Organisation for Economic Co-Operation and Development TALIS: Update OECD Improving school leadership workshop, Brussels, 1-2 Feb 2007 Ben Jensen OECD, Indicators and Analysis Division

Country participation Australia Belgium (Flanders) Brazil Czech Republic Denmark Estonia Hungary Iceland Ireland Italy Korea Lithuania Malta Malaysia Netherlands Norway Poland Portugal Spain Slovak Republic Slovenia Turkey Closely following project: Japan, Belgium (French Community)

Objective To provide policy relevant, robust international indicators to assist countries in the development of their policies on teachers, teaching and learning. Focus Recognition, appraisal, feedback and rewards to teachers Teaching practices, attitudes and beliefs School leadership Professional development of teachers Sample 200 schools, 20 lower secondary teachers and their school principal per school

School leadership Research questions In an era of accountability and devolution of authority in education, how can a nation’s 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?

Timeline 2006 Pilot study: October NPM meeting: November Finalised changes to field trial questionnaires 2007 Field trial: March – April Main study (S. Hemisphere): November 2008 Main study (N. Hemisphere): March-April 2009 Main report: February-March

Pilot and questionnaire development Pilot completed in October Five countries: Brazil, Malaysia, Norway, Portugal, Slovenia Very successful - good test of questions Analysis Plan objectives can be met but numerous minor changes to questionnaires Pilot focused on teacher questionnaire as many of the items in principal questionnaire already tested Instructional leadership Managerial leadership Changes to field trial questionnaires completed Currently being translated

Pilot results: Most constructs worked well Professional development Interesting results but changes made to better link PD activities, PD needs and criteria in teacher appraisal/feedback Appraisal/feedback systems Distinct systems evident Teaching practices, beliefs, attitudes Different practices evident Beliefs on nature of teaching and learning could be constructed School leadership Evidence of leadership and management styles But small sample sizes Further review after Field Trial

Pilot results: Teacher feedback & appraisal Key research questions in analysis plan focused upon the type and form of teacher appraisal Different systems were identified: 1.A ‘processes’ factor (i.e. what happens in the classroom) 2.Student outcomes factor 3.Collegiate factor Distinct systems also evident in the outcomes of teacher appraisal and feedback: 1.Monetary and career outcomes 2.Non-monetary rewards 3.Development-oriented outcomes 4.Outcomes that resulted in changes in teaching

Pilot results: Teaching practices, beliefs and attitudes The following constructs could be identified: Teacher controlled instruction Direct, teacher-controlled Instruction, Reviewing student work Student-centred instruction Adaptive instruction Active learning Structuring Stating goals, explicating steps in a procedure, summarising, checking student understanding by asking questions “Constructivist”, cognitively activating teaching

Pilot results: Teaching practices, beliefs and attitudes cont. Constructs on teaching beliefs: Beliefs on the nature of teaching and learning Direct transmission point of view Constructivist point of view Norm of reference used for evaluation of students Internal frame of reference Results were successfully aligned to the analysis plan with scales being able to be constructed: Teacher cooperation Disciplinary climate Self efficacy School climate

Pilot results: Teaching practices, beliefs and attitudes and school leadership Scales on school leadership were evident that differentiated between leadership that focuses more upon: Intervention and control Support for teachers Joint participation in school development School leadership Some evidence of complex management techniques Evidence of distinct leadership and management styles But VERY small sample sizes Further review after Field Trial

Thank you for listening. Comments and questions?