Creating Effective Teaching and Learning Environments 1 st results from TALIS Innovation in learning environments: Initial findings from TALIS OECD Teaching and Learning International Survey (TALIS) Michael Davidson Senior Analyst Indicators and Analysis Division OECD Directorate for Education

Creating Effective Teaching and Learning Environments 1 st results from TALIS What is TALIS? r Teachers of lower secondary education and the principals of their schools r Representative samples r Data collected through questionnaires r 24 participating countries r Focus: On-going professional development Teacher appraisal and feedback Teaching practices and beliefs School leadership Australia Austria Belgium (Fl) Brazil Bulgaria Denmark Estonia Hungary Iceland Ireland Italy Korea Lithuania Malta Malaysia Mexico Netherlands Norway Poland Portugal Spain Slovak Republic Slovenia Turkey

1 st results from TALIS Creating Effective Teaching and Learning Environments Professional development activities

Creating Effective Teaching and Learning Environments 1 st results from TALIS Participation rates by type of professional development activity ( ) International averages Figure 3.4

Creating Effective Teaching and Learning Environments 1 st results from TALIS Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work Figure 3.15

Creating Effective Teaching and Learning Environments 1 st results from TALIS Country profiles of cooperation among staff Country mean of ipsative scores Figure 4.7

1 st results from TALIS Creating Effective Teaching and Learning Environments Recognising innovation in appraisal and feedback

Creating Effective Teaching and Learning Environments 1 st results from TALIS Criteria for teacher evaluation School principals who reported that innovative teaching practices had high importance in teacher appraisals

Creating Effective Teaching and Learning Environments 1 st results from TALIS Criteria in teacher appraisals Number of countries where criteria is of greatest importance; based on school leader reports Among Top 3 criteria in: Brazil, Slovak Republic, Slovenia Among Top 5 criteria in: Austria, Bulgaria Among Bottom 3 in: Denmark, Norway, Spain

Creating Effective Teaching and Learning Environments 1 st results from TALIS Lack of incentives to innovate in some countries Teachers who would receive increased rewards if they were more innovative in their teaching Figure 5.7

INES Working Party Third session, 4-6 May 2009 Creating Effective Teaching and Learning Environments 1 st results from TALIS Teacher appraisal and feedback r Innovative teaching is recognised with high priority in some countries but low in others r In rewarding teachers, more needs to be done to recognise and incentivise innovation r Stronger links between school evaluation and teacher evaluation more likely to influence teaching practices

1 st results from TALIS Creating Effective Teaching and Learning Environments Classroom teaching practice

INES Working Party Third session, 4-6 May 2009 Creating Effective Teaching and Learning Environments 1 st results from TALIS Country profiles of beliefs about the nature of teaching and learning ( ) Country mean of ipsative scores Figure 4.2

INES Working Party Third session, 4-6 May 2009 Creating Effective Teaching and Learning Environments 1 st results from TALIS Country profiles of classroom teaching practices Country mean of ipsative scores Figure 4.4

INES Working Party Third session, 4-6 May 2009 Creating Effective Teaching and Learning Environments 1 st results from TALIS Teaching beliefs and practices r Teachers in virtually all countries share the same beliefs about how to teach but in general, teaching practices do not follow these beliefs. r A better disciplinary climate is more often found in classrooms where: Teachers adopt more structuring in their teaching practices Class sizes are smaller Teachers are more experienced

INES Working Party Third session, 4-6 May 2009 Creating Effective Teaching and Learning Environments 1 st results from TALIS School leadership r In a number of countries, where school leaders adopt a stronger pedagogical leadership role: greater recognition given to teachers for innovative teaching practices there is more collaboration between teachers better student-teacher relations more emphasis on developmental outcomes of teacher appraisals.

INES Working Party Third session, 4-6 May 2009 Creating Effective Teaching and Learning Environments 1 st results from TALIS What more could we learn?  Which teachers take part in innovation-related professional development activities?  Age, gender, employment status….  How does the teacher appraisal system encourage such participation?  Are innovative activities less likely in high stakes environment?  In what circumstances is innovation rewarded?

Creating Effective Teaching and Learning Environments 1 st results from TALIS