Presentation by Andreas Schleicher - Director for the Directorate of Education and Skills, OECD. Successful education systems are those that promote leadership at all levels, thereby encouraging teachers and principals, regardless of the formal positions they occupy, to lead innovation in the classroom, the school and the system as a whole. This report summarises evidence from the OECD Teaching and Learning International Survey and the OECD Programme for International Student Assessment that underpins the three themes of the 2015 International Summit on the Teaching Profession: school leadership, teachers’ self-efficacy and innovation in education. It also offers examples from around the world of how some schools are introducing innovative ways of teaching and learning to better equip students with the skills they need to participate fully in 21st-century global economies.

1. 1
Implementing highly effective
teacher policy and practice
2015 International Summit
of the Teaching Profession
Andreas Schleicher
Banff, 30 March 2015

2. 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 acc
ounting for socio-economic status22 Implementing highly effective teacher policy and practice

3. Valuing teachers
and strengthening their
sense of effectiveness

4. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
44 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
0
10
20
30
40
50
60
70
80
90
100
Malaysia
Singapore
Korea
AbuDhabi(UAE)
Finland
Mexico
Alberta(Canada)
Flanders(Belgium)
Netherlands
Australia
England(UK)
Romania
Israel
UnitedStates
Chile
Average
Norway
Japan
Latvia
Serbia
Bulgaria
Denmark
Poland
Iceland
Estonia
Brazil
Italy
CzechRepublic
Portugal
Croatia
Spain
Sweden
France
SlovakRepublic
Percentageofteachers

5. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
55
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 Republic
Denmark
Estonia
Finland
France
Iceland
Israel
Italy
Japan
Korea
Latvia
Mexico
Netherlands
Norway
Poland
Portugal
Romania
Serbia
Singapore
Slovak Republic
Spain
Sweden
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
Shareofmathematicstopperformers
Percentage of teachers who agree that teaching is valued in society
R2 = 0.24 r= 0.49

6. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
66
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
84
90
91
0 20 40 60 80 100
I would recommend my school as a
good place to work
I enjoy working at this school
All in all, I am satisfied with my job
Alberta (Canada) Average
Teachers' satisfaction with their working environment

7. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
88
Behavioural issues equate to lower job satisfaction,
class size doesn’t
Teachers' job satisfaction level following the number of students in the classroom in relation to the percentage of
students with behavioural problems
10.0
10.5
11.0
11.5
12.0
12.5
13.0
15orless
16-20
21-25
26-30
31-35
36ormore
Teacherjobsatisfaction(level)
Class size (number of students)
Average
10.0
10.5
11.0
11.5
12.0
12.5
13.0
None
1%to10%
11%to30%
31%ormore
Teacherjobsatisfaction(level)
Students with behavioural problems
Average

8. The more frequently that
teachers report participating
in collaborative practices
with their colleagues,
the higher their level of
self-efficacy.
The same is true
for job satisfaction.
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
99 Drivers of job satisfaction - collaboration

9. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1010 Teachers Self-Efficacy and Professional Collaboration
11.40
11.60
11.80
12.00
12.20
12.40
12.60
12.80
13.00
13.20
13.40
Never
Onceayearorless
2-4timesayear
5-10timesayear
1-3timesamonth
Onceaweekormore
Teacherself-efficacy(level)
Teach jointly as a
team in the same
class
Observe other
teachers’ classes and
provide feedback
Engage in joint
activities across
different classes
Take part in
collaborative
professional learning

10. 0
10
20
30
40
50
60
70
80
90
100 Discussindividual
students
Shareresources
Teamconferences
Collaborateforcommon
standards
Teamteaching
CollaborativePD
Jointactivities
Classroomobservations
Percentageofteachers
Average Alberta (Canada)
Professional collaboration
Percentage of lower secondary teachers who report doing the following activities at least once per month
Teacher co-operation11
Exchange and co-ordination

11. ProfessionalPersonal Pedagogical
Percentage of lower secondary teachers who report a "moderate" or "large" positive change in the following
issues after they received feedback on their work
0
10
20
30
40
50
60
70
80
90
100
Confidenceasateacher
Motivation
Jobsatisfaction
Knowledgeandunderstandingofmain
subjectfield(s)
Teachingpractices
Studentassessmentstoimprovestudent
learning
Classroommanagementpractices
Methodsforteachingstudentswithspecial
needs
Publicrecognition
Jobresponsibilities
Roleinschooldevelopmentinitiatives
Amountofprofessionaldevelopment
Likelihoodofcareeradvancement
Salaryand/orfinancialbonus
Average Alberta (Canada)
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1212 Feedback and change in behavior

12. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
1313 Teachers and feedback
On average across TALIS countries,
...and only one in 5 receive
feedback from
three sources.
Just above half of the teachers
report receiving feedback on
their teaching from
one or two sources

13. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1414
Teachers feedback :
direct classroom observations
0
10
20
30
40
50
60
70
80
90
100
Bulgaria
Poland
UnitedStates
Romania
Alberta(Canada)
Croatia
CzechRepublic
AbuDhabi(UAE)
Flanders(Belgium)
Serbia
SlovakRepublic
Japan
Israel
Average
Singapore
Latvia
Brazil
Mexico
Malaysia
Sweden
Estonia
England(UK)
Norway
Finland
Portugal
Denmark
Korea
Chile
Italy
Netherlands
France
Spain
Iceland
Australia
Percentageofteachers
Principals School Management Other teachers

14. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1515 Consequences of feedback
Percentage of lower secondary teachers who "agree" or "strongly agree" that:
0 20 40 60 80
If a teacher is consistently underperforming, he/she would be
dismissed
The best performing teachers in this school receive the greatest
recognition
Teacher appraisal and feedback have little impact upon the way
teachers teach in the classroom
A mentor is appointed to help teachers improve his/her teaching
A development or training plan is established to improve their
work as a teacher
Alberta (Canada) Average

15. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1616 Teachers' self-efficacy and job satisfaction

16. Developing
and promoting
effective leadership
among principals, teachers,
and administrators

18. Teacher skills and graduate skills (numeracy)
230 250 270 290 310 330 350
Italy
Poland
Estonia
United States
Canada
Ireland
Korea
England (UK)
England/N. Ireland (UK)
Denmark
Northern Ireland (UK)
Slovak Republic
France
Australia
Sweden
Czech Republic
Austria
Netherlands
Norway
Germany
Flanders (Belgium)
Finland
Japan
Middle half of the numeracy
skill distribution of graduates
(16-65 years)
PIAAC test scores (numeracy)

19. Teacher skills and graduate skills (numeracy)
230 250 270 290 310 330 350
Italy
Poland
Estonia
United States
Canada
Ireland
Korea
England (UK)
England/N. Ireland (UK)
Denmark
Northern Ireland (UK)
Slovak Republic
France
Australia
Sweden
Czech Republic
Austria
Netherlands
Norway
Germany
Flanders (Belgium)
Finland
Japan
Middle half of the numeracy
skill distribution of graduates
(16-65 years)
Numeracy skills of teachers
PIAAC test scores (numeracy)

20. 41%
22%
15%
11%
7%
4%
39%
23%
21%
12%
4%1%
Alberta (Canada)
Admin/leadership
Curriculum/teaching
Students
Parents/guardians
Community
Other
Average proportion of time lower secondary principals report spending on the following activities throughout the school year
Principals’ working time21
Average

21. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2222 Principals’ Leadership
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Take action to
ensure that
teachers feel
responsible for
their students'
learning
outcomes
Take action to
ensure that
teachers take
responsibility for
improving their
teaching skills
Collaborate with
teachers to solve
classroom
discipline
problems
Provide parents
or guardians
with information
on the school
and student
performance
Take action to
support co-
operation
among teachers
to develop new
teaching
practices
Collaborate with
principals from
other schools
Check for
mistakes and
errors in school
administrative
procedures and
reports
Observe
instruction in the
classroom
Resolve
problems with
the lesson
timetable in the
school
Never or rarely
Sometimes
Often
Very often

22. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2323 School decisions and collaborative school culture
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
This school provides
staff with
opportunities to
actively participate in
school decisions
There is a
collaborative school
culture that is
characterised by
mutual support
This school provides
parents or guardians
with opportunities to
actively participate in
school decisions
This school provides
students with
opportunities to
actively participate in
school decisions
I make important
decisions on my own
Strongly
disagree
Disagree
Agree
Strongly
agree

23. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.32525 What teachers do beyond teaching
Average number of 60-minute hours teachers report spending on the following tasks in an average week
Finland Malaysia
Abu Dhabi (United Arab Emirates)Flanders (Belgium)
IsraelItaly Malaysia
JapanMalaysiaSweden
Finland Korea
Finland Malaysia
Finland Korea
Finland Malaysia PortugalSingapore
CroatiaFinland Japan
0 1 2 3 4 5 6 7 8 9 10
Number of hours
School management
Communication with parents
All other tasks
Extracurricular activities
Student counselling
Team work
Administrative work
Marking
Planning

24. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2727 Impact of professional development
…the professional development
in which they have participated
has had a positive impact on
their teaching.
·
Regardless of the
content, over 3/4 of
teachers report that…

25. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2828 Teachers' needs for professional development
Percentage of lower secondary teachers indicating they have a high level of need for professional development in the
following areas
0 5 10 15 20 25 30 35 40
Knowledge of the curriculum
Knowledge of the subject field(s)
School management and administration
Pedagogical competencies
Developing competencies for future work
Teaching cross-curricular skills
Student evaluation and assessment practice
Student career guidance and counselling
Approaches to individualised learning
Teaching in a multicultural or multilingual setting
Student behaviour and classroom management
New technologies in the workplace
ICT skills for teaching
Teaching students with special needs
Alberta (Canada) Average

26. Australia
Brazil
Chile
Estonia
Spain
France
Iceland
Israel
Italy
Japan
Korea
Bulgaria
Malaysia
Mexico
Netherlands
Norway
Poland
Portugal
Romania
Serbia
Singapore
Slovak Republic
Latvia
United States
0
10
20
30
40
50
60
0 10 20 30 40 50 60 70
%studentsfromdisadvantagedbackgrounds
thepercentageofstudentswithavalueofESCSlowerthan-1
% principals who reported that more than 30% of their students
are from socioeconomically disadvantaged homes
Social background – principal and students
Size of bullet represents
impact of social background
on student performance

27. 3232
Poverty isn’t destiny
PISA performance by decile of social background
300325350375400425450475500525550575600625650675
Mexico
Chile
Greece
Norway
Sweden
Iceland
Israel
Italy
UnitedStates
Spain
Denmark
Luxembourg
Australia
Ireland
UnitedKingdom
Hungary
Canada
Finland
Austria
Turkey
Liechtenstein
CzechRepublic
Estonia
Portugal
Slovenia
SlovakRepublic
NewZealand
Germany
Netherlands
France
Switzerland
Poland
Belgium
Japan
Macao-China
HongKong-China
Korea
Singapore
ChineseTaipei
Shanghai-China
Source: PISA 2012

28. Encouraging innovation
in the 21st-century
classroom

29. 34
Changes in the demand for skills
Trends in different tasks in occupations (United States)
35
40
45
50
55
60
65
70
1960 1970 1980 1990 2000 2006 2009
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interpersonal
Mean task input in percentiles of 1960 task distribution
Source: Autor, David H. and Brendan M. Price. 2013. "The Changing Task Composition of the US Labor Market: An Update of Autor, Levy, and
Murnane (2003)." MIT Mimeograph, June.

30. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
3535 Most teachers value 21st century pedagogies…
Percentage of lower secondary teachers who "agree" or "strongly agree" that:
0 10 20 30 40 50 60 70 80 90 100
Students learn best by finding solutions to problems on their
own
Thinking and reasoning processes are more important than
specific curriculum content
Students should be allowed to think of solutions to practical
problems themselves before the teacher shows them how they
are solved
My role as a teacher is to facilitate students' own inquiry
Alberta (Canada) Average

31. 0 20 40 60 80 100
Students work on projects that require at least one week to
complete
Students use ICT for projects or class work
Give different work to the students who have difficulties
learning and/or to those who can advance faster
Students work in small groups to come up with a joint
solution to a problem or task
Let students practice similar tasks until teacher knows that
every student has understood the subject matter
Refer to a problem from everyday life or work to demonstrate
why new knowledge is useful
Check students' exercise books or homework
Present a summary of recently learned content
Alberta (Canada) Average
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
3636 …but teaching practices do not always reflect that
Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons"

32. 0 20 40 60 80 100
If I am more innovative in my
teaching, I will be rewarded
Innovative practices will be
considered in appraisal with high or
moderate importance
Average
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
3737 Innovation in schools
Percentage of lower secondary teachers (2008)
%

33. 38 Innovating to create 21st-century learning environments
Four
dimensions
Regrouping
educators
Regrouping
learners
Rescheduling
learning
Widening
pedagogic
repertoires
• To gain the benefits of
collaborative planning, work, and
shared professional development
strategies
• To open up pedagogical options
• To give extra attention to groups of
learners
• To give learners a sense of belonging
& engagement
• To mix students of different ages
• To mix different abilities and strengths
• To widen pedagogical options,
including peer teaching
• To allow for deeper learning
• To create flexibility for more
individual choices
• To accelerate learning
• To use out-of-school learning in
effective & innovative ways
• Inquiry, authentic learning, collaboration,
and formative assessment
• A prominent place for student voice & agency

34. Increase percentage
correct
0.8
1.71.7
6.5
0
1
2
3
4
5
6
7
8
9
10
Multiple-choice - reproducing
knowledge
Open-ended - constructing
knowledge (21st century skills)
OECD Japan
OECD
OECDJapan
Japan
Changes in instructional practice – PISA 2006-9

35. 44
44 Thank you
Find out more about our work at www.oecd.org
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Email: Andreas.Schleicher@OECD.org
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