1

TALIS 2013 Results:An international perspective on teaching and learning

The Norwegian teacher: A special case?

Julie BélangerAnalyst, OECD

Oslo 17.11.2014

Developing Teaching as a profession

Recruit top candidates into the profession

Support teachers in continued

development of practice

Retain and recognise effective teachers –path for growth

Improve the societal view of teaching as a profession

Mean mathematics performance, by school location, after accounting for socio-economic status22 TALIS seeks to help with …

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.333 TALIS in Brief

…representing more than 4 million teachers in 34 countries…

Over 100 thousand randomly selected lower secondary teachers and their school leaders from over 6500 schools

…took an internationally-agreed survey about the working conditions and learning environments in their schools…

…responding to questions about their background, their teaching practices, support and development, their relationships with colleagues and students and the leadership in their schools

4 Outputs

0

10

20

30

40

50

60

70

80

90

100M

alay

sia

Sin

gapo

re

Kor

ea

Abu

Dha

bi (U

AE

)

Finl

and

Mex

ico

Alb

erta

(Can

ada)

Flan

ders

(Bel

gium

)

Net

herla

nds

Aus

tralia

Eng

land

(UK

)

Rom

ania

Isra

el

Uni

ted

Stat

es

Chi

le

Aver

age

Nor

way

Japa

n

Latv

ia

Ser

bia

Bul

garia

Den

mar

k

Pola

nd

Icel

and

Esto

nia

Braz

il

Italy

Cze

ch R

epub

lic

Por

tuga

l

Cro

atia

Spa

in

Sw

eden

Fran

ce

Slo

vak

Rep

ublic

Perc

enta

ge o

f tea

cher

s

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.355 Teachers' perceptions of the value of teaching

Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.366

Countries where teachers believe their profession is valued show higher levels of student achievement

Relationship between lower secondary teachers' views on the value of their profession in society and the country’s share of top mathematics performers in PISA 2012

Australia

Brazil

Bulgaria

Chile

Croatia

Czech RepublicDenmark

Estonia FinlandFrance

IcelandIsrael

Italy

Japan

Korea

Latvia

Mexico

Netherlands

Norway

Poland

Portugal

Romania

Serbia

Singapore

Slovak Republic

SpainSweden

Alberta (Canada)

England (UK)

Flanders (Belgium)

United States

0

5

10

15

20

25

30

35

40

45

0 10 20 30 40 50 60 70 80

Shar

e of

mat

hem

atic

s to

p p

erfo

rmer

s

Percentage of teachers who agree that teaching is valued in society

R2 = 0.24 r= 0.49

The Learning Environment:

Characteristics of Teachers and Schools

0

10

20

30

40

50

60

70

80

90

100

Norway - ISCED1 Norway - ISCED2 Norway - ISCED3

Perc

enta

ge

of

teac

her

s

40 years old and more

Below 40 years old

Female teachers

Fewer female teachers as we move up in the ISCED levels8

Latv

ia

Esto

nia

Bul

garia

Italy

Por

tuga

l

Spa

in

Slo

vak

Rep

ublic

Cze

ch R

epub

lic

Japa

n

Pola

nd

Fran

ce

Aus

tralia

Rom

ania

Sw

eden

Kor

ea

Aver

age

Den

mar

k

Isra

el

Mex

ico

Cro

atia

Net

herla

nds

Finl

and

Nor

way

Flan

ders

(Bel

gium

)

Chi

le

Ser

bia

Icel

and

Braz

il

Mal

aysi

a

Alb

erta

(Can

ada)

Abu

Dha

bi (U

AE

)

Eng

land

(UK

)

Sin

gapo

re

0

5

10

15

20

25

30

35

Years

Average years of working experience as a teacher in total Average years of working experience in other education roles

Average years of working experience in other jobs Average years of working experience as a teacher at this school

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.399 Work experience of teachers

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31010 TALIS in Brief

For a majority of TALIS countries,

Few countries attract the most experienced

teachers……to the most challenging

schools.

-10

-8

-6

-4

-2

0

2

4

6

Braz

il

Kor

ea

Cro

atia

Net

herla

nds

Uni

ted

Stat

es

Chi

le

Latv

ia

Mex

ico

Por

tuga

l

Italy

Ser

bia

Fran

ce

Bul

garia

Abu

Dha

bi (U

AE

)

Slo

vak

Rep

ublic

Pola

nd

Mal

aysi

a

Spa

in

Aver

age

Aus

tralia

Sin

gapo

re

Esto

nia

Japa

n

Eng

land

(UK

)

Isra

el

Rom

ania

Alb

erta

(Can

ada)

Sw

eden

Flan

ders

(Bel

gium

)

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31111

Distribution of experienced teachers in more and less challenging schools

Schools with more than 30% of students from socioeconomically disadvantaged homesDifference in the proportion of teachers with more than 5 years teaching experience who work in more challenging schools and those who do not

Higher proportion of experienced

teachers in challenging

schools

Higher proportion of experienced

teachersin schools that are less challenging

-10

-8

-6

-4

-2

0

2

4

6

Den

mar

k

Chi

le

Isra

el

Cro

atia

Sw

eden

Alb

erta

(Can

ada)

Por

tuga

l

Italy

Ser

bia

Spa

in

Aus

tralia

Aver

age

Kor

ea

Fran

ce

Net

herla

nds

Finl

and

Eng

land

(UK

)

Esto

nia

Latv

ia

Slo

vak

Rep

ublic

Nor

way

Mex

ico

Cze

ch R

epub

lic

Flan

ders

(Bel

gium

)

Icel

and

Japa

n

Pola

nd

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31212

Distribution of experienced teachers in more and less challenging schools

Schools with more than 10% of students with special needsDifference in the proportion of teachers with more than 5 years teaching experience who work in more challenging schools and those who do not

Higher proportion of experienced

teachers in challenging

schools

Higher proportion of experienced

teachersin schools that are less challenging

Developing and Supporting

Teachers

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31414 Access to formal induction programmes

Percentage of lower secondary education teachers whose school principal reports the existence of formal induction programmes

0

10

20

30

40

50

60

70

80

90

100S

inga

pore

Eng

land

(UK

)

Mal

aysi

a

Aus

tralia

Flan

ders

(Bel

gium

)

Net

herla

nds

Cro

atia

Japa

n

Uni

ted

Stat

es

Italy

Bul

garia

Alb

erta

(Can

ada)

Ser

bia

Slo

vak

Rep

ublic

Isra

el

Kor

ea

Abu

Dha

bi (U

AE

)

Fran

ce

Aver

age

Sw

eden

Den

mar

k

Cyp

rus2

,3

Nor

way

Icel

and

Finl

and

Rom

ania

Esto

nia

Chi

le

Cze

ch R

epub

lic

Latv

ia

Mex

ico

Braz

il

Spa

in

Pola

nd

Por

tuga

l

Perc

enta

ge o

f tea

cher

s

For all new teachers to the school Only for teachers new to teaching

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

In-service training courses in businesspremises, public organisations, NGOs

Observation visits to other schools

Mentoring and/or peer observation andcoaching, as part of a formal school…

Individual or collaborative research

Participation in a network of teachers

Education conferences or seminars

Courses/workshops

Participation in PD

Norway Average

1515 Participation in professional development

Percentage of lower secondary teachers who report having undertaken professional development activities in the 12 months prior to the survey and the types of activities undertaken

Improving Teaching Using

Appraisal and Feedback

0

10

20

30

40

50

60

70

80

90

100B

ulga

ria

Pola

nd

Uni

ted

Sta

tes

Rom

ania

Alb

erta

(Can

ada)

Cro

atia

Cze

ch R

epub

lic

Abu

Dha

bi (U

AE

)

Flan

ders

(Bel

gium

)

Ser

bia

Slo

vak

Rep

ublic

Japa

n

Isra

el

Aver

age

Sin

gapo

re

Latv

ia

Braz

il

Mex

ico

Mal

aysi

a

Sw

eden

Esto

nia

Eng

land

(UK

)

Nor

way

Finl

and

Por

tuga

l

Den

mar

k

Kor

ea

Chi

le

Italy

Net

herla

nds

Fran

ce

Spa

in

Icel

and

Aus

tralia

Perc

enta

ge o

f tea

cher

s

Principals School Management Other teachers

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31717

Teachers feedback : direct classroom observations

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31818

Teachers feedback : Emphasis of teacher feedback

0

10

20

30

40

50

60

70

80

90

100M

alay

sia

Rom

ania

Eng

land

(UK

)

Latv

ia

Braz

il

Ser

bia

Italy

Slo

vak

Rep

ublic

Por

tuga

l

Sin

gapo

re

Cze

ch R

epub

lic

Cro

atia

Bul

garia

Mex

ico

Pola

nd

Chi

le

Abu

Dha

bi (U

AE

)

Isra

el

Spa

in

Aver

age

Alb

erta

(Can

ada)

Aus

tralia

Esto

nia

Kor

ea

Net

herla

nds

Japa

n

Icel

and

Finl

and

Sw

eden

Flan

ders

(Bel

gium

)

Nor

way

Den

mar

k

Fran

ce

Perc

enta

ge o

f tea

cher

s

Student performance Student feedback 2008 data

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3Consequences of feedback and appraisal systems

ntage of lower secondary teachers who "agree" or "strongly agree" that:

teacher is consistently underperforming,

e best performing teachers in this schoolreceive the greatest recognition

eacher appraisal and feedback have littlepact upon the way teachers teach in the

classroom

opment or training plan is established toimprove their work as a teacher

Norway Average2008 data

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3Feedback and change in behavior

entage of lower secondary teachers who report a "moderate" or "large" positive change in the following issues after they received feedback on their work

Mot

ivat

ion

Job

satis

fact

ion

e an

d un

ders

tand

ing

n su

bjec

t fie

ld(s

)

Teac

hing

pra

ctic

es

ent a

sses

smen

ts to

ove

stud

ent l

earn

ing

sroo

m m

anag

emen

tpr

actic

es

or te

achi

ng s

tude

nts

spec

ial n

eeds

Pub

lic re

cogn

ition

Job

resp

onsi

bilit

ies

scho

ol d

evel

opm

ent

initi

ativ

es

ount

of p

rofe

ssio

nal

deve

lopm

ent

Like

lihoo

d of

car

eer

adva

ncem

ent

d/or

fina

ncia

l bon

us

Average Norway

Personal Pedagogical Professional

2008 data

Teacher Practices and Classroom

Environment

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3Distribution of time in a week

e number of 60-minute hours lower secondary education teachers report having t on the following activities during the most recent complete calendar week:

S h l t

ation with parents or guardians

Other tasks

Extracurricular activities

Student counselling

Team work

General administrative work

Marking/correcting

Individual planning

Teaching

Total working hours

Norway Average

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3What teachers do beyond teaching

age number of 60-minute hours teachers report spending on the following tasks in an average week

Malaysia

Abu Dhabi (United Arab Emirates)(Belgium)

Israely Malaysia

JapanMalaysia

nd Korea

Finland Malaysia

nland Korea

Finland Malaysia PortugalSingapore

CroatiaFinland Japan

School management

Communication with parents

All other tasks

Extracurricular activities

Student counselling

Team work

Administrative work

Marking

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3Teaching practices

Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons"

tudents use ICT for projects or class work

ve different work to the students who haveficulties learning and/or to those who can…

nts work in small groups to come up with ajoint solution to a problem or task

tudents practice similar tasks until teacherws that every student has understood the…

to a problem from everyday life or work tomonstrate why new knowledge is useful

ck students' exercise books or homework

ent a summary of recently learned content

Norway Average

0

0

0

0

0

0

0

0

0

0

0

ind

ivid

ual

uden

ts

e re

sour

ces

onf

eren

ces

r co

mm

on

rds

m tea

chin

g

ora

tive

PD

nt a

ctiv

itie

s

bse

rvat

ions

Average Norway

Professional collaboration

entage of lower secondary teachers who report doing the following activities at least once per month

Teacher co-operation

Exchange and co-ordination

Teacher Self-Efficacy and Job

Satisfaction

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3

rcentage of lower secondary teachers who "agree" or "strongly agree" with the following statements

90

91

91

97

95

0 20 40 60 80 100

would recommend mychool as a good place to

oy working at this school

in all, I am satisfied withmy job

Norway Average

Teachers' satisfaction with their working environment

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3Behavioral issues equate to lower job satisfaction,

class size doesn’t achers' job satisfaction level following the number of students in the classroom in

relation to the percentage of students with behavioural problems

ss 20 25 30 35

Average Norway

10,0

10,5

11,0

11,5

12,0

12,5

13,0

ne % %

Teac

her j

ob s

atis

fact

ion

(leve

l)

Average Norway

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3The importance of in-school relationships

Positive interpersonal relationships can negate the detrimental

effects that challenging classrooms of students might

have on a teacher’s job satisfaction or feelings of self-efficacy.

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3Key Messages

Teachers play

an important

role in the

development of

the school

Meaningful

appraisals and

feedback are

provided to

teachers

Collaborative

school

environment

TALIS is a partnership

between

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3TALIS partnership

an international research

consortiumOECD

Governmentsin 34 countries

European C i i

Teachers’ unions

THANK YOU FOR LISTENING!

Find out more about TALIS at www.oecd.org/talis

All national and international publicationsThe complete micro-level database

Email:Julie Belanger@oecd org

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3TALIS partnership