What matters most in teacher policy The SABER-Teachers framework SABER-Teachers Team Human Development Network The World Bank SABER - Teachers
In what type of organization do you currently work? Ministry or Secretary of Education (or other government office) University (professor/researcher) University (student) Think tank/ NGO Teacher training institute Teacher Union International organization School (principal/headteacher/teacher) Other SABER - Teachers
Outline Why analyze teacher policies? How can education systems make sure that every classroom has a competent, motivated and supported teacher who can advance the learning of each and every student? 8 Dimensions of Successful Teacher Policy Systems Examples from High-Performing Education Systems
Outline X Why analyze teacher policies? How can education systems make sure that every classroom has a competent, motivated and supported teacher who can advance the learning of each and every student? 8 Dimensions of Successful Teacher Policy Systems Examples from High-Performing Education Systems
Education systems in the Americas have made progress in providing access to school 9.5 out of 10 children enroll in primary school at the official age 7.5 out of 10 children enroll in secondary education in a timely manner And about 1/3 of youth makes it to tertiary education Source: World Bank EdStats Data for Latin America and the Caribbean
but are lagging behind in education quality Top-performing Canada USA Latin America Source: OECD (2011)
and many have high inequality in student outcomes Standard deviation Source: OECD (2011)
Evidence from developed & developing countries suggests good teaching matters Source: SIMCE 2008 In Chile, having at least three highly-rated teachers seems to close the achievement gap between low and middle SES students. 248 254 236 238 241 229 Base Year 1-2 Years 3-4 Years Low SES Base Year 1-2 Years 3-4 Years Medium SES
Outline Why analyze teacher policies? X How can education systems make sure that every classroom has a competent, motivated and supported teacher who can advance the learning of each and every student? 8 Dimensions of Successful Teacher Policy Systems Examples from High-Performing Education Systems
8 dimensions of teacher policy 8 Motivating teachers to perform Supporting teachers to improve instruction 7 1 Monitoring teaching and learning Setting clear expectations for teachers 6 Teacher Policies 2 Attracting the best into teaching Leading teachers with strong principals 3 Preparing teachers with useful training and experience 4 Matching teachers skills with students needs 5
1 Setting clear expectations for teachers Curriculum and official policy serve as a guide for what teachers are supposed to teach and students are supposed to learn. The teaching and non-teaching tasks teachers need to carry out are clearly specified. There is useful policy guidance on how teachers spend their time at work. There is enough time devoted to non-teaching tasks associated with improved classroom instruction: Mentor peers, collaborate on school plan, design the curriculum, participate in school evaluation, professional development.
2 Attracting the best into teaching Pre-service teacher training is competitive, and there are high standards to enter the teaching profession (e.g. BA or MA degree requirements). Teacher pay is competitive enough to attract talented candidates. For instance, pay changes over the course of a teacher s career and varies according to performance Working conditions are appealing (e.g. school infrastructure and class size). There are attractive career opportunities for teachers to grow professionally. Opportunities for vertical promotions to principal and horizontal promotions to academic positions
3 Preparing teachers with useful training & experience Teachers are required to go through rigorous initial teacher education to be able to teach (e.g. BA or MA degree requirements). Classroom experience is required for all starting teachers. Experience may be provided through initial teacher education or on-the-job mentoring programs.
4 Matching teachers skills with students needs Incentives for teachers to work in hard-to-staff schools Incentives for teachers to teach critical shortage areas Types of Incentives (examples): promotion opportunities, higher basic salary, monetary bonuses, subsidized education, housing support
5 Leading teachers with strong principals Education systems invest in developing qualified school leaders. Focus on programs to support the development of leadership skills and reward principals performance Decision-making authority School principals are expected to support and improve instructional practice. Provide curriculum and pedagogy support Evaluate teacher performance
6 Monitoring teaching & learning Student achievement data are made available to in order to inform teaching and policy. Adequate systems to monitor teacher performance are in place. Teachers participate in evaluations, and public authorities monitor teachers performance. Multiple mechanisms are used to evaluate teacher performance (e.g. Teacher s knowledge of subject matter, teaching methods, students academic achievement).
7 Supporting teachers to improve instruction There are opportunities for teacher professional development. Teacher professional development activities are collaborative and focused on instructional improvement. Teacher professional development is assigned based on perceived needs of teachers. For instance, underperforming teachers are assigned specific support.
8 Motivating teachers to perform Career opportunities are linked to teachers performance. There are mechanisms to hold teachers accountable for underperformance or bad behavior. Teacher compensation is linked to teacher performance. For example, performance reviews may carry salary implications or high performing teachers may get monetary bonuses.
8 dimensions of teacher policy 8 Motivating teachers to perform Supporting teachers to improve instruction 7 1 Monitoring teaching and learning Setting clear expectations for teachers 6 Teacher Policies 2 Attracting the best into teaching Leading teachers with strong principals 3 Preparing teachers with useful training and experience 4 Matching teachers skills with students needs 5
In which of the 8 dimensions do you think your education system is strongest? 1. Setting clear expectations 2. Attracting the best into teaching 3. Preparing teachers with useful training and experience 4. Matching teachers skills with students needs 5. Leading teachers with strong principals 6. Monitoring teaching and learning 7. Supporting teachers to improve instruction 8. Motivating teachers to perform
In which of the 8 dimensions do you think your education system could use improvement? 1. Setting clear expectations 2. Attracting the best into teaching 3. Preparing teachers with useful training and experience 4. Matching teachers skills with students needs 5. Leading teachers with strong principals 6. Monitoring teaching and learning 7. Supporting teachers to improve instruction 8. Motivating teachers to perform
Outline Why analyze teacher policies? How can education systems make sure that every classroom has a competent, motivated and supported teacher who can advance the learning of each and every student? 8 Dimensions of Successful Teacher Policy Systems X Examples from High-Performing Education Systems: internal coherence in teacher policy system.
Ontario Canada Motivating teachers to perform Direct involvement Indirect involvement Setting clear expectations for teachers Supporting teachers to improve instruction Attracting the best into teaching Monitoring teaching and learning Preparing teachers with useful training and experience Leading teachers with strong principals Matching teachers skills with students needs Setting Attracting Preparing Matching Leading Monitoring Supporting Motivating
Ontario Canada Preparing teachers with useful training and experience High standards to enter the teaching profession (Minimum Masters degree) New Teacher Induction Program includes orientation, mentoring, professional development and performance appraisals conducted by principal Leading teachers with strong principals Strict requirements to become a principal (including classroom experience and a graduate degree) Novice principals mentored for 2 years Setting Attracting Preparing Matching Leading Monitoring Supporting Motivating
Ontario Canada Supporting teachers to improve instruction System focuses on building teachers capacity throughout their careers with ongoing professional development Periodic evaluations of teacher performance to assess teacher professional development needs Setting Attracting Preparing Matching Leading Monitoring Supporting Motivating
Motivating teachers to perform Finland Direct involvement Indirect involvement Setting clear expectations for teachers Supporting teachers to improve instruction Attracting the best into teaching Monitoring teaching and learning Preparing teachers with useful training and experience Leading teachers with strong principals Matching teachers skills with students needs Setting Attracting Preparing Matching Leading Monitoring Supporting Motivating
Finland Attracting the best into teaching Rigorous initial teacher education and pedagogical discretion for teachers Teachers admitted only after passing two screening processes Preparing Teachers with useful training and experience High standards to enter the teaching profession (MA required) Teacher initial education is research-based (must complete a dissertation) Finnish student teachers spend one year in model schools with their university and participate in problem solving groups Setting Attracting Preparing Matching Leading Monitoring Supporting Motivating
Finland Supporting teachers to improve instruction System places emphasis on teacher autonomy but supports teachers in developing their own learning materials and lessons within the broad framework of the national curriculum Underlying theory of action system can place considerable trust on teachers because they have skills necessary to make decisions about instructional improvement Setting Attracting Preparing Matching Leading Monitoring Supporting Motivating
Motivating teachers to perform Singapore Direct involvement Indirect involvement Setting clear expectations for teachers Supporting teachers to improve instruction Attracting the best into teaching Monitoring teaching and learning Preparing teachers with useful training and experience Leading teachers with strong principals Matching teachers skills with students needs Setting Attracting Preparing Matching Leading Monitoring Supporting Motivating
Singapore Preparing teachers with useful training and experience Highly competitive teacher selection process Highly regimented career track for teaching, leadership, and teacher specialists Leading teachers with strong principals Selected into Leadership career track based on initial teacher assessment Support to new principals includes: training program, supervised practice, and internships to shadow experienced principals Principals required to participate in 100 hours of professional development per year Setting Attracting Preparing Matching Leading Monitoring Supporting Motivating
Monitoring teaching and learning Singapore Annual student examinations used to monitor school performance Regular multi-faceted annual teacher performance appraisal Promotes peer-to-peer learning to hold teachers accountable Supporting teachers to improve instruction Required professional development Teacher collaboration through teacher networks and professional learning communities Motivating teachers to perform High-performing teachers eligible for bonuses Setting Attracting Preparing Matching Leading Monitoring Supporting Motivating
Of the three approaches discussed, which do you think could provide insight into how to improve the teacher policy system in your country? Ontario (continuous improvement) Finland (professional autonomy) Singapore (highly controlled)
Q&A Session