Creating professional learning communities Michael Davidson OECD Directorate for Education 9 May 2012

Professional learning communities the teachers in a school and its administrators continuously seek and share learning and then act on what they learn. The goal of their actions is to enhance their effectiveness as professionals so that students benefit.

Insights from TALIS Learning from professional development Learning from appraisal and feedback Learning through collaboration School leadership support for learning

What is TALIS? Teachers of lower secondary education and the principals of their schools Representative samples Data collected through questionnaires 24 participating countries –Netherlands did not achieve the sampling standards School year

Learning from professional development

Comparison of the level and intensity of participation in professional development Percentage of teachers undertaking professional development Average days of professional development undertaken Netherlands

Aspects of teaching with high level of need for professional development ( )

Barrier to participation TALIS average

Comparison of teachers participating in professional development activities: Participation versus impact ( ) Figure 3.15

Professional development Countries are investing significantly in teachers’ professional development –but there appear to be real issues about matching demand and supply, cost and benefit. There is a lack of suitable development activities on offer to satisfy teachers’ demand –it is notable that those teachers who take part in more days of development are more likely to have to contribute towards the cost themselves

Learning from appraisal and feedback

Some teachers are left alone Teachers who received no appraisal or feedback in their schools Figure 5.3

Does appraisal and feedback support teacher development?

Learning through collaboration

Country profiles of cooperation among staff ( ) Country mean of ipsative scores

School leadership support In many countries an instructional leadership style is associated with supporting teachers’ professional development

School principals according to their level of management styles by country ( ) Figure 6.2 Score on instructional leadership scale Score on administrative leadership scale

TALIS 2013

33 countries (including the Netherlands) Main focus teachers of lower secondary education –Options for primary and upper secondary and linking to PISA

TALIS 2013 Main Themes  Initial teacher training  Induction, mentoring, and professional development  Appraisal and feedback  School climate  School leadership  Teaching practices and beliefs, student assessment Mathematics module 20

TALIS 2013 Timeline ActivityDate Field trialMarch/April 2012 Main study- Southern HemisphereSept-December 2012 Main study- Northern HemisphereMarch-May 2013 Initial reportJune

Thank you for listening! 22