer than a week to complete.
Engage in some kind of professional development activity – whether attending workshops and conferences, observing other teachers, individual or collaborative research, or mentoring – as TALIS results show that teachers who do engage in these types of activities are more likely to use student-centred teaching practices.
Participate in instructional leadership training. More than one in five (22%) principals report that they had never participated in instructional training, and 31% report that they had, but only after becoming a principal.
Give teachers the opportunity to participate in professional development activities, both those related to improving their practice and those that focus on using class time effectively. These activities can – and should – include collaboration and mentoring activities within the school itself. They build trust, encourage co-operation and promote a positive school climate
No matter how good initial teacher education is, it cannot be expected to prepare teachers for all the challenges they will face during their job as a teacher. Induction and mentoring programmes can provide teachers new to a school or new to teaching with invaluable assistance as they face their first students. Also, learning doesn’t stop once teaching begins. Professional development, at all points in a teacher’s career, is necessary to keep up with changing research, tools, practices and students’ needs.
Figure 4.3
Figure 4.4
Figure 4.14
Figure 4.15
Figure 4.6
Participate in induction programmes, mentoring programmes and other professional development activities when they’re offered.
If these programmes are not offered in the school, encourage school leaders to make them available.
These activities do not have to be costly or involve external experts. For example, collaboration among teachers within a school can result in effective mentoring systems. Teachers should participate, both as mentors and as mentees, regardless of their level of work experience. They could also form or join already established collaborative research groups and teacher networks, and/or simply observe their colleagues as they teach.
Offer formal induction programmes to all new teachers.
Encourage teachers to participate in mentoring programmes. School leaders should give teachers the time to participate in these programmes and arrange pairings of mentors/mentees who teach the same subject.
Give teachers the support they need to participate in professional development activities. Such support can include paying fees, scheduling time for training during the school day, modifying the school schedule to allow for team-teaching or peer observation and feedback, and recognising teachers’ participation in these activities in front of the teachers’ colleagues. Creating opportunities for professional development activities within the school or among nearby schools can be a relatively inexpensive way of promoting lifelong learning and fostering co-operation among teachers.
Appraising teachers and providing them with feedback about their practices recognises and celebrates great teaching even as it challenges teachers to confront and address their weaknesses.
Figure 5.11
New graph for the PPT – derived from tables 5.5.Web.2, 5.5.Web.3 and 5.5.Web.5.
New graph for the PPT – derived from tables 5.5.Web.2, 5.5.Web.3 and 5.5.Web.5.
New graph for the PPT – derived from tables 5.5.Web.2, 5.5.Web.3 and 5.5.Web.5.
Figure 5.13
Expended from Figure 5.13
New graph for the PPT – derived from Table 5.7
While TALIS doesn’t – and can’t – measure teachers’ effectiveness in the classroom, it does ask teachers to describe their ability to manage their classes, provide instruction, and engage their students in learning. Research has shown that when teachers are more confident about their own abilities to teach (greater self-efficacy) their students tend to do better in school and are more motivated to learn, and the teachers, themselves, tend to use more effective instructional practices, have greater enthusiasm for, and are more committed to, teaching, and report greater job satisfaction. Equally, lower levels of self-efficacy among teachers are related to more problems with student misbehaviour, pessimism about student learning, greater job-related stress, and less job satisfaction.
In the majority of TALIS-participating countries and economies, between 80% and 92% of teachers, on average, answer survey questions in a way that suggests that they have high levels of self-efficacy. In this section we look at what might promote high levels of self-efficacy and job satisfaction.
Figure 7.2
Figure 7.2
Figure 7.2
The quality of the relationships teachers have with their colleagues and their students also affects their self-confidence.
In all TALIS-participating countries, when teachers report more positive relationships with students and collaborative relationships with other teachers, they also report significantly higher levels of self-efficacy. In fact, in many countries, the association with self-efficacy is stronger with teacher-teacher relations than with teacher-student relations.
Our analyses show that positive relationships between teachers, between teachers and the headteacher, and between teachers and students can help teachers be more successful in challenging circumstances. In Brazil, France, Italy, Mexico, Portugal, Romania, Serbia, Spain and Abu Dhabi (United Arab Emirates), the strength of the association between self-efficacy and teaching more low-achievers is weaker or no longer significant when teachers have good working relationships with their colleagues and students. In Australia, Croatia, the Czech Republic, Denmark, Israel, Poland, Portugal, Romania, Spain, Abu Dhabi (United Arab Emirates) and England (United Kingdom), the association between self-efficacy and teaching more students with behavioural problems is also weaker when teachers have good working relationships in school.
Collaborative practices: TALIS finds that teachers who collaborate more with their colleagues—teaching jointly in the same class, observing and providing feedback on each other’s classes, engaging in joint activities across different classes and age groups, and taking part in collaborative professional learning—report a greater sense of self-efficacy and job satisfaction.
Participation in school decisions: As for most professionals, teachers derive the most satisfaction from their work when they feel that they are treated as professionals, when their opinions are sought and valued, and when they feel they have a say in how they work. TALIS finds that, across all participating countries, when teachers report that they are given opportunities to participate in decision making at school they also report higher job satisfaction and self-efficacy.
Impact of appraisal and feedback on classroom teaching: TALIS results show that teachers in most participating countries report greater job satisfaction when they receive feedback about classroom management and when they are appraised by at least two evaluators. TALIS also finds that teachers who believe that appraisal and feedback have an impact on their teaching practices also report greater job satisfaction.
So our findings suggest that collaborative school environments where meaningful appraisals and feedback are provided to teachers and where teachers play an important role in the development of the school are the types of schools where teachers feel more effective and are more satisfied with their jobs.