Transcript Improving Teacher Supply and Effectiveness

Improving Teacher Supply and
Effectiveness
Phillip McKenzie and Paulo Santiago
Directorate for Education
Meeting of OECD Education Ministers
Raising the Quality of Learning for All
Dublin, 18-19 March 2004
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Why are teachers a focus?
 Research shows that teaching quality is a key influence
on student learning
 Teachers are the largest item in school budgets:
-- The teaching workforce is large (2.5% of total labour force)
-- Teachers’ compensation averages 63% of spending on schools
 Teachers’ roles are changing
 Efforts to improve schools will fail if there are serious
shortfalls in teacher supply and quality
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Principals are concerned
In half the OECD countries the majority of 15 year-olds are enrolled in schools
where principals report learning is hindered by a teacher shortage/inadequacy
% of 15-year-old students enrolled in schools where principals report learning is hindered ‘to some
extent’ or ‘a lot’ by a shortage/inadequacy of teachers:
Language of instruction
Mathematics
Science
35
30
25
20
15
10
Source: OECD PISA Database, 2001.
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Mex
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Cana
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Irela
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Italy
d
Icel
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3
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5
Concerns about hiring teachers
There are major difficulties in hiring qualified teachers in key subjects
Cross-country mean % of upper secondary students attending schools where the
principal reported that hiring fully qualified teachers is difficult, 2001
50
40
30
20
10
Ph
ys
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in
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at
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y
ig
n
la
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ua
ge
s
0
Source: OECD International Survey of Upper Secondary Schools (ISUSS) database, 2003.
Teacher workforce is ageing
In some countries a large % of teachers will retire within the next decade
% of teachers aged 50 years and over, lower secondary education
60
50
40
1992
30
1996
20
2000
10
Source: OECD Education database.
Korea
gal
Portu
Austr
ia
Kingd
om
Unite
d
Sw itz
erland
New Z
ealan
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Norw
ay
Ire lan
d
Franc
e
Finlan
d
erland
s
Neth
Italy
Sw ed
en
5
Ger m
a ny
0
Teachers’ relative salaries are falling
Teachers’ relative salaries are declining in most countries
Ratio of salary after 15 years of experience to GDP per capita, public institutions, lower
secondary education, 1994 and 2001
2001
1994
3
2.5
2
1.5
1
Source: OECD Education at a Glance 2001 and 2003.
State
s
Uni ted
Turke
y
l and
Swi tz
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Swede
n
Spain
Po rtug
al
Norwa
y
New Z
eal and
Nethe
Ita ly
Irel an
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Greec
e
Germ a
ny
Fra nce
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Fin lan
Den ma
rk
(Fr.)
Belgiu
m
(Fl .)
Belgiu
m
6
Austr
ia
0
rlan ds
0.5
Teacher quantity and quality are linked
Quantitative shortfalls raise quality concerns
% of upper secondary students attending schools that use the following methods to
respond to teacher vacancies, as reported by school principals
Hire a fully qualified teacher
Hire a teacher with less than a full qualification
Add sections (courses) to other teachers' normal teaching hours
Expand the size of some of the classes
Netherlands
Spain
Korea
Mexico
Ireland
Hungary
Portugal
Denmark
Belgium (Fl.)
Norway
Switzerland
7
Finland
100
90
80
70
60
50
40
30
20
10
0
Sweden
Cancel a planned course
Source: OECD International Survey of Upper Secondary Schools (ISUSS) database, 2003.
Improving teacher supply - Responses
 Improving the image and status of teachers
 Making incentives more differentiated and flexible
 Improving non-salary conditions in teaching
 Improving geographical mobility
 Making teacher education programmes more flexible
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 Developing targeted policies rather than “one size fits all” policies
Improving teacher supply - Responses
 Greater school involvement in teacher recruitment and selection
 Broadening the criteria for teacher selection
 Changing the nature of appointments
 More flexible responses to short-term staffing needs
 Expanding the supply pool of teachers / Creating alternative
pathways into teaching
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Improving teacher effectiveness - Concerns
Teachers face new demands to improve their skills
-- more diverse student populations
-- new curricula and broadened expectations
But concerns that:
-- teacher education programmes are low quality and lack
relevance to school needs
-- instruments to reward the work of teachers are limited
-- there are limited opportunities for career growth
-- teacher mobility is limited
-- attrition rates are high for some types of teachers
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And...
Improving teacher effectiveness - Concerns
Some countries face considerable difficulties in motivating teachers
% of 15-year-old students enrolled in schools where principals ‘strongly disagree’ or
‘disagree’ with the following statements:
The morale of teachers in this school is high
Teachers work with enthusiasm
70
60
50
40
30
20
Source: OECD PISA Database, 2001.
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Neth
T he
Belg
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11
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Port
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Polan
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Italy
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Fran
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New
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Irela
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Finla
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Mex
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G ree
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Hung
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Czec
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G erm
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Swed
en
Norw
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Swit
zer la
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Icela
nd
Denm
ark
Aust
r ia
Luxe
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rg
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Improving teacher effectiveness - Concerns
Large differences in teachers’ participation in professional development
% of teachers who attended a prof. development programme in previous 3 months
70
60
50
40
30
20
10
12
0
Source: OECD PISA Database, 2001.
Improving teacher effectiveness - Responses
Teaching needs to be seen in a lifelong learning framework
Teacher effectiveness and retention will improve if:
-- teaching becomes more “knowledge rich”
-- school leaders support teacher development and
link it to meeting school needs
-- school systems provide incentives for teachers
to continue improving
-- recognition and rewards for effective teaching is improved
-- greater career diversity is created
-- workload and stress are reduced
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-- flexible working hours and conditions are offered
Further information
Documents and updates are available
from:
www.oecd.org/edu/teacherpolicy
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