Brazil: What makes an effective teacher?

Transcription

1 Brazil: What makes an effective teacher? SERIES 6 OF 23 Table of Contents Executive Summary...2 Overview...7 What We Learned...15 What Surprised Us...37 What Our Findings Mean...42 Sources...46 Appendix...49

2 Executive Summary Title Executive Summary Katherine McKnight, PhD Pearson Jessica Yarbro Lacey Graybeal, & John Graybeal, George Mason University The quality of an education system cannot exceed the quality of its teachers. BARBER & MOURSHED, 2007 Acknowledgements We would like to thank the following individuals for their thoughtful review of the report: Leigh VandenAkker, 2015 Huntsman Education Award winner; 2012 Utah State Teacher of the Year; 2011 Utah Golden Apple Award winner; and Laurie Forcier, Office of the Chief Education Advisor, Pearson. We would also like to thank Richard Lee Colvin for his review as well as his careful edits. Special thanks to Vincent Bonnet and Ana Pessoa of Pearson Brazil for their helpful insights regarding education in Brazil. We would also like to thank Ashley Peterson-DeLuca, Mark Griffiths, Brad Ermeling, Dan Murphy, Maryam Mosharraf, Helen Honisett, and Rachel Brujis from Pearson, for their thoughtful reviews and feedback on this series. Decades of research make it clear: teachers make a difference in student learning. In fact, Stanford University economist Eric Hanushek (1992) has noted that the difference between a good and a bad teacher can be a full level of achievement in a single school year. Given the strength of these findings, nations around the world recognize that in order to improve educational outcomes and equity they must focus on effectiveness of teachers. A critical step toward achieving that goal is for individual countries to identify the competencies required for effectiveness and use them to inform teaching standards, preservice teacher preparation, professional development programs and performance evaluations. To make an impact, those systems and processes will need to be based on a common understanding, within each country, of what it means to be an effective teacher. Oxfam s international study of teacher competences and standards concludes that in order to build that common understanding, it is absolutely necessary that the question as to what is considered a quality educator is investigated among stakeholders (Bourgonje & Tromp, 2011, p. 145). Giving stakeholders a voice not only allows us to understand how they think and feel about a topic; it provides an opportunity to help frame important policy decisions that directly impact their lives. Pearson is therefore surveying learners, teachers, principals, education researchers, policymakers and parents in 23 countries regarding their perceptions of what it takes to be an effective teacher. Pearson is comparing the views expressed by these stakeholders with both current government teaching standards and research on effective teaching. 2 Brazil: What Makes an Effective Teacher?

3 Executive Summary This report, the sixth in the series, summarizes the results of the survey conducted in Brazil, where the government has been working to provide a high quality education to all children, yet still faces significant struggles in developing and training teachers to deliver high quality instruction. In the global report, 23 participating countries are compared not only across stakeholder groups, but by country as well. The Survey To learn the top qualities education stakeholders in Brazil seek in their teachers, we administered surveys across the country (see Figure A1 in the Appendix). The stakeholder groups include: Students ages Parents of K-12 students K-12 teachers K-12 administrators Education researchers and policymakers Respondents were asked to list, in their own words, between three and fifteen qualities that they feel are most important in making an effective teacher and to indicate what type of teacher, by subject(s) and grade level(s), they were thinking about while creating their list. The survey did not define effective for respondents, other than that it meant good, allowing respondents to define what an effective teacher meant for themselves. We developed a coding system to categorize responses, based on prior research about competencies of effective teachers. This coding scheme was reviewed by teachers, principals, education policymakers and researchers and revised iteratively as additional responses were coded, resulting in a final list of 32 categories. The Most Important Qualities of Teachers in Brazil We found remarkable consistency in how the groups of surveyed stakeholders responded when they were asked to list between three and 15 of what they believed to be the most important qualities or competencies of effective teachers. The most common response across the full sample was that effective teachers need to build trusting, compassionate Relationships with their students. It was also the most common response when comparing elementary, middle and high school grade levels. Private schools and female respondents also valued this critical skill the most. The second and third most common responses across all stakeholder groups were Professionalism and a Patient, Caring and kind personality. Professionalism refers to the teacher s workplace demeanor and responsibilities, including compliance with rules and policies and was most often expressed as being attentive, responsible and respectful. Patient, caring refers to positive personality characteristics, with patience, friendliness and kindness emphasized most. 3 Brazil: What Makes an Effective Teacher?

4 Executive Summary Most Important Qualities of Teachers in Brazil Ability to Develop Trusting, Productive Relationships Professionalism Patient, Caring, Kind Personality Dedication to Teaching Teaching Skills/Pedagogical Practices Ability to Make Ideas and Content Clear Subject Matter Knowledge Ability to Engage Students in Learning Classroom Management Knowledge of Learners When the responses of all stakeholder groups are combined, the other seven categories in the Top 10 qualities or competencies mentioned, were in descending order: Dedication to teaching and students success Knowledge and use of pedagogical methods or Teaching Skills that support student learning The ability to make new or complex Ideas and Content Clear for learners Deep content or Subject Matter Knowledge Ability to make content and learning engaging and motivate students to learn Ability to create a safe, productive learning environment (Engaging, Classroom Management) Knowledge of Learners and how they develop cognitively, socially and emotionally, and the ability to adapt content to meet the needs of individual learners, including those with special needs Seven of the Top 10 most frequent responses for each group of stakeholders were shared by all groups. Moreover, the responses of stakeholders associated with public and private schools were also remarkably similar: they shared the same Top 10 response categories, reported in slightly different order. When addressing the competencies most valued for an elementary, middle or high school teacher, respondents shared nine of the Top 10. Male and female respondents also shared the same Top 10, in slightly different order. 4 Brazil: What Makes an Effective Teacher?

5 Executive Summary The categories of qualities mentioned most often across the entire sample reflect how strongly education stakeholders in Brazil value dispositions of character (responsibility, trustworthiness) and care (relatedness, responsiveness) in their teachers. There is research that supports the link between these dispositions, teacher effectiveness, and learner outcomes. What was notable was that the survey responses did not generally align well with the guidelines or set of norms for teachers outlined in Brazil s Lei Diretrizes Curriculares Nacionais para o Curso de Pedagogia (National Curricular Guidelines for the Pedagogy Course). Additionally, there were some significant gaps between what the educator stakeholder groups valued most and what research tells us matters most in enhancing student learning. Few responses addressed the importance of knowledge and use of Assessment to evaluate and track student progress. Yet researchers suggest that this is the single most important aspect of teaching practice to enhance student learning. Also, few referenced making learning Challenging and rigorous for all students, in the belief that all can learn. A watered-down curriculum, in fact, has been shown to increase drop-out, repeating grades, and/or needing remediation, all of which are documented problems in Brazil s public schools. Implications The greater emphasis placed on teacher dispositions such as caring, kindness, passion, effort and professionalism, than on teaching skills may reflect the belief that without these critical dispositions, subject knowledge and pedagogical skills are insufficient to foster effective learning. Given the challenges in recruiting the best and brightest into teaching, and improving the quality of pre- and in-service teacher training, this study offers an opportunity for Brazil to re-think teacher effectiveness policies and the impact on the quality of the teaching workforce. Ultimately, the survey results reaffirm the notion that, at its foundation, learning is a social enterprise, and effective teaching is about trusting relationships between teachers and learners that foster learner success, as these communities define it. Using These Results to Improve Teaching Practice in Brazil We recommend that the results of this survey be used to inform and guide the definition of what it means to be an effective teacher in the teaching and learning contexts of Brazil. Moreover, the results can inform discussions about teacher preparation, hiring, training, and evaluation in Brazil, particularly in light of the problems in these areas documented by research. Given the stakeholders emphasis on the importance of teacher-student relationships, teacher training programs could place greater emphasis on dispositions that stakeholders believe are essential for effectiveness, such as patience, passion, and responsibility. The programs could assess these qualities in candidates, counsel candidates on career fit and provide training to improve teaching dispositions in future teachers. As other researchers have noted, 5 Brazil: What Makes an Effective Teacher?

6 Executive Summary focusing on improving the social relationship that is at the heart of student learning should lead to improvements in a wide range of student outcomes in schools. Likewise, training programs may want to emphasize the knowledge and skills that were mentioned less frequently but have been shown to be critical to effective teaching and student learning, such as assessment of learner progress and provision of a challenging, rigorous curriculum for all students, with an emphasis on the learning process and what have been referred to as noncognitive skills. We recommend that the results of this survey be used to inform and guide the definition of what it means to be an effective teacher in the teaching and learning contexts of Brazil. While this research identifies many different qualities and competencies of effective teachers, we caution against using the results to generate a checklist approach under the misguided belief that there is a single winning pattern of competencies to be an effective teacher. Finally, it cannot be overstated that to be effective teachers, the work conditions and environment, first and foremost, must be well managed; school context and community culture have a profound influence on the way different teacher roles and competencies are understood, prioritized, and practiced. 6 Brazil: What Makes an Effective Teacher?

7 Executive Summary Overview It is important that the system in which teaching and learning takes place is considered when defining what a teacher should know and be able to do. What makes an effective teacher? By whose definition? With the global focus on improving the quality of the teaching workforce, identifying the qualities of an effective teacher, and the accompanying competencies required, is a critical first step. Many countries are in the process of developing or revising their teacher evaluation systems, teaching standards, pre-service teacher preparation, and/or in-service teacher training programs. To make an impact, those systems and processes will need to be based on a common understanding of what it means to be an effective teacher, with a set of standards reflecting the expected knowledge, skills, attributes, and other competencies. An important decision for preparing, training, and evaluating teachers is how the standards are developed and by whom (Bourgonje & Tromp, 2011; OECD, 2013). Oxfam s international study of teacher competencies and standards concludes that it is absolutely necessary that the question as to what is considered a quality educator is investigated among stakeholders (Bourgonje & Tromp, 2011, p. 145). It is often the case that those who are most directly impacted by the set of competencies and standards e.g., the teachers themselves, their learners, learners families and school principals have little say in defining which features of effective teachers are valued most. In response to these concerns, we undertook this study to understand what key stakeholders in school systems from around the world value as the most important qualities of an effective teacher. Our focus was to compare the perspectives of the following sources regarding these qualities: 1. Key education stakeholders (learners, parents, teachers, principals, education researchers and policymakers); 2. The government (reflected in national teaching standards); and 3. Research on effective teaching This report summarizes what we found in Brazil. 1 1 There are 23 countries participating in this survey, listed in Table A1 in the Appendix of this report. 7 Brazil: What Makes an Effective Teacher?

8 Overview Our Study We engaged Dashboard Marketing Intelligence, an international marketing research firm, to collect the survey data from the six stakeholder groups (see Figure 1). Given the limited sample size, we combined the education researchers and policymakers surveys and their responses in our analyses. Individuals with expertise in the Brazilian education system reviewed the survey wording in Portuguese and the sampling plan. Teachers Administrators Students Researchers Parents Policymakers Figure 1. Key stakeholders surveyed Along with demographic items e.g., respondent s city, gender, school or job experience participants responded to two key items: 1. List a minimum of 3 and a maximum of 15 of the most important qualities of an effective (good) teacher. 2. Indicate the type of teacher you are thinking of as you create the list. For the second part, we provided a matrix of grade levels and subject areas taught. This allows us to examine whether the list of qualities differs for different grade levels and subject areas. It is important to note: we did not provide a list of qualities for respondents to endorse; we asked them to list their own, in their own words, so as not to influence results. 8 Brazil: What Makes an Effective Teacher?

9 Overview The study was driven by the following set of research questions: 1. What do different stakeholder groups regard as the most important qualities of an effective teacher? 2. Do these qualities differ by context? 3. How do these qualities align with teaching standards and research on teacher effectiveness? Figure 2 summarizes the methods we used for data collection. More detailed information is in the Appendix of this report, including data collection and sampling methods (Tables A1 and A2); areas surveyed (Figure A1); coding of survey responses (Table A3); and who we surveyed (Figures A3 A7). Locals helped with survey wording Dashboard Marketing Intelligence developed the sampling plan Dashboard conducted online surveys & computer assisted telephone interviews (CATI) Data quality checks per ESOMAR guidelines Trained data coders & conducted random quality checks * Note: ESOMAR is an international organization that promotes the value of market and opinion research to inform decision-making. Their guidelines for ensuring high quality data and rigorous methodology are found at Figure 2. Summary of survey methodology 9 Brazil: What Makes an Effective Teacher?

10 Overview Brazil s Education System Brazil is comprised of 26 States and a Federal District. Education is organized individually within each State through collaboration of municipalities, the states and the federal government (Stanek, 2013). Nationwide, education is overseen by the Ministry of Education (MoE) and the National Council for Education. In 1996, Lei de Diretrizes e Bases da Educação (The Guidelines and Bases for National Education Law), also known as the LDB, specified structural changes to the educational system including the decentralization of schools (UNESCO IBE, 2011). All school curricula were required to have a common national basis with an emphasis on student-centered approaches and stimulation of critical thinking rather than memorization, among other changes. In 2009, compulsory or basic education was extended to ages 4 to 17, to be fully implemented across the country by Pre-school starts at age 4. Primary education (Ensino fundamental) lasts nine years and includes elementary (grades 1 to 5) and lower secondary school (grades 6 to 9). Upper secondary education (Ensino médio) lasts three years (grades 10 to 12, ages 15 to 17), although students may choose to enter into vocational school (Educação Profissional Técnica de Nível Médio) instead, which can last up to four years. Figure 3 summarizes some key information about Brazil s education system. Figure 3. Brazil s education system 10 Brazil: What Makes an Effective Teacher?

11 Overview The geographical and cultural diversity of Brazil creates large disparities in education resources, particularly between rural and urban areas, and public and private schools (UNESCO IBE, 2011). Public schools in Brazil are characterized as suffering from a lack of teachers, overcrowded classrooms, lack of security, and issues with infrastructure. Moreover, Brazil has a contentious law that allows students in public schools to be promoted to the next grade even if they fail, drawing skepticism about the quality of education. Brazil needs to increase the number of well-trained professionals to maintain its status as an economic powerhouse. Brazil s education system is often described by economists as fragile. Despite increased spending and improvements, experts warn that as the country emerges as an economic powerhouse, its education system could hinder development (Barchfield, 2013). To maintain its status as one of the largest economies in the world, Brazil must overcome the lack of well-trained professionals. However, education statistics indicate a long road ahead for improvements: just over 17 percent of Brazilians aged were enrolled in a university or had obtained a diploma in 2011, according to a study by the Education Ministry. By comparison, the OECD reports that about 40 percent of U.S. citizens aged had a bachelor s degree and in Chile, that number stood at slightly under 40 percent (WENR, 2013). According to census data, Brazilian s on average have only 7.3 years of schooling. Less than half of the country s workforce has finished high school and just around 12 percent of workers have a college degree (WENR, 2013). Brazil leads Latin America in school drop-out rates (40-70%), with only 59% completing eighth grade (World Fund, 2012). Additionally, Brazil has a high rate of grade repetition, a contributing factor to its high drop-out rate (Cardoso & Verner, 2006). One source notes that research by the Instituto Paulo Montenegro found 38% of Brazilian undergraduates to be functionally illiterate (Fujikawa Nes, 2015). However, the educational system has seen measurable improvements in recent years as a result of school reforms, increased standards of living, and improved schooling conditions (Elacqua & Alves, 2014). Expenditure on Brazil s education system rose from 3.5% GDP in 2000 to 6.1% GDP in 2011, the sharpest rise of all OECD and G20 partner countries, with enrollments continually increasing as well. However, enrollments still remain below the OECD average (OECD, 2014a). In a recent call to action, the Brazilian Government announced Plano Nacional de Educação (PNE - National Education Plan, 2014), a set of aggressive measurements to be implemented until 2024 to boost the educational system. Some of the main goals include improving the quality of education and increasing access, especially to early childhood and primary education, for poorer populations. The plan also includes eradicating illiteracy within the next 10 years, and elevating the teaching profession by increasing teacher salaries (Alves, 2014). To do this, the government proposed to raise the investment in education to 10% of GDP by 2024 (Gustafson-Wright & Bruns, 2014). While the PNE is definitely a step in the right direction for Brazil, it has been criticized for not providing any innovation for the future and instead focusing on helping Brazil catch up to the educational standards held in other developing countries (Alves, 2014; Gustafson-Wright & Bruns, 2014). 11 Brazil: What Makes an Effective Teacher?

12 Overview Teacher Preparation There is no unified approach to training teachers in Brazil. Teacher training institutions do not collaborate; therefore their programs and curricula are not aligned. Some prioritize practice over theory, and others are the opposite. As Bourgonje and Tromp (2011) observe, Each institution believes it is delivering the best teachers. The aforementioned LDB 1996 legislation stipulates a few basic requirements for teachers in government (public) schools. For basic education (grades 1-9), teachers need higher level education (undergraduate) training and graduation, which leads to the teaching license. Specialists in education are required to have higher education training (undergraduate or graduate) in Pedagogy (Bourgonje & Tromp, 2011). There is also the requirement of at least 300 practice hours. Teaching Standards Brazil has no official professional teaching standards. In an Oxfam study in Brazil, educators and policymakers stated that due to Brazil s diversity, creating a national set of teaching standards would be problematic: Teachers in rural parts of Brazil deal with vastly different teaching and learning contexts than urban teachers, for example (Bourgonje & Tromp, 2011). There seemed to be agreement that a national competency profile for teachers was important, but no one could agree on who would determine the appropriate competencies. There was consensus that it should be a bottom up process, in which stakeholders such as teachers, teacher unions, the Ministry of Education, teacher trainers, and Education Secretaries of States and universities should contribute. Instead of a national set of teaching standards, the federal government has put forth a set of guidelines, via the aforementioned LDB legislation in These are specified in a separate document from 2006 entitled Lei Diretrizes Curriculares Nacionais para o Curso de Pedagogia (National Curricular Guidelines for the Pedagogy Course), as a set of complementary norms for pedagogy graduates. They include statements of a broad set of knowledge, skills, and dispositions. These are detailed in Table 2 of this report, and aligned with our survey findings. It is important to note that Brazil also has Benchmarks for Teacher Training (published in 1999) and Outline for the Structure of Advanced Teaching Courses (published in 2000) which share regulations for teacher training (CEPPE, 2013). Like teaching standards, these regulations are intended to ensure teacher quality. 12 Brazil: What Makes an Effective Teacher?

13 Overview Challenges to Developing Effective Teachers in Brazil Although Brazil has made some important legislative changes to improve education, the country still faces significant challenges to developing its teaching workforce and improving the education system. Variability in teacher training and expectations of teachers across Brazil are just some of the challenges. OECD (2010) published a report about the difficulties in creating an effective federal education system in Brazil, and note the following problems: Teacher training and expectations in Brazil are highly variable. Teaching does not have high status or high pay in Brazil, and therefore fails to attract the best and brightest students to the profession. Professional training is highly variable, and generally not done well. In 2010 a study in Sao Paulo showed that about 50% of teachers were temporary and failed to meet the requirements for contract work. An absence of full-day schools doesn t give teachers enough time to provide individual attention to students. The daily schedule includes four hours of school, with 2-3 shifts per day and many teachers teach at multiple locations. The OECD s Teaching and Learning International Survey (TALIS), administered in 23 countries including Brazil, indicate other challenges (OECD, 2013): Length of experience of teachers in Brazil is well below the TALIS average: the percentage of teachers working for 20 years or more is 19% while the TALIS average is 36%. These results suggest a young, less experienced teaching workforce. A UNESCO report indicates that teachers start as young as 17 years old in Brazil (UNESCO-IBE, 2011). Percentage of lesson time lost to disruptive student behavior or administrative issues is the highest among TALIS countries. Identified areas of needed professional development for Brazilian teachers include teaching students with special learning needs; ICT teaching skills; teaching in multicultural settings; and student discipline and behavioral problems. Use of professional collaboration is less than in other TALIS countries. Large proportion (20%) of teachers do not receive feedback on their practice from inside or outside of their school. Other documented issues in Brazil include poor student performance on international benchmarks of academic achievement (PISA), which is often indicative of or attributed to poor subject matter knowledge (OECD, 2014b). Disciplinary problems that disrupt learning are known to be problematic as well. According to a UNESCO report, teachers spend more time preparing for classes and grading than they do teaching (UNESCO-IBE, 2011). Additionally, public school teachers work more hours and generally have more experience than their colleagues at private schools, due to lower turnover rates associated with greater job stability and better benefits via the federal government. 13 Brazil: What Makes an Effective Teacher?

14 Overview Our survey research was conducted within a wide range of teaching and learning contexts in Brazil, some to which these concerns apply, some less so. It is important that the system in which teaching and learning takes place is considered when defining what a teacher should know and be able to do. As research demonstrates, in well-ordered schools, teachers can take on the many roles expected of an effective teacher, while in schools struggling for resources, strong leadership, and so on, teachers may struggle just to manage classrooms, and sometimes, to show up to work. Therefore, when asking individuals to share what they value most in their teachers, we cannot forget about the education system and the context in which these responses occur. Results of this study should be considered with that context in mind. The context in which teaching and learning takes place is important when defining what a teacher should know and be able to do. 14 Brazil: What Makes an Effective Teacher?

15 Executive Summary What We Learned 15 Brazil: What Makes an Effective Teacher? The main purpose of this survey was to elicit from a variety of key stakeholder groups what qualities they believe are most important for a teacher to be effective. 2 Stakeholders included 149 students, 154 parents, 150 teachers, 50 principals, and 30 education researchers and policymakers, with much of the data collected from the eastern part of the country. Most of the students (59%) were in 12th grade with a median age of 17; half lived in an urban area, and most (68.5%) attended public (government) schools. For parents, about two-thirds had some sort of post-secondary schooling and 58% sent their children to public schools. The teachers, principals, education researchers and policymakers were somewhat experienced, with a median of 5-7 years on the job, and all were trained in Brazil. For teachers and principals, close to twothirds represented government schools and around one-third represented private schools. More detailed information about each stakeholder group is in the Appendix (Figures A3 A7). We asked survey participants to list a minimum of 3 and maximum of 15 most important qualities of an effective teacher. The median number of responses was 3 for the entire sample, and for each group except students and parents, who tended to provide more (median = 4, and they ranged from 3-15 responses). 3 A description of how we developed the coding categories and a description of each can be found in Table A3 in the Appendix. A key question driving this study was whether there were important differences in the qualities that different groups of education stakeholders value for a teacher to be regarded as effective, as reflected in our first two research questions (page 9). Therefore we compared the results by five stakeholder groups (we combined education researchers and policymakers due to the small numbers); government and private schools; grade levels; and gender of respondents. To compare what stakeholders viewed as the qualities of an effective teacher with the national teaching standards and research on teacher effectiveness, we conducted an extensive review of the research literature and guidelines for teacher competencies put forth by Brazil s 2006 document, Lei Diretrizes Curriculares Nacionais para o Curso de Pedagogia (National Curricular Guidelines for the Pedagogy Course). We focused on international 2 Because the term effective implies a person who is successful at producing an intended outcome, we let the stakeholders determine what the term effective meant to them with respect to teachers and teaching. 3 On average, participants varied from the mean number of responses by about 3. Additionally, each response often included multiple competencies, so the median value is a low estimate of the number of responses from each stakeholder group.

16 What We Learned research aimed at identifying a set of competencies that could be applied globally for K-12 teachers, and on studies conducted specifically with teachers in Brazil. Top 10 Reported Qualities of An Effective Teacher In Brazil, the Top 10 endorsed qualities across the stakeholder groups are illustrated in the heat map in Figure 4. The color spectrum ranges from red to green the lowest to highest frequency of endorsement. To ensure a high response rate, we did not ask participants to prioritize or rank order the qualities they listed. Therefore we report the frequency by which each category was endorsed, for the overall sample ( All ), and by stakeholder group. The color patterns indicate some interesting differences between some of the stakeholder groups, which we address in the following section. All Researchers & Policymakers Parents Principals Students Teacher Relationships 12.1% 12.2% 13.2% 10.5% 12.8% 9.6% Professional 11.3% 6.9% 14.2% 8.2% 11.4% 8.1% Patient, Caring 11.1% 12.2% 11.8% 8.2% 13.0% 7.7% Dedication 7.9% 10.7% 7.7% 8.6% 6.4% 9.8% Teaching Skills 6.7% 4.6% 5.0% 11.4% 7.3% 7.5% Make Ideas Clear 5.2% 2.3% 5.1% 2.7% 7.0% 4.4% Subject Knowledge 4.9% 5.3% 5.3% 5.5% 4.5% 4.4% Engaging 4.8% 5.3% 3.7% 5.9% 4.5% 6.8% Classroom Management Knowledge of Learners 4.3% 8.4% 4.8% 5.0% 3.4% 3.5% 3.8% 7.6% 2.4% 6.4% 3.0% 5.8% Figure 4. Top 10 most important qualities of an effective teacher Note: A description of each category is found in Table A3 in the Appendix. These are the Top 10 qualities for the entire sample, with frequencies by stakeholder group. Red reflects the lowest and green the highest frequency of endorsed categories. 16 Brazil: What Makes an Effective Teacher?

17 What We Learned Table 1 illustrates the top 3 reported qualities of an effective teacher for the overall sample, and how those qualities were ranked, based on frequency of reporting, for each of the stakeholder groups. Relationships Professional Patient, Caring Students 2nd 3rd 1st Parents 2nd 1st 3rd Teachers 2nd 3rd 4th Principals/Admin 2nd 4th 5th Education Researchers and Policymakers 1st 6th 1st Table 1. Stakeholder group rankings of top 3 qualities of an effective teacher for overall sample Ability to Develop Trusting, Productive Relationships It is clear from the results of this survey that stakeholders in Brazil strongly value the teacher s ability to cultivate trusting, productive Relationships and relate to as well as mentor students. Relationships with students was reported either first or second most frequently across all 5 stakeholder groups. As our word cloud illustrates, being patient and respectful with students, and encouraging and listening to them were some of the most common descriptors (see Figure 5). The importance of these relationships is further emphasized by the third most commonly reported category referring to a teacher s Patient, Caring, and kind disposition. A number of the students indicated that the teacher should be patient when they misunderstand or have questions. Researchers have documented the link between learning outcomes and strong, collaborative relationships between teachers and learners (Zins et al., 2004; Singh & Sarkar, 2012; Gelbach et al., 2012). In a study by Gelbach and colleagues (2012) with Middle School students and teachers in the United States, the researchers found that as teacher/student relationships improved, teachers interacted more frequently with the students, and students finished the semester with higher grades. Moreover, the achievement gap between under-served and well-served students reduced by 65 percent. 17 Brazil: What Makes an Effective Teacher?

18 What We Learned Teaching is characterized as a complex relationship between the educator and the learner, where teachers know and respond with intelligence and compassion to learners and their learning (Rogers & Raider-Roth, 2006). Barber (1995) refers to this relationship as part of the unknown universe of teaching: that crucial part of education that is to do with the classroom interaction of learner and teacher and with the extraordinary ability of teachers to generate sparks of learning, even in the most inauspicious of circumstances (p. 76). Bransford et al. (2007) note that teachers need to be able to build productive, trusting relationships with students to create a safe, positive and productive teaching and learning environment. Figure 5. Ability to build trusting relationships Professionalism Professionalism was the second most frequently reported characteristic of an effective teacher for the entire sample, and valued most by the parents in this study. This category has to do with workplace practices and responsibility as a professional (e.g., being respectful and honest). Being attentive in the classroom, respectful and polite were some of the most common descriptors used. As we noted earlier, Brazil has documented problems with hiring qualified individuals to teach, and with absenteeism and classroom management of disciplinary problems. The strong focus in our survey results on teacher professionalism is therefore notable. 18 Brazil: What Makes an Effective Teacher?

19 What We Learned The word cloud (Figure 6) illustrates the features for this category. Figure 6. Teacher s professionalism Patient, Caring, Kind Personality Patient, Caring, defined as personality characteristics related to being a compassionate person, particularly with learners, is the third most frequently reported quality for the full sample (first for students). There is a significant body of research indicating that teacher dispositions are strongly related to student learning and development (Schulte et al., nd.). Several key dispositions include a caring attitude and sensitivity to student differences. There is also research on the impact of work environment, dispositions and burnout in teachers. Kokkinos (2007) found that work environment stressors, particularly management of student misbehavior and time constraints, were associated with emotional exhaustion and burnout in primary school teachers. In such situations, teachers are more likely to be emotionally detached and to become more cynical toward their students in order to avoid subsequent stress. However, dispositions such as sociability, were found to function as buffers. Figure 7 illustrates respondents ideas in this category. 19 Brazil: What Makes an Effective Teacher?

20 What We Learned Figure 7. Patient, caring, kind personality The next most important qualities making up the Top 10 list for the sample show some variability across the groups (see Figure 8). These qualities focus on sets of skills and knowledge specific to teaching as well as dispositions important any profession e.g., dedication. Figure 8 illustrates how each of the five stakeholder groups compares on these seven qualities, highlighting variability in response frequency for a number of competencies. Figure 8. Top 4-10 qualities of an effective teacher 20 Brazil: What Makes an Effective Teacher?

21 What We Learned Dedication to Teaching Dedication was the fourth most valued by the overall survey sample, and in the top three for the educators in the sample e.g., teachers (for whom it was first), principals, and education researchers and policymakers. Dedication refers to a love of teaching or passion for the work. Responses often referred to loving the subject matter or simply being dedicated to the work. Dedication is a reflection of an individual s intrinsic motivation. According to the popular book Drive by Daniel Pink (2011), intrinsic motivation is driven by an individual s sense of autonomy or control over their own work and their own lives; the ability to learn and create new things; and the desire to improve oneself and make the world a better place. Like everyone else, for teachers to be intrinsically motivated to be effective in their work, these conditions of autonomy, mastery, and contribution to a greater good, must be in place. Yet, documented issues in Brazil s schools and education system suggest that these conditions are likely not present for many of Brazil s teachers, particularly those who work in under-resourced communities. Problems such as inadequate supervision of the work performed by teachers and learners; vacant and unfilled teacher posts; teacher absenteeism; poor pay; and classroom overcrowding are just some of the issues that teachers face in Brazil (OECD, 2013; Bevins, 2015). In 2015, public school teachers staged strikes in over one-third of Brazil s states, in some places for months (Bevins, 2015). The features most frequently mentioned related to being a dedicated teacher are illustrated in the word cloud in Figure 9. Figure 9. Dedication to teaching 21 Brazil: What Makes an Effective Teacher?

22 What We Learned Teaching Skills/Pedagogical Practices The Teaching Skills category, the fifth most common set of responses across the sample, reflects specific teaching/pedagogical practices or methods, including those related to specific subject matter, and is sometimes referred to as general pedagogical knowledge (Turner-Bissett, 1999). There is a great deal of research on how specific teaching practices improve student learning. There are multiple reports from a variety of organizations globally that document researchsupported instructional practices that support student learning. Practices such as collaborative learning, peer-instruction, problem-based learning, and other active learning strategies are some examples. Responses ranged from very general statements about teaching practices, such as the need to use a variety of teaching methods, to very specific strategies for given subject matter. Principals tended to provide the most sophisticated responses in this category, describing research-supported teaching practices such as integration of technology for learning or active, student-centered learning approaches. This category was most mentioned by principals, and least mentioned by education researchers and policymakers, as well as parents. Figure 10 highlights the features of responses in this category. Figure 10. Teaching skills/pedagogical practices 22 Brazil: What Makes an Effective Teacher?

23 What We Learned Ability to Make Ideas and Content Clear The sixth most commonly reported quality across the entire sample was the ability to Make Ideas and Content Clear. This broad area addresses a teacher s ability to make ideas and/or material clear and easy to understand, including orally and in written form. Responses included making complex ideas simple for students to understand, and ability to speak clearly and have command of the language. In the research literature, the ability to make ideas and content clear is an essential skill for all teachers (Bransford et al., 2007; Harley et al., 2000). Of all the stakeholder groups, students reported this competency most frequently, and it failed to make the Top 10 most frequent list for researchers and policymakers and principals. Figure 11 illustrates the features of this category. Figure 11. Teacher s ability to make ideas, content clear 23 Brazil: What Makes an Effective Teacher?

24 What We Learned Subject Matter Knowledge Subject Matter Knowledge, the seventh most frequent category of responses for the sample, includes expertise in a given content or subject area as well as knowledge of the curriculum, learning objectives and/or standards in that content area (e.g., Leu, 2005; Bransford et al., 2007; CEPPE, 2013). Research supports the need for both subject matter and curriculum knowledge for effective teaching, along with strong pedagogical content knowledge. In fact, research linking teacher subject matter knowledge in math to student learning lead the National Mathematics Advisory Panel in the United States to conclude: Teachers must know in detail and from a more advanced perspective the mathematical content they are responsible for teaching and the connections of that content to other important mathematics, both prior to and beyond the level they are assigned to teach (U.S. Department of Education, 2008, p. 38). Concern about Brazilian students achievement on the international PISA tests have been tied to teachers poor subject matter knowledge (OECD, 2014b). Subject Matter knowledge was reported almost equally frequently by parents, education researchers and policymakers, and principals. Responses emphasized the teacher s mastery of his/her subject area. Figure 12 highlights the features of responses in this category. Figure 12. Teacher s subject matter knowledge 24 Brazil: What Makes an Effective Teacher?

25 What We Learned Engaging Students in Learning The eighth most frequently mentioned quality across all stakeholders is the teacher s ability to Engage and motivate students to learn. Researchers talk about three types of engagement that are required for students to learn: cognitive, emotional and behavioral (Fredricks, 2014). Research-supported (James, 2014) ways to increase student engagement include: making the learning activities meaningful for the students helping students to believe they can master the learning nurturing students sense of control over their own behaviors and goals having students work collaboratively to learn building positive teacher-student relationships focusing on mastery learning instead of grades and exam scores Responses primarily focused on making content interesting and dynamic and the teacher s ability to motivate students to learn. Of the five stakeholder groups, teachers mentioned this category most frequently. Figure 13 highlights the features mentioned most. Figure 13. Ability to engage students in learning 25 Brazil: What Makes an Effective Teacher?

26 What We Learned Managing the Classroom Learning Environment The ninth most frequent, most valued quality of an effective teacher across the entire sample is categorized as Classroom Management. Research describes this category as the ability to manage classroom routines, student behavior, and time, to create a productive learning environment in which learning time is maximized (Shulman, 1986; Bransford et al., 2007; Bourgonje & Tromp, 2011). These are critical teaching skills that are directly linked to student learning. The extent to which teachers can create a productive learning environment dictates the students opportunity to learn in that environment. Chaotic, disruptive environments reduce the instructional time and therefore opportunity to learn. In this survey sample, many of the responses had to do with the teacher managing student behavior. Common sentiments included that the teacher should be strict and maintain student discipline. However, educators focused more on creating an environment conducive to learning. In light of the documented issues with discipline and disorder in public schools in Brazil, these results are not surprising. Classroom management was most reported by education researchers and policymakers (their fourth most frequent response) and failed to make the Top 10 list for teachers. Figure 14 highlights the most common responses in this category. Figure 14. Classroom management 26 Brazil: What Makes an Effective Teacher?

27 What We Learned Knowledge of Learners Knowledge of Learners was the tenth most commonly reported quality of an effective teacher for the entire sample. This is a broad category that includes knowledge of the cognitive, social and emotional development of all learners. Such knowledge includes an understanding of how students learn at a given developmental level; how learning in a given subject area typically progresses e.g., learning progressions or trajectories awareness that learners have individual needs and abilities; and an understanding that instruction should be tailored to meet each learner s needs. This broad set of competencies appears often in the research on effective teaching, underscoring the notion that instructional practices should align with what learning science tells us about how humans learn (Clark & Mayer, 2011; Dunlosky et al., 2013) and that one size does not fit all in teaching and learning (Bransford et al., 2007; Klem & Connell, 2004; Leu, 2005; OECD, 2013; Bourgonje & Tromp, 2011). In Brazil, many of the educators responses focused on understanding individual learning needs and personalizing learning. This category was most frequently mentioned by education researchers and policymakers, then principals, and did not make the Top 10 list for parents or students. Figure 15 illustrates survey responses regarding this category. Figure 15. Teacher s knowledge of learners 27 Brazil: What Makes an Effective Teacher?

28 What We Learned Do Responses Differ by Stakeholder group? The first research question driving this study was whether the five different stakeholder groups differed in the qualities they valued most in an effective teacher. Figures 4 and 8 show how stakeholder groups compare on the Top 10 list for the entire sample, but not on their own Top 10 lists. Figure 16 below compares the Top 10 most valued qualities for each stakeholder group. Seven of the Top 10 categories for the entire sample apply to each of the five groups Top 10 list as well, with few exceptions: Classroom Management was in all but the teachers Top 10 list, while Knowledge of Learners and Making Ideas, Content Clear were in three of the five stakeholder groups Top 10 list; all three of these categories were in the Top 10 list for the overall sample. Always Learning mindset, which refers to a striving for continuous improvement, was in the Top 10 most frequent responses for all but the students and researchers and policymakers; it did not make it into the Top 10 list for the overall sample. The teacher s Intelligence is on the Top 10 list for students only. Intelligence refers to a teacher being well-informed, having a strong general fund of knowledge (not specific to the content being taught), critical thinking ability, and problem-solving ability. Lesson Planning, which includes the ability to plan effective learning activities for students, organize learning for the learner, and general organizational skills, was only on the researcher and policymaker s Top 10 list. The teacher s Creativity was on the teachers Top 10 list only. This includes the ability to think creatively, adapt, or embrace new ideas or teaching styles, and includes being inquisitive. 28 Brazil: What Makes an Effective Teacher?

29 What We Learned Figure 16. Top 10* qualities of an effective teacher by stakeholder group Note: We provide the Top 11 for Teachers, who reported two categories equally frequently in tenth place. 29 Brazil: What Makes an Effective Teacher?

30 What We Learned Do Responses Differ by Context? The second research question driving this study was whether the qualities most valued in an effective teacher differed by context. We compared responses by the type of school (Government and Private), grade level (Primary, Middle, and High School) and gender. All stakeholder groups except education researchers and policymakers indicated whether they or their children went to government (public) or private schools. Figure 17 compares the Top 10 qualities valued by those from government and private schools. Categories are color coded for ease of comparison. Figure 17. Top 10 qualities by type of school Note: Categories are color coded for ease of comparison. Education Researchers & policymakers were not asked to indicate government vs. private school and therefore their data are not included. 30 Brazil: What Makes an Effective Teacher?

31 What We Learned As Figure 17 illustrates, government and private schools shared the same Top 10 responses, although they varied slightly in order of frequency. For grade levels, results were similar. Figure 18 shows the results for the Top 10 categories across the sample, by grade level of the teacher the respondents were thinking of when they provided their list of most valued qualities of an effective teacher. All three grade levels shared nine of their Top 10 with the exception of an Always Learning mindset for primary school teachers, and making learning Engaging specified for Middle and High School teachers. As the counts for the different grade levels illustrate, multiple respondents selected multiple grade levels for the teacher they were thinking about, indicating that their list of most valued qualities applied to teachers regardless of grade level. Figure 18. Top 10 reported qualities by grade level 31 Brazil: What Makes an Effective Teacher?

32 What We Learned We were unable to make meaningful comparisons between content areas taught due to the high number of content areas and low number of responses representing them, even after combining conceptually similar areas. When data are available from all 23 countries, the sample sizes will make it possible to make these comparisons. We also compared the responses of male and female respondents to assess if there were any important differences. Interestingly, the Top 10 list remains the same for both genders and they both report the same qualities in their top 5 and bottom 5 of their Top 10 lists, although at varying frequencies (see Figure 19). Figure 19. Top 10 qualities by gender 32 Brazil: What Makes an Effective Teacher?

33 What We Learned Do Survey Responses Align with Teaching Standards and Research? The third research question driving this study was whether stakeholders values regarding effective teachers align with Brazil s teaching standards and how survey responses and teaching standards compare to what research tells us about effective teachers and teaching. Research on competencies of effective teachers is broad and often country-specific; therefore, we focused primarily on studies identifying competencies to be applied globally to grade school (K-12) level teachers. As mentioned earlier in this report, Brazil does not have a national set of teaching standards. In a 2011 study by Oxfam, the authors investigated the reasons behind this, and found that education stakeholders believed that a set of general competencies that all teachers should have would be useful in Brazil (Bourgonje & Tromp, 2011). However, given the wide diversity across Brazil, consensus seemed to be that a clear set of standards applied to all teachers regardless of context, was not advisable. Instead of teaching standards, the study identified a broad set of guidelines outlining expectations of Brazil s teachers in National Curricular Guidelines for the Pedagogy Course (2006). Table 2 aligns these statements with our survey results. Lei Diretrizes Curriculares Nacionais para o Curso de Pedagogia (2006). ARTICLE 5 The Pedagogy graduate will have to be able to: Act with ethics and commitment while seeking to build a just, equitable and egalitarian society (19, 28). Understand, care for, and educate children from birth to five years, contributing to their physical, psychological, intellectual and social development (11, 12, 31). Strengthen children s development and learning, as well as of those who do not have opportunities to attend school at the proper age (12). SURVEY RESULTS 19 Religious; spiritual; moral; ethical 28 Belief in education as a way to promote political values 11 Ability to build productive, trusting relationships, relate to, & mentor students 12 Knowledge of how students learn & develop; personalize learning 31 Teaching students skills necessary for college & career success/21st century skills; focus on noncognitive skills 12 Knowledge of how students learn & develop; personalize learning Table 2. Brazil s National Curricular Guidelines aligned with survey results (continued) 33 Brazil: What Makes an Effective Teacher?

34 What We Learned Lei Diretrizes Curriculares Nacionais para o Curso de Pedagogia (2006). ARTICLE 5 The Pedagogy graduate will have to be able to: Work in spaces inside and outside school, promoting learning at different phases of human development, and at different levels and modalities of the educational process (2, 12). Recognize and respect physical and cognitive development and needs, as well as emotional and affective needs of students both individually and within groups (11, 12). Apply ways to teach Portuguese, Language, Mathematics, Science, History, Geography, Arts, and Physical Education in an interdisciplinary manner appropriate to the different phases of human development (12, 20). Relate the languages of media to education in didactic-pedagogical processes, demonstrating command of the appropriate information and communication technologies to the development of significant learning tools (4, 20). Promote and facilitate cooperation between the educational institution, the family and the community (18, 25). Identify socio-cultural and educational problems with an investigative, integrative and purposeful approach in the face of complex realities, seeking to contribute to overcoming social, ethnic-racial, economic, cultural, religious and political exclusion (24, 26). SURVEY RESULTS 2 Passion; commitment; dedication 12 Knowledge of how students learn & develop; personalize learning 11 Ability to build productive, trusting relationships, relate to, & mentor students 12 Knowledge of how students learn & develop; personalize learning 12 Knowledge of how students learn & develop; personalize learning 20 Pedagogical knowledge, skills & methods 4 Knowledge & use of technology/ict for teaching & learning 20 Pedagogical knowledge, skills & methods 18 Ability to work well with colleagues; shares knowledge and skills with colleagues; cooperative and works with others to improve as a team 25 Communication with parents, families 24 Cultural competence; respect for diversity 26 Ability to conduct and understand research; studying one s own practice and impact on learners e.g., action research, lesson study Table 2. Brazil s National Curricular Guidelines aligned with survey results (continued) 34 Brazil: What Makes an Effective Teacher?

35 What We Learned Lei Diretrizes Curriculares Nacionais para o Curso de Pedagogia (2006). ARTICLE 5 The Pedagogy graduate will have to be able to: Demonstrate awareness of diversity, respecting differences of an environmental-ecological, ethnicracial, generational, social class or religious nature, as well as differences in gender, special needs and sexual choices (24). Develop teamwork, establishing dialogue between the education sector and other areas (18). Participate in the management of institutions, contributing to the preparation, implementation, coordination, monitoring and evaluation of the education program (10). Participate in the management of institutions, planning, executing, monitoring and evaluating educational projects and programmes in school and non-school environments (10). Conduct research that provides knowledge about students and the socio-cultural reality of their non-school experiences, teaching and learning processes in different environmental-ecological mediums, curricular proposals, and the organisation of educational work and teaching practices (26). Appropriately use tools for building pedagogical and scientific knowledge (14). SURVEY RESULTS 24 Cultural competence; respect for diversity 18 Ability to work well with colleagues; shares knowledge and skills with colleagues; cooperative and works with others to improve as a team 10 Leadership 10 Leadership 26 Ability to conduct and understand research; studying one s own practice and impact on learners e.g., action research, lesson study 14 Mindset & passion for continuous learning & challenging oneself to improve Critically study and apply the curricular guidelines and other legal provisions as needed, and to execute, implement, evaluate and direct the result of this assessment to the relevant authorities (17). 17 Professionalism; knowledge & practice of duties & responsibilities Table 2. Brazil s National Curricular Guidelines aligned with survey results (continued) 35 Brazil: What Makes an Effective Teacher?

36 What We Learned Lei Diretrizes Curriculares Nacionais para o Curso de Pedagogia (2006). ARTICLE 5 The Pedagogy graduate will have to be able to: In the case of indigenous teachers and teachers who may teach in indigenous schools, given the particularity of the people they work with and the situations where they work, they should also: Promote dialogue between knowledge, values, ways of life, and philosophical, political, and religious orientations specific to the culture of the indigenous people with whom they work as well as those from the majority society (24). Act as intercultural agents, seeking to value and study relevant indigenous themes (24). SURVEY RESULTS 24 Cultural competence; respect for diversity Table 2. Brazil s National Curricular Guidelines aligned with survey results (continued) Note: In English, National Curricular Guidelines for the Pedagogy Course. Numbers reflect the coding categories from Table A3 in the Appendix. The guidelines are intentionally broad in order to address general competencies expected of all teachers regardless of content areas, grade levels taught and teaching and learning context. They are written in general terms about promoting learning across age groups, ethnic and racial groups, and in- and outside the classroom. In many ways, the document appears to function more as a description of the role of education and educators in society. Unlike traditional teaching standards, this document says little about the competencies a teacher needs in order to effectively promote student learning. In contrast, the stakeholders in our study emphasized numerous competencies supported by research to promote learning including but not limited to the following: Knowledge and use of pedagogical methods for enhancing learning (Teaching Skills); Ability to make new and/or complex ideas and content clear for learners (Make Ideas, Content Clear); Deep content or subject matter knowledge (Subject Knowledge); Ability to engage students and motivate them to learn (Engaging); Ability to create a safe and productive learning environment (Class Management); Stakeholders mentioned other critical competencies to promote learning as well, but less frequently, as we discuss next. 36 Brazil: What Makes an Effective Teacher?

37 Executive Summary What Surprised Us All stakeholder groups endorsed the importance of teachers building trusting relationships and relating well to students. The key research questions driving this study were (1) whether there were important differences in the qualities that different groups of education stakeholders value for a teacher to be regarded as effective; (2) whether context made a difference in the qualities most valued; and (3) the extent to which the qualities most valued aligned with the national teaching standards and with research on effective teachers and effective teaching. Regarding research questions 1 and 2, we hypothesized that we would find important differences between what is valued by stakeholder groups (parents, students, etc.); for primary and secondary level teachers; for government and private school teachers; and perhaps, by males and females. However, we were surprised by the general consistency in findings across the groups. All stakeholder groups endorsed the importance of teachers building trusting Relationships and relating well to students; being Patient, Caring and kind individuals; Professionalism; and Dedication to teaching in each of their top six most valued qualities. In fact, all five stakeholder groups shared seven of their Top 10 most valued qualities. When we compared contexts, government and private schools shared the same Top 10, although they varied in frequency of reporting. The same was true for male and female respondents. Additionally, when we compared which qualities were valued most for primary, middle and high school teachers, all three grade levels shared nine of their Top 10. Regarding research question 3, we found that survey responses were generally well aligned to documented competencies of effective teachers and teaching practices in the literature, but not well aligned with the teacher guidelines as stated in the 2006 National Curricular Guidelines for the Pedagogy Course. With respect to the guidelines, these appear to be more of a general set of statements about the purpose of education and teachers in society than a set of competencies that teachers should master in order to be effective. The document emphasizes teachers beliefs and values, (e.g., recognizing and respecting differences in students cultures and backgrounds,) their 37 Brazil: What Makes an Effective Teacher?

38 What Surprised Us professional roles and responsibilities, (e.g., studying the curriculum, connecting with communities,) taking on leadership roles and collaborating with peers, and knowledge and understanding of learners, (as described earlier in this report). With some exceptions, what is noticeably missing in these guidelines is a set of key knowledge, skills and dispositions linked by research to effective teaching practices as well as learning outcomes, as discussed below. The 2006 Guidelines include some reference to competencies valued most by the Brazilian stakeholders in our survey, e.g., Relationships (11), Professionalism (17), Knowledge of Learners (12), an Always Learning (14) mindset and an unclear reference to Dedication (2). But they emphasize other categories rarely mentioned by those surveyed including taking on Leadership (10) roles and being Collaborative (18); Cultural Competence (24); involving Families (25); and a Research mindset (6), to name a few. It was surprising that few education professionals responded with qualities such as use of assessment or making learning challenging. Researchers note that in order to support student learning, teachers need a complex array of knowledge and skills, based on what we know about how humans learn. Moreover, these requirements are changing in light of the types of knowledge and skills that nations and today s learners require to survive and succeed (Darling-Hammond, 2006; Greenhill, 2010; OECD, 2013). Bransford et al. (2007) broadly define the areas of knowledge and attending skills required for effective teachers as: Knowledge of learners and how they learn and develop within social contexts. Knowledge of subject matter and curriculum goals. Knowledge of teaching, including subject matter, diverse learners, use of assessment, and classroom management. To that broad list, 21st Century Knowledge and Skills in Educator Preparation and other reports have added knowledge and use of technology, as well as broader dispositions and professional skills including (but not limited to) general intelligence and analytical thinking, strong communication skills, leadership, collaborative learning, and continuous reflection on one s own practice to learn and improve (Greenhill, 2010). In our study in Brazil, it was surprising to find that a small percentage of responses from the education professionals teachers, principals, education researchers and policymakers included certain knowledge and skills that are well understood to enhance student learning. Our findings include the following: No more than 2.3% of responses addressed the teacher s critical knowledge and use of Assessment to monitor student progress. Of the educator stakeholder groups in this study, principals reported this the most. Wiliam (2007) and others suggest that the ability to consistently assess student learning progress and adjust instruction accordingly is the single most important aspect of teaching practice to enhance student learning, and therefore we expected to see this competency mentioned more frequently by educators. 38 Brazil: What Makes an Effective Teacher?

39 What Surprised Us Creating a climate where students feel cared for, that they belong, and where they are free to take risks and make mistakes as they learn new material, is critical for productive learning to occur. No more than 1.4% of responses from educators addressed making learning Challenging and rigorous for all students, in the belief that all can learn. A watered-down curriculum, in fact, has been shown to increase drop-out, repeating grades, and/or needing remediation (Stronge, 2007), all of which are documented problems in Brazil s public schools. None (0%) of the researchers and policymakers or principals, and 0.2% of teachers mentioned the importance of focusing on the learning process itself and Deep Learning versus learning outputs such as exam scores and grades. Entwistle (2000) addresses how such a focus on the part of the teacher influences teaching practice and learning outcomes. Although they are part of the Brazil s Lei Diretrizes Curriculares Nacionais para o Curso de Pedagogia (the Guidelines document), survey respondents made little mention of important teacher behaviors within the school community, including taking on Leadership roles and contributing to the profession (<1.0% of teachers and principals responses); working Collaboratively with colleagues (<1.0% of all educators responses); and <1.0% of their responses addressed the important skill of connecting with Families to keep them informed about their student s learning and progress. Darling-Hammond (2010) notes the importance of these competencies for effective teaching, and research on effective schools show these practices to be important as well (Fullan, 2003). It is unclear if the infrequent endorsement of these categories by educators in this study is due to lack of training in or familiarity with at least some of these areas, or for other reasons. It may be that because Brazil has not adopted a set of competencies for teachers, and/or because teacher training is so variable in quality, the educators may be unaware of the importance of some of these sets of knowledge, skills and dispositions. It is clear from research, education policy literature, and traditional as well as social media, that confidence in some of these teacher competencies in Brazil is low. As noted earlier in this report, concerns include: Low status of teaching profession, failure to attract best and brightest into teaching. Chaotic classrooms with high rates of disciplinary problems and high teacher absenteeism. Inconsistent and often poor teacher preparation and training. Low quality teaching in schools; poorly prepared teachers with inadequate subject matter knowledge. Poor student achievement performance on PISA 2012 in all tested areas. The above concerns highlight the importance of strong teacher preparation and ongoing professional development in the dispositions, knowledge and skills required to support and enhance student learning. 39 Brazil: What Makes an Effective Teacher?

40 What Surprised Us Implications In education research and policy circles, Brazil s education system is characterized as in need of significant improvements, particularly in government schools and rural areas. Poor student performance on international tests and a high drop-out rate indicate that a large percent of students are not able to compete globally in critical skills for employment. Recent attention to the poor state of affairs of the education system and its link with the country s long-term economic growth has re-directed attention on policies to improve teaching and learning in Brazil. Many of these policies are focused on the quality of the teaching workforce. In light of these issues, it is notable that the surveyed education stakeholders seem to value teacher dispositions of care (Relationships; Patient, Caring) and character (Professionalism; Dedication) first and foremost, along with teachingspecific knowledge and skills. The importance of these dispositions may reflect an underlying belief that without them, a teacher s subject matter knowledge and pedagogical skills will do little to help students learn and succeed. In fact, this belief is consistent with literature on dispositions for teaching. Dottin (2009) tells us that if teaching is seen as a clinical profession requiring discernment, judgment, problem solving, continuous learning, and the use of content knowledge to address problems, building intellectual dispositions is critical for preparing and developing effective teachers. Dispositions concern not only our abilities, but what we are actually likely to do--i.e. they address the gap between our abilities and our actions (Ritchart, 2002). As Figure 20 illustrates, it may be that these dispositions serve as a foundation for effective teaching (i.e., the base of the pyramid) supporting the requisite professionalism and teaching-specific knowledge and skills. In combination, these three domains of teacher qualities or competencies cultivate productive student learning. Knowledge and Skills Professionalism, Responsibility and Dedication Compassionate, Trusting Relationships with Students Figure 20. Hierarchy of valued qualities of an effective teacher in Brazil 40 Brazil: What Makes an Effective Teacher?

41 What Surprised Us In a study in India, Singh and Sarkar (2012) conclude that what the teacher does and believes, rather than what the teacher knows, is what ultimately counts for their students. Given the documented problems with attracting qualified, dedicated individuals to teach in Brazil, it may be that teacher preparation and training initiatives should add a focus on the development of these critical dispositions of care and character. Research demonstrates that teachers can improve in these areas through careful and purposeful training programs (Taylor & Wasicsko, 2000; Dottin, 2009; Schulte et al., n.d.), and as popular author and educator Jessica Lahey (2014) reports, if we can figure out how to improve the social relationship that is at the heart of much of students learning, we should be able to improve a vast constellation of student outcomes in schools. What the teacher does and believes, rather than what the teacher knows, is what ultimately counts for their students. 41 Brazil: What Makes an Effective Teacher?

42 What Our Findings Mean for Brazil Bourgonje & Tromp (2011) argue that it is critical to formulate a clear definition of teacher effectiveness to meet the goal of placing an effective teacher in every classroom. Effectiveness in any field is defined as the ability to produce expected outcomes. The results from this survey can serve as a starting point for developing a shared definition of valued outcomes and therefore, effectiveness as it relates to teaching. The data reflect what stakeholders value most regarding the qualities of an effective teacher. Research on effective teaching supports these values, but there are areas where they are not well-aligned with Brazil s guidelines for the roles of teachers, as outlined in Lei Diretrizes Curriculares Nacionais para o Curso de Pedagogia. In a separate study, researchers found that Brazilian stakeholders agree that a competency profile for teachers would be helpful for identifying what teachers should know and be able to do to enhance student learning, but that profile should be developed with key stakeholder groups, including teachers, teacher unions, the Ministry of Education, teacher trainers, Education Secretaries of States, and universities (Bourgonje & Tromp, 2011). Perhaps the results of this study could serve as a starting point. Researchers acknowledge that the value of data is in their ability to help us to determine which questions to ask next. The value of our study is in the use of these results to shape critical discussions needed for reviewing current pre-service and in-service teacher training, as well as hiring and teacher evaluation policies. The emphasis of Brazilian stakeholders on the ability of teachers to build productive, trusting relationships and serve as a mentor with students, suggests important areas for teacher preparation, professional growth, and evaluation. Similar statements can be made for other sets of knowledge and skills valued by the survey respondents and supported by research for improving student learning. Low endorsement rates by education professionals (teachers, principals, education researchers and policymakers) regarding critical knowledge and skills for teachers, also suggests potential areas in need of emphasis for training and development. Some potential areas for teacher training, development and evaluation include: Dispositions: Focus on what are often referred to as non-cognitive factors, including social-emotional intelligence, to support teachers in building trusting relationships and a safe, productive learning environment 42 Brazil: What Makes an Effective Teacher?

43 What Our Findings Mean for Brazil Potential focus areas for teacher development include: 1. Dispositions 2. Content knowledge 3. Pedagogy 4. Planning 5. Assessment 6. Teacher training to enhance student learning. These skills have been linked to academic achievement and career success, and globally, business leadership training is now incorporating a focus on these kinds of skills to build successful leaders. Neurocognitive scientists emphasize the importance of trusting relationships for human learning (Coan & Sbarra, 2015), and mastering the dispositions, knowledge and skills required to do this well should have a positive impact on a wide array of student outcomes (Lahey, 2014). Content knowledge: Ongoing, teacher-driven, collaborative, often just-intime training to update relevant subject-matter knowledge. Materials can be obtained online, from peers, and/or from external subject knowledge experts such as scientists, engineers, etc. Knowledge transfer from the training to the classroom can be supported by a subject-matter expert coach. Research tells us that when teachers work with coaches, they implement 95% of what they learn in training sessions, whereas those who do not work with coaches implement about 10% of the training (Joyce & Showers, 2002). Pedagogy: Training in specific pedagogical practices aligned with how humans learn and develop, supported by research and driven by specific learning goals and objectives. Training can be supported by peer observations and modeling by a subject-matter expert coach. Training in learner-centered, active learning strategies can help teachers shift focus from rote learning and exam scores to deeper learning and knowledge transfer. Planning instruction/learning activities: Training on how learners learn specific content e.g., common learning sequences or progressions, and common misconceptions students hold in specific content areas. Effective training in these areas can help teachers to improve instructional planning; develop effective learning activities aligned to individual student needs; understand how to monitor student progress; and focus on the learning process versus passing exams. Lesson planning should be collaborative, with teachers in jobalike subject areas, and vertical (i.e., with teachers of lower and higher grade levels in the same subject areas). Assessment: Training in the use of assessment for monitoring learner progress and facilitating learner control of their learning. Assessments aligned with the aforementioned learning progressions will help to integrate lesson planning and instructional practices. As noted earlier, the ability to regularly monitor student progress and adjust instruction accordingly is part of the technical core of teaching and should be of primary focus. Features of teacher training: Training that is teacher-driven, collaborative, jobembedded (versus single workshops, a.k.a. one and done ), and supported by coaching or mentoring are research-supported features of effective training for improving practice. Training that emphasizes reflective practice focused on examining teaching practices and the impact on learning has also been demonstrated to positively impact teacher training and student learning outcomes (McDougall et al., 2007). 43 Brazil: What Makes an Effective Teacher?

44 What Our Findings Mean for Brazil Another important area of support for Brazil s teachers is the development of a school climate and culture that supports effective teaching and learning. Kokkinos (2007), along with other researchers, found that work-related stressors can negatively influence teachers relationships with students, among other important outcomes, and strategies focused on improving school climate and culture can make a difference. Some potential areas include: Acknowledging and rewarding excellence in teaching. Research shows that when workers are not recognized for their contributions, and rewards are not based on merit, they become demoralized, less productive and more likely to quit (OECD, 2013). This can help to address the well-documented concerns about absenteeism and low teacher morale in many of Brazil s government schools. Identifying teacher leaders in the building, recognizing their contributions, and leveraging their talents to support their peers to improve practice. Teacher leadership helps to improve morale and raises the level of instructional excellence in schools where teachers share ideas and successful practices, and support each other. Given the variability in teacher preparation in Brazil, and the difficulty in recruiting teachers, strategies that support the development and retention of existing faculty are critical. Fostering productive teacher teams who are given protected time for examining instruction and learning outcomes, and developing strategies for improvement. This is a well-documented means for enhancing teacher professional growth and improving learner outcomes (Darling-Hammond, 2006; Gallimore et al., 2009; Saunders et al., 2009), and similar roles are outlined in Brazil s Lei Diretrizes Curriculares Nacionais para o Curso de Pedagogia. Stronger teachers can help support their less skilled peers. Important Considerations It is important to note that like all research studies, this one has limitations in what we can interpret and conclude from the data we collected. We gathered data across Brazil, from stakeholder groups representing government and private schools, using a variety of methodologies. However, we cannot claim that this sample accurately represents the views of all members of each stakeholder group across Brazil. Moreover, because we asked respondents to generate their own lists of qualities or competencies they value most, their responses reflect what came to mind at the time of the survey. If given a list of qualities of effective teachers to prioritize, results might be different. We caution against using these survey results to inform a checklist approach to defining effective teaching. Rodgers and Raider-Roth (2006) argue that teaching should not be reduced to a list of behaviors and skills that takes us further away from a clear understanding of what it means to teach. Teaching involves a multitude of factors that occur in a variety of ways, with many moving parts, and there is no single winning pattern of knowledge, skills, dispositions, and so on. Yet, as noted throughout this report, research indicates some common practices and shared understandings of what it means to be effective 44 Brazil: What Makes an Effective Teacher?

45 What Our Findings Mean for Brazil as a teacher. Results from our survey in Brazil reaffirm the notion that at its foundation, teaching is about relationships between teachers and learners that ultimately foster learner success, as these communities define it. Finally, in light of our survey results and their potential use for driving teacher preparation, hiring, training, and/or evaluation, it cannot be overstated that to be effective teachers, the work conditions and environment, first and foremost, must be well managed (Ramachandran et al., 2006; Pretorius, 2013). As others have noted, school context and community culture have a profound influence on the way different teacher roles and competencies are understood, prioritized, and practiced (Harley et al., 2000; Bourgonje & Tromp, 2011; Taylor et al., 2012). We hope that the results of this study will be used to inform and guide the definition of what it means to be an effective teacher. In light of these concerns, we hope that the results of this study reflecting the opinions of a wide array of education stakeholders across Brazil, representing government and private schools will be used to inform and guide the definition of what it means to be an effective teacher in the context of the culture in which teaching and learning occur. 45 Brazil: What Makes an Effective Teacher?

46 Executive Summary Sources Alves, L. (2014, July 22). Brazil s 10-Year education plan sanctioned by Rousseff. The Rio Times, Retreived from com/brazil-news/rio-politics/brazils-10-year-education-plan-sanctioned-by-rousseff/# Barber, M. (1995). Reconstructing the teaching profession. Journal of Education for Teaching, 1, Barber, M. & Mourshed, M. (2007). How the world s best performing school systems come out on top. McKinsey & Company. Barchfield, J. (2013, May 15). Brazil s education woes seen as its Achilles Heel. The World Post, Retrieved from huffingtonpost.com/2013/05/15/brazil-education-policy_n_ html Bevins, V. (2015, May 15). Teachers in Brazil vote to extend strike into a third month. Los Angeles Times. Retrieved from latimes.com/world/mexico-americas/la-fg-ff-brazil-teachers-strike story.html Bourgonje, P., & Tromp, R. (2011). Quality educators: An international study of teacher competences and standards. Oxfam Novib. Bransford, J., Darling-Hammond, L., & LePage, (2007). Introduction. In L. Darling-Hammond, & Bransford, J. (Eds.). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons. Cardoso, A. & Verner, D. (2006). School drop-out and push-out factors in Brazil: The role of early parenthood, child labor, and poverty. ZA Discussion Papers, Retrieved from Centre of Study for Policies and Practices in Education (CEPPE), Chile. (2013). Learning standards, teaching standards and standards for school principals: A comparative study. OECD Education Working Papers. Clark, R. & Mayer, R. (2011). E-learning and the science of instruction. San Francisco: Pfeiffer. Coan, J., & Sbarra, D. (2015). Social Baseline Theory: the social regulation of risk and effort. Current Opinion in Psychology, 1, Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco: John Wiley & Sons. Darling-Hammond, L. (2010). Recognizing and developing effective teaching: What policy makers should know and do. [Policy brief]. Washington DC: Center for American Progress. Dottin, E. (2009). Professional judgment and dispositions in teacher education. Teaching and Teacher Education, 25, Dunlosky, J., Rawson, K., Marsh, E., Mitchell, N., & Willingham, D. (2013). Improving students learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), Elacqua, G. & Alves, F. (2014). Rising expectations in Brazil and Chile. Education Next, 14(1). Retrieved from: org/rising-expectations-in-brazil-and-chile/ Entwistle, N. (2000, November). Promoting deep learning through teaching and assessment: conceptual frameworks and educational contexts. Paper presented at the TLRP Conference, Leicester, England. Retrieved from: acadpub/entwistle2000.pdf Fredricks, J. (2014). Eight myths of student disengagement: Creating classrooms of deep learning. Los Angeles: Corwin. 46 Brazil: What Makes an Effective Teacher?

47 Sources Fujikawa Nes, C. (2015). The Brazilian education system. The Brazil Business. Retrieved from Fullan, M. (2003). The moral imperative of school leadership. Thousand Oaks, CA: Corwin Press. Gallimore, R., Ermeling, B., Saunders, W., & Goldenberg, C. (2009). Moving the learning of teaching closer to practice: Teacher education implications of school-based inquiry teams. Elementary School Journal, 109(5), Gehlbach, H., Brinkworth, M., & Harris, A. (2012). Changes in teacher-student relationships. British Journal of Educaitonal Psychology, 82(4), Greenhill, V. (2010). 21st century knowledge and skills in educator preparation (white paper). AACTE and Partnership for 21st Century Skills (P21). Retrieved from Gustafson-Wright, E., & Bruns, B. (2014, July 23). Has Brazil taken the right approach to education reforms? Retrieved from brookings.edu/research/interviews/2014/07/23-brazil-education-reforms-gustafsson-wright Hanushek, E. (1992). The trade-off between child quantity and quality. Journal of Political Economy, 100, Harley, K., Basara, F., Bertram, C., Mattson, E. & Pillay, S. (2000). The real and the ideal : teacher roles and competences in South African policy and practice. International Journal of Educational Development, 20, James, N.P. (2014, December 8). Golden rules for engaging students in learning activities. Retrieved from golden-rules-for-engaging-students-nicolas-pino-james Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Klem, A.M., & Connell, J.P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, Kokkinos, C. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, Lahey, J. (2014, October). Get to know your teachers, kids. The Atlantic. Retrieved from archive/2014/10/kids-get-better-grades-when-they-share-similarities-with-teachers/381464/ Leu, E. (2005). The role of teachers, schools, and communities in quality education: A review of the literature. Washington, DC: Academy for Educational Development. McDougall, D., Saunders, W.M., and Goldenberg, C. (2007). Inside the black box of school reform: explaining the how and why of change at Getting Results schools. International Journal of Disability, Development and Education, 54, OECD. (2010). Brazil: Encouraging lessons from a large federal system. In Strong performers and successful reformers in education: Lessons from PISA for the United States (8). Retrieved from: OECD. (2013). TALIS 2013 results: an international perspective on teaching and learning. TALIS, OECD Publishing. org/ / en OECD. (2014a). Education at a glance 2014: Brazil. Retrieved from OECD. (2014b). PISA 2012 results in focus: What 15-year-olds know and what they can do with what they know. Retrieved from Pink, D. (2011). Drive: The surprising truth about what motivates us. New York: Riverhead Books. Pretorius, S. (2013). Teacher effectiveness in the South African context: First steps toward a comprehensive definition. Journal of Social Science, 36(3), Brazil: What Makes an Effective Teacher?

48 Sources Ramachandran, V., Pal, M., Jain, S., Shekhar, S., & Sharma, J. (2006) Teacher Motivation in India. Educational Resource Unit, New Delhi. Retrieved from Ritchart, R. (2002). Intellectual character: What it is, why it matters, and how to get it. San Francisco, CA: Jossey-Bass. Rodgers, C., & Raider-Roth, M. (2006). Presence in teaching. Teachers and teaching: Theory and practice, 12(3), Saunders, W., Goldenberg, C., & Gallimore, R. (2009). Increasing achievement by focusing grade level teams on improving classroom learning: Evidence from a 5-year prospective, quasi-experimental study of Title 1 Schools. American Educational Research Journal, 46(4), Schulte, L., Edick, N. Edwards, S., & Mackiel, D. (n.d.). The Development and Validation of the Teacher Dispositions Index. Retrieved from Shulman, L. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15, Singh, R. & Sarkar, S. (2012). Teaching quality counts: How student outcomes relate to quality of teaching in private and public schools in India (Working Paper No. 91). Retrieved from Young Lives Stanek, C. (2013). The educational system of Brazil. IEM Spotlight, 10(1). Retrieved from NAFSA/Resource_Library_Assets/Networks/ACE/EDU%20Systems%20Brazil.pdf Stronge, J.H. (2007). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Taylor, N., van der Berg, S., & Mabogoane, T. (2012). What makes schools effective? Report of South Africa s National School Effectiveness Study. Cape Town, South Africa: Pearson Education. Taylor, R., & Wasicsko, M. (2000, November). The dispositions to teach. Paper presented at the SRATE (Southeastern Regional Association of Teacher Educators) Conference, Lexington, KY. Retrieved from dispositions/resources/the_dispositons_to_teach.pdf Turner-Bisset, R. (1999). The knowledge bases of the expert teacher. British Educational Research Journal, 25(1), UNESCO IBE. (2011). World data on education, VII Ed. 2010/11. Retrieved from: Publications/WDE/2010/pdf-versions/Brazil.pdf U.S. Department of Education. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Retrieved from WENR. (2013, June). Brazil failing to attract enough qualified students for international scholarships. World Education News and Reviews (WENR) Wiliam, D. (2007). Content then process: Teacher learning communities in the service of formative assessment. In Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning (D.B. Reeves, Ed.). Bloomington, IN: Solution Tree Press. World Fund. (2012). The realities of education in Latin America. Retrieved from: Zins, J.E., Weissberg, R.P., Wang, M C., & Walberg, H.J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press. 48 Brazil: What Makes an Effective Teacher?

49 Executive Summary Appendix Participating Countries Vietnam Hong Kong Singapore Japan Australia India South Africa USA Canada Mexico Argentina Brazil England Germany Poland Finland Brazil Qatar Saudi Arabia Iran Turkey Morocco Egypt Data Collection Agency Cimigo Helme Consulting Nielsen India Dashboard Marketing Intelligence Table A1. Participating countries 49 Brazil: What Makes an Effective Teacher?

50 Appendix Region Survey Tier Fortaleza 2 Salvador 1 Belo Horizonte 2 Rio de Janeiro 1 Sao Paulo 1 Curitiba 2 Porto Alegre 2 Table A2. Targeted sampling areas in Brazil Descriptions of Study Methods Using purposive sampling, Dashboard collected data from multiple states in Brazil. Figure A1 shows the proportion of responses from each region. State Acre 0.2% Alagoas 0.4% Amazonas 5.3% Bahia 8.6% Ceará 7.7% Distrito Federal 5.8% Goiás 0.4% Espirito Santo 0.2% Maranhão 0.4% ACRE AMAZONAS PARA MARANHAO PIAUI CEARA SERGIPE RIO GRANDE DO NORTE PARAIBA PERNAMBUCO ALAGOAS Mato Grosso 0.4% Minas Gerais 4.1% Pará 1.3% Paraíba 0.9% MATO GROSSO GOIAS DISTRITO FEDERAL (BRASILLA) BAHIA Paraná 5.4% MINAS GERAIS ESPIRITO SANTO Pernambuco 1.5% Piauí 0.6% SAO PAULO RIO DE JANEIRO Rio do Janerio 16.5% Rio Grande do Norte 0.4% Rio Grande do Sul 2.1% PARANA SANTA CATARINA Santa Catarina 0.6% São Paulo 30.4% RIO GRANDE DO SUL Sergipe 0.2% Figure A1. Areas surveyed in Brazil 50 Brazil: What Makes an Effective Teacher?

51 Appendix How We Surveyed Dashboard Marketing Intelligence used three methods for data collection with the different stakeholder groups in Brazil: Target Group High School Students Parents Teachers Principals Researchers & Policymakers Data Collection Method Face-to-face (intercept) interviews Computer assisted telephonic interviews (CATI); online survey panel (urban parents only) CATI or face-to-face interviews Face-to-face (by appointment) interviews Face-to-face (by appointment) interviews We specified quotas for government (public) and private school responses, and for preschool, primary and secondary schools. Data quality was monitored by random quality checks and voice recordings for a sub-sample (5-15%) of the interviews. 51 Brazil: What Makes an Effective Teacher?

52 Appendix Who We Surveyed In total, we surveyed 533 respondents. Figure A2 shows the grade levels represented by the respondents in the survey. All students were in high school. Figure A2. School types represented by survey respondents *Note: 100% of students in the study were in High School Figures A3 A7 summarize key characteristics of each of the surveyed groups. For the students, there was almost equal gender representation, most lived in urban and suburban areas, and most attended government schools. Most of the students were in upper grades (11 and 12). Ages ranged from 15 18, and the median was 17. Figure A3. Surveyed student characteristics 52 Brazil: What Makes an Effective Teacher?

53 Appendix For parents, there was equal gender representation, and most (80%) attended government schools as children. Almost 70% had some sort of post-secondary schooling, therefore on average, this sample was better educated than the general population. Almost half (48%) send their children to private schools, suggesting a somewhat more economically advantaged sample compared to the population. Almost two-thirds were White. Figure A4. Surveyed parent characteristics The teacher respondents represented a wide range of experience, from 1 31 years on the job, and the median of 7 years suggests that on average, these were somewhat experienced teachers. All were trained in Brazil, more than half were White, and there were slightly more males than females represented. Figure A5. Surveyed teacher characteristics 53 Brazil: What Makes an Effective Teacher?

54 Appendix The surveyed principals also represented a range of experience, from 1 to 30 years on the job, with a median of 5 years. This suggests that on average, this is a less experienced group of principals. Like the teachers, all were trained in Brazil and the majority were White or Parda. More male than female principals participated. Figure A6. Surveyed principal characteristics The education researchers and policymakers we surveyed were all trained in Brazil and had a median of 5 years of experience at their current job, suggesting that on average, this was a less experienced group of individuals. There was equal representation by researchers and policymakers; half were White and 60% were female. Figure A7. Surveyed education researcher and policymaker characteristics 54 Brazil: What Makes an Effective Teacher?