Incentives and stimuli: OECD TALIS
(Teaching and Learning
International Survey)
Improving Quality in Education:
OECD - MEXICO Joint Conference
Mexico City, Mexico, Thursday 11th
December 2008
Michael Davidson
Senior Analyst
OECD Education Directorate
OECD Teaching and Learning
Survey (TALIS)
What will we learn?
How can it support raising
education quality?
What is TALIS ?
• The first international survey to focus on
teachers, teaching and the learning
environment in schools
• To help policy makers develop policies and
practices that support positive conditions for
teaching and learning in schools
Policy themes of TALIS
• Focussing on teachers of lower secondary
education and the principals of their schools
• TALIS investigates:
• Appraisal/evaluation of teachers and feedback to
teachers
• Teaching practices, attitudes and beliefs
• School leadership
• Professional development of teachers
24 Countries participating
•
•
•
•
•
•
•
•
•
•
•
•
Australia
Austria
Belgium (Fl)
Brazil
Bulgaria
Denmark
Estonia
Hungary
Iceland
Ireland
Italy
Korea
•
•
•
•
•
•
•
•
•
•
•
•
Lithuania
Malta
Malaysia
Mexico
Netherlands
Norway
Poland
Portugal
Spain
Slovak Republic
Slovenia
Turkey
Mexico’s participation in TALIS
• International sample: Teachers of lower secondary
• 3,368 teachers in 192 schools across Mexico
• National extension sample for regions
• 31 out of 32 regions (excluding Michoacan de Ocampo)
• Total of around 58,600 teachers 3,070 schools
• Telesecundaria schools
• Target 100 schools in each of 31 regions with typically all teachers in
these schools surveyed.
Status of the project
• Data collection phase completed
• Analysis phase underway
• Preliminary international data available to
countries in March 2009
• Not for public use
• Initial publication of international results on
16 June 2009
So what will we learn from TALIS
about incentive structures?
Appraisal/evaluation and feedback for teachers

How does the appraisal system reward good
teachers and provide support for those teachers
who need it?

How do teachers receive feedback on their work?
Who from and how often?

How do different feedback and appraisal systems
impact on the school culture, cooperation and
collaboration between staff, teaching practices?
Teacher appraisal:
1. Administrative
2. Accountability
3. Development
Form of teacher appraisal
Outcomes of teacher appraisal
Factors considered
1. Student performance
Test scores
Frequency of appraisal
Retention/pass rates
2. Appraisal of teaching
Classroom
discipline
Internal
or external
Direct appraisal
3. Feedback from
Extent that appraisal is
stakeholders
formalised
Student evaluations
Parents’ comments
4. School culture
Impact of teacher appraisal
Collegiality
Extra-curricular
activities
5. Development undertaken
Teacher appraisal:
1. Administrative
2. Accountability
3. Development
1. Linked to incentives
Monetary rewards
Form of teacher appraisal
Non-monetary rewards
Career advancement
Work responsibilities
Outcomes of teacher appraisal
2. Positive & negative
feedback
Level and nature of
feedback
Impact of teacher appraisal
Only value judgement?
3. Development
Suggestions for
improvement in teaching
Professional development
Teacher appraisal:
1. Administrative
2. Accountability
3. Development
1. Job security
Form of teacher appraisal
Outcomes of teacher appraisal
Impact of teacher appraisal
2. Job satisfaction
School-level indicators
3. Changes in teaching
1. School culture
practices
2. Teacher cooperation
4. Link to school &
3. professional
School leadership
 development
Instructional leadership
 Managerial leadership
5. Addressing poor
4. performance
Teaching practices
5. Fulfil
Professional
6.
administrative
development
task
What will we learn about incentive
structures ?
• What forms of school and teacher evaluation/appraisal exist
in school systems?
• How are these geared to provide incentives and rewards
for teachers?
• To what extent are the reward systems based on:
• Indicators of student performance
• Indicators of teachers’ knowledge and skills
• Indicators of teachers’ professional activities
• Are alternative models more or less associated with positive
teaching and learning conditions?
How should student performance
be measured ?
Measuring improvements in learning
outcomes: Best practices to assess the
value-added of schools
www.oecd.org/edu/school/valueadded
What is ‘value added’ ?
• The contribution of a school to students’
progress towards stated or prescribed
education objectives, net of other factors that
contribute to students’ educational progress
• Performance gains between two points in time
controlling for e.g. socio-economic factors
Key messages
 Value-added modelling provides a
fundamentally more accurate and fairer method
of measuring school performance
 Provides key stakeholders, and especially
school principals and teachers with the
information to:
•
•
•
•
•
Monitor school performance
Monitor student performance
Develop and monitor programmes and policies
Set performance targets
Assess learning across grades, subjects and specific
student groups
Key steps in implementing a
system of value-added modelling
• Phase 1: Setting policy objectives and school performance
measures
• Phase 2: Presentation and use of value-added information
• Phase 3: Data quality
• Phase 4: Choosing an appropriate value-added model
• Phase 5: Communication and stakeholder engagement
strategies
• Phase 6: Training
• Phase 7: Pilot programme
• Phase 8: Ongoing development
How OECD can help ?
• We can advise on establishing a system of
value added models with a road map for
effective implementation
Thank you for Listening
www.oecd.org/edu/TALIS
www.oecd.org/edu/school/valueadded