Organisation for Economic CoOperation and Development OECD Survey of teachers, teaching and learning

1
Organisation for Economic Co-Operation and
DevelopmentOECD Survey of teachers, teaching
and learning (TALIS)
OECD Activity Improving school
leadership Workshop of participating countries
London, 5 July 2006
Michael Davidson OECD, Indicators and Analysis
Division
2
Purpose of the survey

• To provide policy relevant, robust, international
  indicators and analysis to assist in the
  development of policies on teachers, teaching and
  learning
• It will address a lack of international and
  national data on teachers and teaching

3
Policy focus

• Three main areas
• Recognition, feedback, reward and evaluation of
  teachers
• School leadership
• Teaching practices, beliefs, and attitudes
• Relevant aspects of
• Teachers professional development, experience
  qualifications
• School climate

4
Survey design

• Core sample
• Lower secondary teachers and school principals
• International sampling options
• Primary teachers and school principals
• Upper secondary teachers and school principals
• Teachers in PISA 2006 schools
• 200 schools, 20 teachers
• Response rate (75, 75)
• Teacher and Principal questionnaires (40 Minutes)

5
Teacher Questionnaire

• Four sections
• Background information
• Professional development
• Teacher evaluation, feedback, rewards
• Teaching practices, beliefs and attitudes

• Four sections
• Background information
• Professional development
• Teacher evaluation, feedback, rewards
• Teaching practices, beliefs and attitudes

School leadership
6
Principal Questionnaire

• Four sections
• Principal background information
• School background information
• School management
• School resources
• Focus on school leadership and related issues
• that connect with/impact upon other survey themes
• Teaching practices, beliefs and attitudes
• School climate
• Recognition, feedback, reward and evaluation
• Professional development

7
School leadership

• Research questions
• In an era of accountability and devolution of
  authority in education, how can a nations
  principals, teachers, and other key staff create
  and sustain effective school leadership?
• To what degree have recent new trends in school
  leadership penetrated nations educational
  systems, aimed chiefly at enhancing leadership
  through the management of teachers, their
  practice of teaching, and their beliefs?
• To what extent has this actually impacted upon
  teacher practices, beliefs and attitudes and the
  functioning of schools?

8
School leadership- variables

• Instructional leadership in schools
• Principal reports
• The principals management style
• Principal reports
• Principals beliefs about teaching and learning
• Principal reports
• Compare/contrast with teacher reports
• Teacher perceptions of the school leadership
• Teacher reports
• Compare/contrast with principal reports and those
  of other teachers

9
Instructional leadership

• Instructional leadership
• Principal Instructional Management Rating Scale
  (PIMRS)- (from Hallinger)
• 8 instructional leadership functions
• Framing the schools goals
• Communicating the schools goals
• Supervision and evaluation of instruction
• Curricular Coordination
• Monitoring student progress
• Visibility/accountability
• Developing academic standards
• Promoting instructional improvements and
  professional development

10
Management style

• The principals management style
• 5 models (from Quinn, Rohrbauch)
• Rational goal Internal process Human relations
  Open system Traditional administrator
• Role of manager
• Administrator/producer controller/coordinator
  Mentor/stimulator Innovator/negotiator

11
School leadership analysis

• Analysis of prevailing styles of leadership
  within and between schools
• Extent to which leadership team exists
• How these differ between countries and between
  different types of schools within countries
• Association between leadership style and (for
  instance)
• The evaluation and accountability frameworks in
  place
• School climate
• Teacher cooperation and collaboration
• Teaching approaches in schools
• The development of and support for teachers

12
Countries participating

• Australia
• Belgium (Fl)
• Brazil
• Czech Republic
• Denmark
• Estonia
• Hungary
• Iceland
• Ireland
• Japan
• Korea

• Lithuania
• Malta
• Malaysia
• Netherlands
• Norway
• Poland
• Portugal
• Spain
• Slovak Republic
• Slovenia
• Turkey

Others still considering France, Belgium (Fr),
Germany??, Chile.
13
Next steps

• 2nd draft of questionnaires
• reviewed with countries early July 2006
• Questionnaires finalised for pilot
• Mid July 2006
• Conduct pilot
• November 2006
• Conduct Field trial
• March 2007
• Conduct main study
• 2007-2008 school year
• Initial report published
• Feb/March 2009

14
Thank you for listening
Comments and questions?