AACTE Wilbur Cohen Lecture - Teachers teaching and learning
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1. The document discusses international comparisons of educational systems and what can be learned from the highest performing countries. 2. It analyzes where countries stand in terms of educational performance based on PISA test scores, and policies of top performing countries that could help improve other systems. 3. Examples of effective policies in the highest performing countries include distributed leadership in schools, strong teacher professional development focused on classroom practices, and school autonomy combined with accountability.
AACTE Wilbur Cohen Lecture - Teachers teaching and learning
- 1. Is the sky the limit to educational improvement?AACTEBenchmarking international best practiceAtlanta, February 20, 2009Andreas SchleicherEducation Policy Advisor of the OECD Secretary-GeneralEmail: Andreas.Schleicher@OECD.org: Twitter: @SchleicherEDU
- 3. Is the sky the limit?1.There is nowhere to hideThe yardstick for educational success is no longer improvement by national standards but the best performing systems internationally2.Where we are – and where we can be Where the US and other countries stand What the best performing countries show can be achieved3.How we can get thereSome policy levers that emerge from international comparisons
- 4. There is nowhere to hideThe yardstick for success is no longer improvement by national standards but the best practice internationally
- 5. In the current economic environment…… Opportunity costs for education decline Dominated by lost earnings… Labour-market entry becomes more difficultas young graduates compete with experienced workers… Job prospects for less qualified deteriorate… Young people with lower qualifications who become unemployed are likely to spend long time out of workIn most countries over half of low-qualified unemployed 25-34-year-olds are long-term unemployed … Higher risks for systems with significant work-based training… Gaps in educational attainment between younger and older cohorts likely to widen .
- 6. A world of change – highereducationExpenditure per student at tertiary level (USD)Cost per studentGraduate supplyTertiary-type A graduation rate
- 7. A world of change – highereducationExpenditure per student at tertiary level (USD)United StatesCost per studentFinlandGraduate supplyTertiary-type A graduation rate
- 8. A world of change – highereducationExpenditure per student at tertiary level (USD)AustraliaFinlandUnited KingdomTertiary-type A graduation rate
- 9. A world of change – highereducationExpenditure per student at tertiary level (USD)Tertiary-type A graduation rate
- 10. A world of change – highereducationExpenditure per student at tertiary level (USD)Tertiary-type A graduation rate
- 11. A world of change – highereducationExpenditure per student at tertiary level (USD)Tertiary-type A graduation rate
- 12. A world of change – highereducationExpenditure per student at tertiary level (USD)Tertiary-type A graduation rate
- 13. A world of change – highereducationExpenditure per student at tertiary level (USD)Tertiary-type A graduation rate
- 14. A world of change – highereducationExpenditure per student at tertiary level (USD)United StatesAustraliaUnited KingdomFinlandTertiary-type A graduation rate
- 15. Moving targetsFuture supply of college graduates
- 16. Components of the private net present value for a male with higher education27K$56K$170K$105K$35K$26K$367K$Net present value in USD equivalent
- 17. Public cost and benefits for a male obtaining tertiary educationPublic benefitsPublic costsA8.5USD equivalent
- 18. Schooling in the medieval age:The school of the church
- 19. Schooling in the industrial age:Uniform learning
- 20. Schooling in the industrial age:Uniform learningThe challenges today:Universal qualityMotivated and self-reliant citizensRisk-taking entrepreneurs, converging and continuously emerging professions tied to globalising contexts and technological advance
- 21. How the demand for skills has changedEconomy-wide measures of routine and non-routine task input (US)Mean task input as percentiles of the 1960 task distributionThe dilemma of schools:The skills that are easiest to teach and test are also the ones that are easiest to digitise, automate and outsource (Levy and Murnane)
- 22. Skills for the 21st centuryThe great collaborators and orchestratorsThe more complex the globalised world becomes, the more individuals and companies need various forms of co-ordination and management The great synthesisersConventionally, our approach to problems was breaking them down into manageable bits and pieces, today we create value by synthesising disparate bits togetherThe great explainersThe more content we can search and access, the more important the filters and explainers become
- 23. Skills for the 21st centuryThe great versatilistsSpecialists generally have deep skills and narrow scope, giving them expertise that is recognised by peers but not valued outside their domainGeneralists have broad scope but shallow skillsVersatilists apply depth of skill to a progressively widening scope of situations and experiences, gaining new competencies, building relationships, and assuming new roles. They are capable not only of constantly adapting but also of constantly learning and growingThe great personalisersA revival of interpersonal skills, skills that have atrhophied to some degree because of the industrial age and the InternetThe great localisersLocalising the global
- 24. Education needs to prepare students…… to deal with more rapid change than ever before…… for jobs that have not yet been created…… using technologies that have not yet been invented…… to solve problems that we don’t yet know will arise It’s about new…Ways of thinkinginvolving creativity, critical thinking, problem-solving and decision-makingWays of workingincluding communication and collaborationTools for workingincluding the capacity to recognise and exploit the potential of new technologiesThe capacity to live in a multi-faceted world as active and responsible citizens.
- 25. OECD’s PISA assessment of the knowledge and skills of 15-year-oldsCoverage of world economy83%77%81%85%86%87%
- 26. Deciding what to assess...looking back at what students were expected to have learned…or…looking ahead to how well they can extrapolate from what they have learned and apply their knowledge and skills in novel settings.For the PISA assessment of the knowledge and skills of 15-year-olds, OECD governments chose the latter
- 27. Strengths and weaknesses in mathThe real worldThe mathematical WorldMaking the problem amenable to mathematical treatmentA mathematical model A model of realityUnderstanding, structuring and simplifying the situationUsing relevant mathematical content to solve the problemA real situationValidating the resultsMathematical resultsReal resultsInterpreting the mathematical results
- 28. High science performanceAverage performanceof 15-year-olds in science – extrapolate and apply… 18 countries perform below this lineLow science performance
- 29. Increased likelihood of postsec. particip. at age 19/21 associated with PISA reading proficiency at age 15 (Canada)after accounting for school engagement, gender, mother tongue, place of residence, parental, education and family income (reference group PISA Level 1)Odds ratioCollege entrySchool marks at age 15PISA performance at age 15
- 30. Modelling the impactProgrammes to improve cognitive skills through schools take time to implement and to have their impact on students.Assume that it will take 20 years to implement reformThe impact of improved skills will not be realised until the students with greater skills move into the labour forceAssume that improved PISA performance will result in improved skill-based of 2.5% of the labour-force each yearThe economy will respond over time as new technologies are developed and implemented, making use of the new higher skillsEstimate the total gains over the lifetime of the generation born this year .
- 31. Relationship between test performance and economic outcomesAnnual improved GDP from raising performance by 25 PISA pointsPercent addition to GDP
- 32. Increase average performance by 25 PISA points (Total 115 trillion $)bn$
- 33. Catching up with Finland (total 260 trillion $)bn$
- 34. Catching up with Finland(in percent of GDP)% currrent GDP
- 35. Interest scienceIndicate curiosity in science and science-related issues and endeavoursDemonstrate willingness to acquire additional scientific knowledge and skills, using variety of resources and methodsDemonstrate willingness to seek information and have an interest in science, including consideration of science-related careers Support for scienceAcknowledge the importance of considering different scientific perspectives and argumentsSupport the use of factual information and rational explanationLogical and careful processes in drawing conclusions Knowledge of sciencePhysical systems (structure of matter, properties of matter, chemical changes of matter, motions and forces, energy and its transformations, energy and matter)Living systems (cells, humans, populations, ecosystems, biosphere)Earth and space (structures of the earth system, energy in the earth system, change in the earth system, earth’s history, space)Technology systems (Concepts and principles, science and technology)Knowledge about scienceScientific enquiry (purpose, experiments, data, measurement, characteristics of results)Scientific explanations (types, rules, outcomes)IdentifyingRecognising issues that can be investigated scientificallyIdentifying keywords in a scientific investigationRecognising the key features of a scientific investigationExplainingApplying knowledge of science in a situationDescribing or interpreting phenomena scientifically or predicting changeUsing evidenceInterpreting scientific evidence and drawing conclusionsIdentifying the assumptions, evidence and reasoning behind conclusionsContext- PersonalSocial/public
- 38. Use scientific evidenceKnowledgeKnowledge of science
- 39. Knowledge about scienceAttitudes-Interest in science-Support for scientific enquiry-Responsibility
- 40. Strengths and weaknesses of countries in science relative to their overall performanceFranceScience competenciesScience knowledgeOECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Figure 2.13
- 41. Strengths and weaknesses of countries in science relative to their overall performanceCzech RepublicScientific competenciesScientific knowledgeOECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Figure 2.13
- 42. High science performanceAverage performanceof 15-year-olds in science – extrapolate and applyHigh average performanceLarge socio-economic disparitiesHigh average performanceHigh social equityStrong socio-economic impact on student performanceSocially equitable distribution of learning opportunitiesLow average performanceLarge socio-economic disparitiesLow average performanceHigh social equityLow science performance
- 43. High science performanceDurchschnittliche Schülerleistungen im Bereich MathematikHigh average performanceLarge socio-economic disparitiesHigh average performanceHigh social equityStrong socio-economic impact on student performanceSocially equitable distribution of learning opportunitiesLow average performanceLarge socio-economic disparitiesLow average performanceHigh social equityLow science performance
- 44. Student performancePISA Index of socio-economic backgroundAdvantageDisadvantageSchool performance and socio-economic background GermanyStudent performance and students’ socio-economic background withinschoolsSchool performance and schools’ socio-economic backgroundSchools proportional to size
- 45. Student performancePISA Index of socio-economic backgroundAdvantageDisadvantageSchool performance and socio-economic background GermanyStudent performance and students’ socio-economic background withinschoolsSchool performance and schools’ socio-economic backgroundSchools proportional to sizeUniversal policiesIncreasing educational performance of all children through reforms applied equally across the school system, e.g.
- 46. Altering content or pace of curriculum
- 48. Changing the learning environment in schools and classrooms
- 50. Teacher professional developmentStudent performancePISA Index of socio-economic backgroundAdvantageDisadvantageSchool performance and socio-economic background GermanyStudent performance and students’ socio-economic background withinschoolsSchool performance and schools’ socio-economic backgroundCompensatory policiesProviding additional economic resources to students from disadvantaged backgrounds
- 51. Different to socio-economically targeted policies, efforts are directed to ameliorating economic circumstances, rather than providing specialised curriculum or additional educational resourcesSchools proportional to size
- 52. Student performancePISA Index of socio-economic backgroundAdvantageDisadvantageSchool performance and socio-economic background GermanyStudent performance and students’ socio-economic background withinschoolsSchool performance and schools’ socio-economic backgroundSocio-economically targeted policiesProviding a specialised curriculum or additional educational resources to students from disadvantaged backgrounds
- 53. Students are often also identified through other risk factors, e.g. immigration, ethnicity, low-income communitySchools proportional to size
- 54. Student performancePISA Index of socio-economic backgroundAdvantageDisadvantageSchool performance and socio-economic background GermanyStudent performance and students’ socio-economic background withinschoolsSchool performance and schools’ socio-economic backgroundPerformance targeted policiesProviding additional economic resources to students based on their academic performance
- 56. Remedial and recovery programmes
- 57. Performance-based tracking or streamingSchools proportional to size
- 58. Student performancePISA Index of socio-economic backgroundAdvantageDisadvantageSchool performance and socio-economic background United StatesStudent performance and students’ socio-economic background within schoolsSchool performance and schools’ socio-economic backgroundSchools proportional to size
- 59. Student performancePISA Index of socio-economic backgroundAdvantageDisadvantageSchool performance and socio-economic background FinlandStudent performance and students’ socio-economic background within schoolsSchool performance and schools’ socio-economic backgroundSchools proportional to size
- 60. How to get thereSome policy levers that emerge from international comparisons
- 61. Money matters - but other things do too
- 62. Spending choices on secondary schoolsContribution of various factors to upper secondary teacher compensation costsper student as a percentage of GDP per capita (2004)Percentage points
- 63. High ambitionsand universal standardsRigor, focus and coherenceGreat systemsattractgreatteachers and provideaccesstobestpractice and quality professional development
- 64. Challenge and supportStrong supportPoor performanceImprovements idiosyncraticStrong performanceSystemic improvementLowchallengeHighchallengePoor performanceStagnationConflictDemoralisationWeak support
- 65. International Best PracticeThe pastPrincipals who are trained, empowered, accountable and provide instructional leadership
- 66. Principals who manage ‘a building’, who have little training and preparation and are accountable but not empowered
- 67. Attracting, recruiting and providing excellent training for prospective teachers from the top third of the graduate distribution
- 68. Attracting and recruiting teachers from the bottom third of the graduate distribution and offering training which does not relate to real classrooms
- 69. Incentives, rules and funding encourage a fair distribution of teaching talent
- 70. The best teachers are in the most advantaged communitiesHuman capital
- 71. International Best PracticeThe pastExpectations of teachers are clear; consistent quality, strong professional ethic and excellent professional development focused on classroom practice
- 72. Seniority and tenure matter more than performance; patchy professional development; wide variation in quality
- 73. Teachers and the system expect every child to succeed and intervene preventatively to ensure this
- 74. Wide achievement gaps, just beginning to narrow but systemic and professional barriers to transformation remain in placeHuman capital (cont…)
- 75. Some teachers lose much more time than othersPercentiles of time on spent on taskFigure 4.10Source: OECD, TALIS Database.
- 76. Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work Comparison of teachers participating in professional development activities and teachers reporting moderate or high level impact by types of activityFigure 3.15
- 77. Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work Comparison of teachers participating in professional development activities and teachers reporting moderate or high level impact by types of activityFigure 3.15
- 78. How school systems support the professional development of their teachersFigure 3.9
- 79. The teachers who paid most also did most professional developmentFigure 3.10
- 80. It’s not just about more of the sameFor what type of professional development do teachers report a high level of need? Figure 3.6
- 81. High ambitionsDevolvedresponsibility,theschoolasthecentreofactionAccountabilityandintervention in inverse proportiontosuccessAccess to best practice and quality professional development
- 82. Local responsibility and national prescriptionTowards system-wide sustainable reformNational prescriptionSchools todayThe industrial model, detailed prescription of what schools doSchools tomorrow?Building capacityFinland todayEvery school an effective schoolSchools leading reform
- 83. Pooled international dataset, effects of selected school/system factors on science performance after accounting for all other factors in the modelSchool principal’s positive evaluation of quality of educational materials(gross only)Schools with more competing schools(gross only)Schools with greater autonomy (resources)(gross and net)School activities to promote science learning(gross and net)One additional hour of self-study or homework (gross and net)One additional hour of science learning at school (gross and net)School results posted publicly (gross and net)Academically selective schools (gross and net) but no system-wide effectSchools practicing ability grouping (gross and net)One additional hour of out-of-school lessons (gross and net)20Each additional 10% of public funding(gross only)School principal’s perception that lack of qualified teachers hinders instruction(gross only)Effect after accounting for the socio-economic background of students, schools and countriesMeasured effectOECD (2007), PISA 2006 – Science Competencies from Tomorrow’s World, Table 6.1a
- 84. Some teachers are left aloneTeachers who received no appraisal or feedback and teachers in schools that had no school evaluation in the previous five yearsFigure 5.3
- 85. Does appraisal and feedback make a difference for teaching?Figure 5.6
- 86. Does appraisal and feedback make a difference for the job?Figure 5.5
- 87. Perception of teachers of the impact of appraisal and feedback in theirschoolFigure 5.7
- 88. Strong ambitionsDevolvedresponsibility,the school as the centre of actionIntegrated educational opportunities From prescribed forms of teaching and assessment towards personalised learningAccountabilityAccess to best practice and quality professional development
- 89. High science performanceDurchschnittliche Schülerleistungen im Bereich MathematikHigh average performanceLarge socio-economic disparitiesHigh average performanceHigh social equityStrong socio-economic impact on student performanceSocially equitable distribution of learning opportunitiesEarly selection and institutional differentiation High degree of stratification Low degree of stratificationLow average performanceLarge socio-economic disparitiesLow average performanceHigh social equity6Low science performance
- 90. Country profiles of beliefs about the nature of teaching and learningCountry mean of ipsative scoresFigure 4.2
- 91. Country profiles of classroomteaching practices Country mean of ipsative scoresFigure 4.4
- 92. Country profiles of cooperationamong staff Country mean of ipsative scoresCountries are ranked in ascending order of the degree to which teachers engage in exchange and coordination for teaching more than professional collaboration. For example, for teachers in the Slovak Republic both types of cooperation are reported almost equally frequently, while teachers in Spain report a more common practice of exchange and coordination for teaching over professional collaboration.Source: OECD, TALIS Database.Figure 4.7
- 93. Creating a knowledge-rich profession in which schools and teachers have the authority to act, the necessary knowledge to do so wisely, and access to effective support systemsThe future of education systems is “knowledge rich”Informed professional judgement, the teacher as a “knowledge worker”Informed prescriptionNational prescriptionProfessional judgementUninformed prescription, teachers implement curriculaUninformed professional judgement, teachers working in isolationThe tradition of education systems has been “knowledge poor”
- 94. Paradigm shifts
- 95. www.oecd.org; www.pisa.oecd.orgAll national and international publicationsThe complete micro-level databaseemail: Andreas.Schleicher@OECD.orgTwitter: @SchleicherEDU… and remember: Without data, you are just another person with an opinionThank you !
Editor's Notes
- #28: The best way to find out whether what students have learned at school matters for their life is to actuallywatch what happens to them after they leave school. This is exactly what we have done that with around 30,000 students in Canada. We tested them in the year 2000 when they were 15 years old in reading, math and science, and since then we are following up with them each year on what choices they make and how successful they are in their transition from school to higher education and work.The horizontal axis shows you the PISA level which 15-year-old Canadians had scored in 2000. Level 2 is the baseline level on the PISA reading test and Level 5 the top level in reading.The red bar shows you how many times more successful someone who scored Level 2 at age 15 was at age 19 to have made a successful transition to university, as compared to someone who did not make it to the baseline PISA level 1. And to ensure that what you see here is not simply a reflection of social background, gender, immigration or school engagement, we have already statistically accounted for all of these factors. The orange bar. …How would you expect the picture to be like at age 21? We are talking about test scores here, but for a moment, lets go back to the judgements schools make on young people, for example through school marks. You can do the same thing here, you can see how well school marks at age 15 predict the subsequent success of youths. You see that there is some relationship as well, but that it is much less pronounced than when we use the direct measure of skills.