Building A High-Quality Teaching Profession: Lessons From Around The World

1
Andres Schleicher
New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
Building a High-Quality
Teaching Profession
Lessons from around the world
Andreas Schleicher
Special advisor to the Secretary-General on Education Policy

Head of the Indicators and Analysis Division, EDU
High student performance
(PISA average reading, mathematics and science)
High average performance
Shangai-China
High average performance
Large socio-economic disparities
High social equity
Korea
Finland
Singapore
Andres Schleicher
New Zealand
Japan
Netherlands
Austria
Dubai (UAE)
Chinese Taipei
Liechtenstein
Estonia
Macao-China
Iceland
High equity
United States
Czech Republic
Slovak Republic
Portugal
Latvia
Italy Spain
Luxembourg
Lithuania
Croatia
Greece
Russian Federation
Israel
Low average performance

Bulgaria
Large socio-economic disparities
Hong Kong-China
Canada
Australia Switzerland

Germany
Belgium
Kingdom
Poland
United
France
Slovenia Norway
Denmark
Ireland
Sweden
Low equityHungary
Turkey
Chile
Serbia
Low average performance
Uruguay
Romania
High social equity
MexicoThailand
Trinidad and Tobago

Kazakhstan
Argentina
Montenegro
Brazil
Jordan
Colombia
Low student performanceAlbania
Tunisia
Azerbaijan
Indonesia
Andres Schleicher
3
Tools
Standards
Processes
Curricula
People
Selection
Teachers
Technology
Preparation
Practices
Principals
Instruction
Assessments
Recruitment/induction
Student
Policies
and
alignment
Support
personnel
Intervention
learning
Data
systems
Work
organisation
Families
Support systems
Development
Supervision
Retention
Teacher policies
The past
Student inclusion
Some students learn at high levels
The most effective systems

All students learn at high levels
Andres Schleicher
Curriculum, instruction and assessment
Routine cognitive skills for lifetime jobs
Learning to learn, complex ways of

thinking, ways of working
Teacher quality
Taught to teach established content
High-level professional knowledge workers

Work organisation
Tayloristic, hierarchical
Flat, collegial, differentiated and diverse

careers
Teacher evaluation and accountability
Primarily to authorities
Also to peers and stakeholders
How teachers are recruited into the

profession and educated
Andres Schleicher
Great systems attract great teachers
Last year Finland had over 6000 applicants for 600 jobs.
Great systems prioritize the quality of teachers

over the size of classes.
Salaries matter
but career prospects, career diversity and giving teachers responsibility as
professionals and leaders of reform are equally important.
Andres Schleicher
Spain
New Zealand
Germany
Australia
Finland
Sweden
Belgium (Fl.)
Scotland
Belgium (Fr.)
Denmark
France
England
Korea
Netherlands
Austria
Greece
Portugal
Estonia
Poland
Norway
United States
Italy
Israel
Slovenia
Hungary
Iceland
Czech Republic
Teacher salaries
relative to workers with college degrees
Ratio of salary after 15 years of experience/minimum training to earnings
for full-time full-year workers with tertiary education aged 25 to 64
1.4
1.2
1.0
0.8
0.6
0.4
0.2
0.0
Source: OECD, Education at a Glance 2010, Table 3.1 (Fig 1.1 Building a High-Quality Teaching Profession)
Slovak Republic
Poland
United States
Sweden
Finland
Mexico
Ireland
Iceland
Norway
Hungary
Czech Republic
Austria
Italy
Denmark
Netherlands
France
New Zealand
Percentage points
United Kingdom
Australia
Japan
Greece
Germany
Luxembourg
Korea
Belgium
Switzerland
Spain
Andres Schleicher
Portugal
Contribution of various factors to upper secondary teacher compensation costs

per student as a percentage of GDP per capita (2004)
Salary as % of GDP/capita
Instruction time
1/teaching time
1/class size
High performing systems often prioritize the

quality of teachers over the size of classes
Difference with OECD average
15
10
-5
-10
12
Percentage of OECD countries

in which the following factors shape teacher pay
10
Years of experience as a teacher
84%
Andres Schleicher
Additional management responsibilities
12
Teaching in a disadvantaged, remote or high

cost area
72%
66%
Special tasks (career guidance, counselling)
31%
Teaching courses in a particular field
66%
A higher initial educational qualification
A higher certification or training obtained

during professional life
69%
44%
Outstanding performance in teaching

Source: OECD, Education at a Glance 2010. (Fig 3.6
Building a High-Quality Teaching Profession)
20
40
60
80
100
13
Andres Schleicher
13
How teachers are recruited into the

profession and educated
The status of teaching is not a static attribute of culture

but has, in some countries, changed significantly.
Top-down initiatives alone were often insufficient to

achieve deep and lasting changes
(You can mandate compliance but you need to unleash excellence).
School autonomy, accountability

and student performance
16
Impact of school autonomy on performance in systems with and without

PISA score in reading
accountability arrangements
Andres Schleicher
500
495
490
16
School autonomy in resource

allocation
Schools with more autonomy
480
Schools with less autonomy
Systems with more

accountability
Systems with less

accountability
Systems accountability arrangements
17 Interesting practices to bring in a wider

background of teachers
Opening the teaching profession to individuals with relevant

experience outside education
Andres Schleicher
not just in vocational programs.
17
Recognizing the skills and experience gained outside education

and reflecting those in starting salaries.
Enabling appropriately qualified entrants, including mature student

teacher trainees
to start working and earning a salary before acquiring teacher education
qualifications.
Offering more flexible approaches to teacher education

that provide opportunities for part-time study and distance learning, and that give
credits for relevant qualifications and experience .

Andres Schleicher
18
18
19
How teachers are developed in service

and supported
No matter how good the pre-service education for teachers is
Andres Schleicher
it cannot prepare teachers for rapidly changing challenges throughout their careers
19
High-performing systems rely on ongoing professional to

update individuals knowledge of a subject in light of recent advances
update skills and approaches in light of new teaching techniques, new circumstances,
and new research
enable teachers to apply changes made to curricula or teaching practice
enable schools to develop and apply new strategies concerning the curriculum and
teaching practice
exchange information and expertise among teachers and others
help weaker teachers become more effective .
Effective professional development is on-going

includes training, practice and feedback, and adequate time and follow-up support
Source: OECD, TALIS Table 3.6 (Fig 2.1 Building a High-Quality Teaching
Profession)
Australia
Belgium (Fl.)
Slovak Republic
Poland
Slovenia
Ireland
Iceland
Bulgaria
Malaysia
Korea
Estonia
Hungary
No formal induction process
Summit 11 average
Portugal
Denmark
Italy
TALIS Average
Turkey
Austria
Norway
Mexico
Malta
80
Spain
Andres Schleicher
Lithuania
Brazil
20
20
Percentage of teachers without

mentoring and induction
No formal mentoring process
70
60
50
40
30
20
10
OECD Teaching and Learning

International Study (TALIS)
21
21
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 activity
TALIS Average
%
100
90
80
70
60
50
30
20
10
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
0
Impact
Creating Effective Teaching

and Learning Environments
40
Individual Qualification Informal

Reading Courses and Professional Mentoring Observation Education
and
programmes dialogue to professional workshops development and peer
visits to
conferences
collaborative
improve
literature
network observation other schools and seminars
research
teaching
Figure
3.15
OECD Teaching and Learning

International Study (TALIS)
22
22
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 activity
TALIS Average
%
100
90
80
70
60
50
30
20
10
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
0
Impact
Creating Effective Teaching

and Learning Environments
40
Individual Qualification Informal

Reading Courses and Professional Mentoring Observation Education
and
programmes dialogue to professional workshops development and peer
visits to
conferences
collaborative
improve
literature
network observation other schools and seminars
research
teaching
23
Teacher demand for professional development is often not met,

sometimes for lack of time, sometimes for lack of opportunity
%
50
Among those teachers who wanted more development than

they received (TALIS averages)
30
20
10
Source: OECD, TALIS Table 3.7 (Fig 2.3 Building a High-Quality Teaching Profession)
Did not have

the prerequisites
Lack of
employer
support
Too expensive
Family
responsibilities
No suitable
professional
development
Conflict with
work schedule
Andres Schleicher
40
23
24
Its not just about more of the same

%
For what type of professional development

do teachers report a high level of need?
TALIS Average
70
60
Andres Schleicher
50
24
40
30
20
10
0
Teaching
ICT teaching
Student
Instructional Subject field
special
skills
discipline and
practices
learning needs
behaviour
students
problems
Student
counselling
Content and
performance
standards
Student
assessment
practices
Teaching in a
multicultural
setting
Classroom
management
Areas are ranked in descending order of the international average where teachers report a high level of need
for development.
Source: OECD. Table 3.2
School
management
and
administration
28
Employment conditions
The predominant employment model remains career-based
Andres Schleicher
but some countries have introduced position-based systems

many countries have probationary periods
and an increasing number require periodic renewal of licenses.
Limited but increasing career diversity
28
Some efforts to improve mobility
both horizontally and vertically.
between schools and with other occupations.
Countries struggle with transparency in teacher labour market

but some have all vacancies posted, and provide websites where the information is centralized or
establish a network of agencies to co-ordinate and foster recruitment activities .
Schools have become more involved in personnel management.
29
Andres Schleicher
29
New Zealand
Netherlands
Czech Republic
Hungary
Slovak Republic
Shanghai-China
Denmark
Sweden
Slovenia
Russian Federation
United Kingdom
United States
Poland
Hong Kong-China
Switzerland
Belgium
hire
Norway
Chile
Israel
OECD average
Ireland
Australia
Canada
Qatar
Argentina
Mexico
Finland
Korea
Spain
Germany
Indonesia
Japan
Colombia
Brazil
Singapore
Portugal
Austria
Italy
Greece
Percentage of
public and
private schools
that have
considerable
autonomy over
Selecting teachers for
Dismissing teachers
Source: OECD , PISA 2009 Database, T able I V.3.5

(Fig 2.7 Building a High-Quality Teaching Profession)
100
80
60
40
20
20
40
60
80
100

Andres Schleicher
30
30
31
Some teachers are left alone
Teachers who received no appraisal or feedback and teachers in

schools that had no school evaluation in the previous five years
100
No appraisal or feedback
90
No school evaluation
80
%
60
50
40
30
20
10
Countries are ranked in descending order of the percentage of teachers who have received no appraisal or feedback.
Source: OECD. Table 5.1 and 5.3
Bulgaria
Malaysia
Lithuania
Slovak Republic
Estonia
Hungary
Slovenia
Korea
Poland
Denmark
Mexico
Turkey
Malta
Belgium (Fl.)
Australia
Austria
Norway
Iceland
Brazil
Ireland
Portugal
Spain
Italy
Andres Schleicher
70
31
32
How teachers are evaluated and

compensated
Criteria used to evaluate teachers include
Andres Schleicher
teacher qualifications, including teacher credentials, years of service, degrees,

certifications and relevant professional development
32
how teachers operate in the classroom setting, including attitudes, expectations and
personal characteristics, as well as strategies, methods and actions employed in their
interaction with students; and
measures of teacher effectiveness, based on assessment of how teachers contribute
to students learning outcomes as well as their knowledge of their field and
pedagogical practice
In most countries, teachers value appraisal and feedback highly

and report that it improves their job satisfaction and personal development, widens
their repertoire of pedagogical practices and improves their effectiveness.
In many countries, appraisal and feedback have limited impact

on public recognition, professional development, careers and pay.
Does appraisal and feedback

make a difference for the job?
35
Opportunities for professional development activities

A change in the likelihood of career advancement
Public recognition from the principal and/or colleagues
Changes in work responsibilites that make the job more attractive
100
90
80
60
50
40
30
20
10
Countries are ranked in descending order of changes in teachers' opportunities for professional development
activities.
Source: OECD. Table 5.5.
Belgium (Fl.)
Malta
Austria
Portugal
Turkey
Spain
Ireland
Australia
Korea
Italy
Iceland
Norway
Hungary
TALIS Average
Denmark
Mexico
Brazil
Slovak Republic
Estonia
Slovenia
Poland
Bulgaria
Lithuania
Malaysia
Andres Schleicher
70
35
Teachers report on impact of

appraisal and feedback in their school
36
Increased monetary or non-monetary rewards for improving quality of teaching
Increased monetary or non-monetary rewards for more innovative teaching

School principal alters monetary rewards of persistently underperforming teacher
Teachers will be dismissed because of sustained poor performance
80
Andres Schleicher
100
60
36
40
20
20
40
60
80
100
Source: OECD. Table 5.9.
37
Andres Schleicher
37
How much
autonomy
public and
private
schools have
over salaries
Establishing teachers
starting salaries
Determining teachers
salaries increases
Czech Republic
Netherlands
Sweden
United Kingdom
Hungary
Slovak Republic
Chile
Shanghai-China
Russian Federation
Indonesia
Denmark
Hong Kong-China
United States
OECD average
Colombia
Japan
Australia
Poland
New Zealand
Israel
Finland
Brazil
Switzerland
Norway
Mexico
Korea
Estonia
Slovenia
Iceland
Luxembourg
Portugal
Singapore
Canada
Italy
Spain
Germany
Argentina
Turkey
Austria
Ireland
Greece
Belgium

100
80
60
40
20
20
40
60
80
100
38
Andres Schleicher
38
Coherence of policy and practice
Alignment of policies across all aspects of the system

Coherence of policies over sustained periods of time
Consistency of implementation
Fidelity of implementation
39
Andres Schleicher
39
Find out more about our work at
www.oecd.org/education
www.pisa.oecd.org
U.S. White House www.data.gov
Thank you !
Email: Andreas.Schleicher@OECD.org
and remember:
Without data, you are just another person with an opinion

Andres Schleicher
40
40
Backup slides
40
30
20
10
50
Andres Schleicher
60
100
70
Portugal
Turkey
Serbia
Albania
Panama
Kazakhstan
Dubai (UAE)
Indonesia
Colombia
Brazil
Shanghai-China
United States
Peru
Singapore
Jordan
Canada
Trinidad and Tobago
Denmark
United Kingdom
Australia
Azerbaijan
Mexico
Qatar
New Zealand
Thailand
Estonia
Russian Federation
Ireland
Sweden
Argentina
Chile
Iceland
Chinese Taipei
Italy
Slovak Republic
Uruguay
Hong Kong-China
Spain
Montenegro
Switzerland
Kyrgyzstan
Hungary
Czech Republic
OECD average
Liechtenstein
Greece
Croatia
Latvia
Macao-China
Belgium
Romania
Israel
Netherlands
Korea
Austria
Luxembourg
Germany
Norway
Lithuania
France
Bulgaria
Tunisia
Finland
Poland
Slovenia
Japan
41
41
Most of my teachers are interested in my well-being
Students views of teacher-student

relations
90
80
Source: OECD , PISA 2009 Database, T able I V.4.1 (Fig 2.6 Building a High-Quality Teaching Profession)
70
60
50
80
Kazakhstan
Albania
Azerbaijan
Shanghai-China
Portugal
Canada
Kyrgyzstan
Hong Kong-China
Chinese Taipei
United Kingdom
United States
Singapore
New Zealand
Turkey
Dubai (UAE)
Latvia
Netherlands
Indonesia
Peru
Estonia
Australia
Finland
Belgium
Korea
Thailand
Switzerland
Russian Federation
Iceland
Sweden
Trinidad and Tobago
Qatar
Jordan
France
Bulgaria
Slovak Republic
Colombia
Denmark
Panama
OECD average
Mexico
Czech Republic
Lithuania
Macao-China
Brazil
Liechtenstein
Chile
Ireland
Hungary
Italy
Tunisia
Montenegro
Norway
Slovenia
Romania
Poland
Luxembourg
Serbia
Germany
Israel
Croatia
Spain
Argentina
Austria
Uruguay
Japan
Greece
42
100
90
Andres Schleicher
42
If I need extra help, I will receive it from my teachers
Students views of teacher-student

relations
Source: OECD , PISA 2009 Database, T able I V.4.1 (Fig 2.6 Building a High-Quality Teaching Profession)
43
Andres Schleicher
43
How much
autonomy
individual
schools have
over resource
allocation
Macao-China
Poland
Japan
Korea
Thailand
Netherlands
Czech Republic
Hong Kong-China
Chinese Taipei
New Zealand
United Kingdom
Indonesia
Colombia
Estonia
Sweden
Dubai (UAE)
Iceland
Kyrgyzstan
Italy
Denmark
Peru
Israel
Lithuania
Hungary
Slovak Republic
Romania
Australia
OECD average
Only principals and/or
Shanghai-China
Singapore
Chile
teachers have considerable
Liechtenstein
Panama
responsibility to:
Austria
United States
Albania
Brazil
Slovenia
Determining course content
Finland
Belgium
Spain
Qatar
Norway
Deciding which courses are
Ireland
Argentina
offered
Azerbaijan
Germany
Switzerland
Trinidad and Tobago
Russian Federation
Latvia
Mexico
Canada
Croatia
Kazakhstan
Bulgaria
Turkey
Luxembourg
Jordan
Montenegro
Portugal
Tunisia
Uruguay
Serbia
Greece
100
80
60
40
20
20
40
60
80
100
-10
Qatar
Panama
Italy
Chile
New Zealand
Hungary
Portugal
Macao-China
Korea
Hong Kong-China
Croatia
60
Denmark
Germany
Lithuania
Andres Schleicher
Score point difference
44 Parental support at the beginning of

44
primary school
Score point difference between students whose parents often do

(weekly or daily) and those who do not:
"talk about what they had done"
50
40
30
20
10
120
0
Israel
Singapore
Belgium
Qatar
Macao-China
Italy
France
Hong Kong-China
Switzerland
Denmark
United Kingdom
Liechtenstein
Dubai (UAE)
Greece
Kyrgyzstan
Uruguay
Argentina
Shanghai-China
Germany
Spain
New Zealand
Australia
Slovak Republic
Sweden
Brazil
Hungary
Luxembourg
Mexico
Thailand
Trinidad and Tobago
Canada
OECD average
Chinese Taipei
Indonesia
Poland
Iceland
Kazakhstan
Panama
Romania
Czech Republic
Japan
Tunisia
Peru
Austria
Jordan
Bulgaria
Norway
Albania
Azerbaijan
Russian Federation
Colombia
Portugal
Chile
United States
Lithuania
Turkey
Serbia
Montenegro
Netherlands
Ireland
Slovenia
Croatia
Finland
Korea
Latvia
Estonia
20
45
100
Andres Schleicher
Score point difference

45
Beyond schooling
Performance difference between students who had attended preprimary school for more than one year and those who did not
80
60
40
Observed performance advantage
Performance advantage after

accounting for socio-economic factors
1. Excluding ISCED 3C short programmes

3. Including some ISCED 3C short programmes
2. Year of reference 2004
3. Year of reference 2003.
Brazil2
Mexico
Portugal
Turkey
Spain
Italy
14
Greece
13
Chile2
90
Korea
Ireland
Poland
Belgium
Iceland
Australia
France
OECD average
EU19 average
1970s
Luxembourg
10
Netherlands
United Kingdom3
60
Finland
Hungary
1980s
New Zealand
Slovak Republic
Israel
Slovenia
1990s
Austria3
Russian Federation4
Sweden
Norway
Canada
Denmark
Switzerland
20
Germany
40
Estonia
80
Czech Republic
United States
Andres Schleicher
70
46 A world of change in baseline qualifications

46
Approximated by percentage of persons with high school or equivalent qualfications

in the age groups 55-64, 45-55, 45-44 und 25-34 years
1960s
100
23
50
30
27
47 Relationship between test performance

and economic outcomes
Annual improved GDP from raising performance by 25 PISA points

40%
Percent addition to GDP
Andres Schleicher
35%
47
30%
25%
20%
15%
10%
5%
0%
2010 2020 2030 2040 2050 2060 2070 2080 2090 2100
2110
Andres Schleicher
bn$
14000
0
United States
Japan
Germany
United Kingdom
France
Italy
Mexico
Spain
Korea
Canada
Turkey
Australia
Poland
Netherlands
Belgium
Sweden
Greece
Czech Republic
Austria
Norway
Switzerland
Portugal
Hungary
Denmark
Finland
Ireland
New Zealand
Slovak Republic
Luxembourg
Iceland
48
48
Increase average performance by 25 PISA points

(Total 115 trillion $)
Potential increase in economic output (bn $)
12000
10000
8000
6000
4000
2000
49
560
Chinese Taipei
Estonia
Liechtenstein
Czech Republic
United Kingdom
Macao-China
Ireland
France
Iceland
United States
Norway
Andres Schleicher
Portugal
49
High science performance

Finland
Hong Kong-China
Canada
Japan
New Zealand
Australia
Netherlands
Slovenia
Korea
Germany
Switzerland
Belgium
Austria
510
Hungary
Sweden
Croatia
Poland Denmark
Slovak Republic,Spain,Lithuania
Latvia
Russian
Federation
Luxembourg
Greece
Italy
460
Israel
Thailand
Montenegro
Brazil
Turkey
Jordan
Romania
410Mexico
Indonesia
Argentina
Colombia
Tunisia
Azerbaijan
360
Qatar
Kyrgyzstan
310
16
Average performance
of 15-year-olds in
science extrapolate
and apply
Low science performance
Andres Schleicher
12000
0
United States
Mexico
Turkey
Germany
Italy
Japan
France
Spain
United Kingdom
Poland
Canada
Greece
Korea
Australia
Portugal
Belgium
Netherlands
Norway
Sweden
Austria
Czech Republic
Switzerland
Hungary
Denmark
Ireland
Slovak Republic
New Zealand
Luxembourg
Finland
Iceland
50
50
Raise everyone to minimum of 400 PISA points
bn$
14000
Potential increase in economic output (bn $)
10000
8000
6000
4000
2000
0%
Mexico
Turkey
Greece
Portugal
Italy
Luxembourg
United States
Spain
Poland
Germany
Norway
Hungary
Slovak Republic
Belgium
France
Denmark
Austria
Sweden
Iceland
Switzerland
Czech Republic
Ireland
United Kingdom
New Zealand
Australia
Netherlands
Japan
Canada
Korea
Finland

Andres Schleicher
51
51
% currrent
GDP
Raise everyone to minimum of 400 PISA points
1200%
1000%
800%
600%
400%
200%

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International Summit on the Teaching Profession