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OECD School Resources Review - Working and Learning Together
The document discusses the need to rethink human resource policies for schools, emphasizing the importance of teachers and staff as crucial resources for effective education. It reviews evidence from various OECD analyses and suggests policy approaches to improve staffing, support professional growth, and ensure equitable distribution of school staff. Key recommendations include designing attractive career structures, establishing competitive salary scales, and enhancing professional development opportunities.
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OECD School Resources Review - Working and Learning Together
- 1. Working and LearningTogether - Rethinking Human Resource Policies for Schools OECD School Resources Review OECD Directorate for Education and Skills
- 2. Working and LearningTogether: Rethinking Human Resource Policies for Schools 2 What evidence is it based on? Summary of the state of the art in teacher and school leadership policy • Latest OECD data and systematic review of academic research • New analyses of relevant data Contextualised policy analysis based on • 18 national reports • 12 in-depth OECD country reviews • 21 country responses to an explorative data collection on national policy frameworks What does this report offer? A perspective on human resource policies considering all adults working in and with schools • Teachers • School leaders • Support staff and others Focus on resource implications and implementation challenges Policy approaches to support effective working environments in schools
- 3. WHY RETHINK HUMANRESOURCE POLICIES? 3
- 4. Long-standing evidence thatteachers have a profound impact on student learning • How to strengthen, recognize and preserve this contribution? Growing recognition of collective capacity in schools as a key element of effective schools • How to support effective collaboration and distribution of responsibilities? People are the most important resource in schools Both individually and collectively 4
- 5. School systems employstaff in a wide range of roles and the mix of staff in schools varies across countries, depending e.g. on: • Teacher task profiles and responsibilities • Changing student needs • Inclusion policies • Learning time arrangements • School responsibilities / decentralisation 19 Country profiles offer comparative information on school staffing frameworks 5 People are the most important resource in schools Both individually and collectively
- 6. -4 000 -3 000 -2000 -1 000 0 1 000 2 000 3 000 Contribution of theoretical class size Contribution of teaching time Contribution of instruction time Contribution of teachers' salary Difference of salary cost of teachers per student from OECD average USD Contribution of various factors to per-student salary costs of teachers, ISCED 1, 2017 In USD converted using Purchasing Power Parities (PPPs) for private consumption. Source: Education at a Glance 2019, Figure C7.2 (link) People are the most important resource in schools Also from a financial perspective
- 7. I regret thatI decided to become a teacher I think that the teaching profession is valued in society I wonder whether it would have been better to choose another profession If I could decide again, I would still choose to work as a teacher The advantages of being a teacher clearly outweigh the disadvantages Persistent challenges for staff in schools Low perceived status of school-level professions Share of lower secondary teachers who "agree" or "strongly agree" with the following statements: 76.0 75.6 33.8 25.8 9.1 0 10 20 30 40 50 60 70 80 OECD average-31 % Source: TALIS 2018, Vol. I. Table I.4.34
- 8. Persistent challenges forstaff in schools Shortages of teachers and leaders Source: PISA 2015, Vol. II, Table II.6.14 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 To some extent A lot Percentage of students in schools whose principal reported that the school's capacity to provide instruction is hindered by a lack of teaching staff %
- 9. Persistent challenges forstaff in schools Shortcomings in professional learning Source: OECD (2019), TALIS 2018: Vol I, Tables I.5.1., I.5.7 and I.5.15. Percentage of teachers who took part in professional development activities / reported that they had a positive impact on their teaching practice 60 65 70 75 80 85 90 95 100 Participated in professional development activities Felt professional development had a positive impact on their teaching practices %
- 10. Three main policyquestions to address persistent challenges: • How to design attractive career structures and salary scales? • How to ensure all schools have the professionals they need? • How to encourage continuous professional learning? Human resource policies for schools = the regulations and principles of action that shape who school staff are and what they do, through their influence on careers, staff distribution and professional learning. 10 What policies can support school systems in resolving key staffing challenges?
- 11. The study’s analyticalframework emphasises: professional agency, collective capacity, effective resourcing 11 Source: OECD (2019), Working and Learning Together, Figure 1.3
- 12. SIX POLICY APPROACHES TOSUPPORT EFFECTIVE WORKING ENVIRONMENTS IN SCHOOLS 12
- 13. 13 1. Design careerstructures with opportunities for professional growth 2. Establish salary scales that attract new entrants and reward growing expertise 3. Review the staff mix and working time arrangements 4. Ensure an effective and equitable distribution of school staff 5. Adopt a broad vision of initial preparation for teaching and school leadership 6. Support continuing professional learning and collaboration 6 Policy Approaches to Support Effective Working Environments in Schools
- 14. DESIGNING CAREER STRUCTURESWITH OPPORTUNITIES FOR PROFESSIONAL GROWTH 14
- 15. School systems needto consider both intrinsic and extrinsic motivations of adults working in schools Source: TALIS 2018, Vol. I , Fig I.4.1 Percentage of teachers who report that the following elements were of "moderate" or "high" importance in becoming a teacher 0 10 20 30 40 50 60 70 80 90 100 Teaching allowed me to influence the development of children and young people Teaching allowed me to provide a contribution to society Teaching allowed me to benefit the socially disadvantaged Teaching was a secure job Teaching provided a reliable income The teaching schedule fit with responsibilities in my personal life Teaching offered a steady career path %
- 16. Lack of opportunitiesfor professional growth for teachers • Teacher career structures are traditionally “flat” • Only 8/20 OECD review countries offer multi-stage career structures for teachers Strong emphasis on formal qualifications and experience in advancements • All but one OECD review country require a given level of seniority for career advancement and formal qualifications are a more wide-spread criterion than performance Potential for more articulated leadership career pathways • The majority of OECD review countries does not offer a well-defined career structure for school leaders 16 Traditional teaching careers provide few opportunities for professional growth and distributed leadership (1)
- 17. 17 Traditional teaching careersprovide few opportunities for professional growth and distributed leadership (2) Single-stage career • Austria • Belgium • Chile • Colombia • Denmark • Iceland • Luxembourg • Portugal • Spain • Turkey • Uruguay Multi-stage career • Czech Republic • Estonia • Kazakhstan • Lithuania • Mexico • Slovak Republic • Slovenia • Sweden Source: OECD (2019), Working and Learning Together, based on Table 2.1
- 18. Articulating vertical andhorizontal career paths for teachers • Vertical promotions provide formal recognition and higher responsibilities – Examples: Czech Republic, Kazakhstan, Lithuania, Slovenia • Horizontal diversification provides greater autonomy to specialize in particular roles – Examples: Austria, Chile, Uruguay • “Career lattice” structures combine vertical progression and horizontal specialisation – Examples: Singapore, Slovak Republic Career structures for school leaders can extend both ways and include • Middle leadership positions to allow more distributed forms of leadership • System leadership positions to share and spread good practice – Example: Denmark 18 Designing attractive and motivating career paths (1)
- 19. Singapore’s career structure 19 Designingattractive and motivating career paths (2)
- 20. ESTABLISHING SALARY SCALESTHAT ATTRACT NEW ENTRANTS AND REWARD GROWING EXPERTISE 20
- 21. Staff compensation isnot always commensurate with responsibilities, both for teachers… Teachers' salaries relative to earnings for tertiary-educated workers aged 25 to 64, 2011-2017 21 0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2 Primary education 2011 2017 Ratio Source: OECD (2019), Working and Learning Together, Figure 2.1, based on Education at a Glance 2019
- 22. Minimum and maximumstatutory salaries for lower secondary teachers and school heads (ISCED 2), 2017 22 … and school leaders Source: OECD (2019), Working and Learning Together, Figure 2.4, based on Education at a Glance 2019 0 20000 40000 60000 80000 100000 120000 140000 160000 Salary range of teachers (most prevalent qualification) School head - Minimum School head - Maximum Equivalent USD converted using PPPs
- 23. Salary progression oflower secondary teachers, 2018 Annual statutory salaries of teachers in public institutions, in equivalent USD converted using PPPs 23 Balancing competitive starting salaries with attractive earnings progression 0 20 000 40 000 60 000 80 000 100 000 120 000 140 000 160 000 Starting salary/minimum qualifications Salary after 15 years of experience/most prevalent qualifications Salary at top of scale/maximum qualifications Equivalent USD converted using PPPs Source: OECD (2019), Working and Learning Together, Figure 2.2, based on Education at a Glance 2019
- 24. Salary scales canattract and retain high-calibre candidates Balancing competitive starting salaries w/ attractive earnings progression What factors should determine teachers’ salary progression? • Professional development? • Growing responsibilities? • Performance? – Risks and unintended consequences – Individual and group level incentives Linking salaries to career advancement creates a more indirect link between pay and professional growth 24 Linking salary scales to professional growth
- 25. REVIEWING THE STAFFMIX AND WORKING TIME ARRANGEMENTS IN SCHOOLS 25
- 26. Teachers' working hours(ISCED 2), 2018 26 Teachers’ work involves many, sometimes competing responsibilities 0 10 20 30 40 50 60 70 Total working hours Teaching Lesson planning / preparation Collaboration / dialogue with peers Marking / correcting Administrative work Source: OECD (2019), Working and Learning Together, Figure 2.6, based on TALIS 2018
- 27. 27 Average proportion oftime lower secondary principals report spending curriculum and teaching-related tasks and meetings, 2018 And large administrative workloads for principals can take time away from pedagogical leadership Source: TALIS 2018, Vol. I Fig I.2.11 0 10 20 30 40 50 60 70 80 90 100 Korea Japan Kazakhstan Israel Chile Alberta(Canada) NewZealand Mexico Spain Italy UnitedStates France Lithuania SlovakRepublic England(UK) Slovenia OECDaverage-30 Colombia CzechRepublic Austria Hungary Belgium Flemish(Belgium) Estonia Turkey Latvia Finland Denmark Iceland Portugal Sweden Norway Netherlands % of working time 16%
- 28. The extent towhich teachers and school leaders are supported by other staff varies considerably 28 0.1 0.2 0.5 0.3 0.6-0.9 0.7 0 0.5 1 1.5 2 2.5 3 3.5 2018 2013 Staff ratio Source: OECD (2019), Working and Learning Together, Figure 1.1, based on TALIS 2018 Change in pedagogical support staff (ISCED 2), 2013-2018 Number of pedagogical support staff per ten teachers
- 29. 29 Teachers' administrative workand support (ISCED 2), 2018 But hiring additional support staff might neither be sufficient nor necessary to ease teachers’ administrative burden Canada (Alberta) Chile Czech Republic Denmark UK (England) Estonia Finland Belgium (Fl.) France Iceland Israel Italy Japan Korea Latvia Mexico Netherlands Norway PortugalSlovak Republic Spain Sweden 0 1 2 3 4 5 6 2 4 6 8 10 12 14 Ratio of teachers to administrative or management personnel Hours spent on administrative tasks Source: OECD (2019), Working and Learning Together, Figure 2.7, based on TALIS 2018
- 30. Ensuring that teachers’and school leaders’ working time reflects their range of tasks Clarify task expectations for teachers and school leaders Help staff prioritise among various and competing claims on their time Provide employment contracts based on a workload system rather than or in addition to their teaching hours Provide a good balance of autonomy and supports for school staff to collaborate Reviewing the mix of staff and the use of their time in schools Draw on wide range of staff working in schools to support students’ holistic learning Invest in research to understand staff time use / staffing needs and to inform resource allocations Redistribute leadership responsibilities within schools and systems Build human resource management capacity within schools Reviewing staff mix and working time arrangements
- 31. ENSURING AN EFFECTIVEAND EQUITABLE DISTRIBUTION OF SCHOOL STAFF 31
- 32. 32 Recruitment systems maywork against novice teachers and channel them to the most difficult schools Distribution of novice teachers by concentration of students from socio-economically disadvantaged homes (ISCED 2), 2018 -15 -10 -5 0 5 10 15 Estonia Turkey Belgium(Fl.) France Alberta(Canada) UnitedStates Belgium Austria England(UK) Kazakhstan NewZealand Spain Mexico OECDaverage-31 Chile Hungary Sweden Japan Denmark Lithuania Portugal Italy Israel Colombia Percentagepointdifferencebetweenschools with“morethan”and“lessthanorequalto” 30%ofstudentsfromsocio-economically disadvantagedhomes Source: OECD (2019), Working and Learning Together, Figure 3.7, based on TALIS 2018 Less novice teachers in schools in low SES context More novice teachers in schools in low SES context
- 33. Financial incentives canbe effective, but work differently depending on context and require evaluation and monitoring Source: OECD (2019), Working and Learning Together, Table 3.7
- 34. Ensuring an adequatesupply of professionals and facilitating a good matching process Collecting data on skills needs, involving stakeholders, and ensuring a good flow of information Collaborate in the recruitment of staff and build school capacity for staff recruitment Tackling inequities in the distribution of teachers and school leaders Design and implement equitable and transparent funding systems Make schools supportive places for staff to work with students Prepare school leaders for effective staff assignments within schools Additional strategies are necessary to promote the effective and equitable staffing of schools
- 35. SUPPORTING INITIAL ANDCONTINUING PROFESSIONAL LEARNING
- 36. Teachers' sense ofpreparedness for different elements of teaching (ISCED 2), 2018 Percentage of teachers who felt "not at all" or "somewhat prepared" for the following elements 0 10 20 30 40 50 60 Pedagogy of some or all subjects taught (%) Classroom practice in some or all subjects taught (%)% Source: OECD (2019), Working and Learning Together, Figure 4.1, based on TALIS 2018 Many teachers leave initial teacher education feeling unprepared for the realities of the classroom
- 37. New teachers donot always benefit from induction Induction and mentoring for beginning teachers (ISCED 2), 2018 Results based on responses of teachers with five years of experience or less 0 10 20 30 40 50 60 70 Formal induction Informal induction Mentoring Source: OECD (2019), Working and Learning Together, Figure 4.2, based on TALIS 2018
- 38. Supporting effective formsof professional learning remains a challenge (1) 0 10 20 30 40 50 60 70 80 Courses/seminars attended in person Reading professional literature Education conferences Peer and/or self-observation and coaching as part of a formal arrangement Participation in a professional development network Online courses/seminars Other types of professional development activities Percentage of teachers who participated in the following professional development activities TALIS average-48 Source: OECD, TALIS 2018, VOL I, Table I.5.7
- 39. Supporting effective formsof professional learning remains a challenge (2) Overemphasis on formal structures or roles Source: OECD (2019), Working and Learning Together, Table 4.5
- 40. Linking initial learningto schools Ensure teacher candidates have extensive opportunities for situated learning in school settings Invest in teacher and school leader residency programmes Link initial training to formal induction and coaching Adopting a systematic approach to professional learning Support high-quality, individualised coaching for teachers and leaders Identify opportunities and support for school-based learning teams Support schools to develop coherent adult learning goals that suit the community they serve Invest in monitoring tools to permit schools to capture teaching and learning strategies that work Supporting professional learning and growth
- 41. 41 1. Design careerstructures with opportunities for professional growth 2. Establish salary scales that attract new entrants and reward growing expertise 3. Review the staff mix and working time arrangements 4. Ensure an effective and equitable distribution of school staff 5. Adopt a broad vision of initial preparation for teaching and school leadership 6. Support continuing professional learning and collaboration Summing up
- 42. 42 All publications ofthe School Resources Review can be found at: www.oecd.org/edu/school/schoolresourcesreview.htm For further information, contact: [email protected]