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EDUCATION STAFF DEVELOPMENT PROGRAMEDUCATION STAFF DEVELOPMENT PROGRAM

What teacher policies matter most?

ESDP TEACHER POLICIES SESSION 2

HALSEY ROGERS

FEBRUARY 6, 2013

EDUCATION STAFF DEVELOPMENT PROGRAM

Focus of sessions 2 and 3

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?

• SABER-Teachers framework and approach

• What teacher policies matter most?


Address gaps in:

What policies matter most

Knowledge of existing teacher policies

What works in teacher policy

Improved guidance on policy decisions


What teacher policies matter most?

SABER-Teachers identified policies based on a review of existing evidence base on teacher policies:

• Causal analyses

• Correlational analyses and case studies

• International teacher policy data

Japan Singapore

Netherlands

Hong Kong (China)

Ontario (Canada)Finland

South Korea

Shanghai (China)


Criteria:

• Improve student learning (empirical evidence)

• Priorities for resource allocation

• Actionable by governments

8 Goals of effective teacher policy systems


8. Motivating

teachers to

perform

1. Setting

clear

expectations

for teachers

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

Effective

Teachers



Session 3

• Drivers of the 8 Teacher Policy Goals


8. Motivating

teachers to

perform

1. Setting

clear

expectations

for teachers

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

Effective

Teachers


EDUCATION STAFF DEVELOPMENT PROGRAMSABER Systems Approach for Better Education Results

SAB

ER -

Teac

he

rs

Goals of effective teacher policy systems

1. Setting clear expectations for teachers

o Are there clear expectations for teachers?

o Is there useful guidance on teachers’ use of time?


1 Setting clear expectations for teachers

Policy Levers Indicators

A. Are there clear expectations for

teachers?

1. Are there standards for what students must know and be able to do?

2. Are the tasks that teachers are expected to carry out officially stipulated?

B.Is there useful guidance on the use of

teachers’ working time?

1. Do teachers’ official tasks include tasks

related to instructional improvement?

2. Does the statutory definition of working

time for primary school teachers recognize

non-teaching hours?

3. What is the share of working time allocated

to teaching for primary school teachers?


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2. Attracting the best into teaching

o Are entry requirements set up to attract talented candidates?

o Is teacher pay appealing for talented candidates?

o Are working conditions appealing for talented applicants?

o Are there attractive career opportunities?


2 Attracting the best into teaching


A. Are entry requirements set up to

attract talented candidates?

1. At what level of education does teacher initial education take

place for primary school teachers?

2. At what level of education does teacher initial education take place for secondary school teachers?

3. How stringent are requirements to become a primary school

teacher?

4. How stringent are requirements to become a secondary school

teacher?

5. How broad is the pool of potential teacher entrants for

primary school?

6. How broad is the pool of potential teacher entrants for

secondary school?

B. Is teacher pay appealing for

talented candidates?

1. Is starting teacher pay competitive?

2. Does pay vary according to teacher performance?

3. Does pay change over the course of a teacher’s career?

C. Are working conditions appealing

for talented applicants?

1. How many schools comply with standards for the infrastructure, hygiene and sanitation of schools?

2. How many primary school students are there per each

teacher?

3. How many secondary school students are there per teacher?

D. Are there attractive career

opportunities?

1. Are there opportunities for career advancement?

2. Are promotion opportunities linked to performance?


SAB

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Teac

he

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3. Preparing Teachers with Useful Training and Experience

oAre there minimum standards for pre-service teaching education programs?

oTo what extent are teacher-entrants required to be familiar with classroom practice?


3 Preparing teachers with useful training

and experience


A. Are there minimum standards for pre-

service teaching education programs?

1. What is the minimum level of education

required to become a teacher for primary

school teachers?

2. What is the minimum level of education

required to become a teacher for secondary

school teachers?

B. To what extent are teacher-entrants

required to be familiar with classroom

practice?

1. Do primary school teacher entrants have opportunities to learn from other teachers through induction, mentoring, or student experience programs?

2. Do secondary school teacher entrants have opportunities to learn from other teachers through induction, mentoring, or student experience programs?

3. How much classroom experience must beginning primary school teacher have?

4. How much classroom experience must beginning secondary school teacher have?


SAB

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4. Matching Teachers’ Skills with Students’ Needs

oAre there incentives for teachers to work at hard-to-staff schools?

oAre there incentives for teachers to teach critical shortage subjects?


4 Matching teachers’ skills with

students’ needs


A. Are there incentives for

teachers to work at hard-to-staff

schools?

1. Are teachers provided incentives for working in hard-to-staff schools?

2. Is teaching experience the only factor used in deciding transfer priorities?

B. Are there incentives for

teachers to teach critical shortage

subjects?

1. Are critical subjects shortages addressed?

2. Are teachers provided incentives for

teaching critical shortage subjects?

EDUCATION STAFF DEVELOPMENT PROGRAMSABER Systems Approach for Better Education Results

SAB

ER -

Teac

he

rs


5. Leading Teachers with Strong Principals

oDoes the education system invest in developing qualified school leaders?

oAre principals expected to support and improve instructional practice?


5 Leading teachers with strong principals


A. Does the education system

invest in developing qualified

school leaders?

1. Are there programs to support the development of leadership skills?2. Is principals' performance

rewarded ?

B. Are principals expected to

support and improve

instructional practice?

1. Are principals explicitly required to provide guidance for curriculum and teaching-related tasks?

2. Are principals explicitly required to evaluate teacher performance?


SAB

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Teac

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6. Monitoring Teaching and Learning

oAre there systems in place to assess student learning in order to inform teaching and policy?

oAre there systems in place to monitor teacher performance?

oAre there multiple mechanisms to evaluate teacher performance?


6 Monitoring teaching and learning


A. Are there systems in place

to assess student learning in

order to inform teaching and

policy?

1. Are teachers trained to assess student achievement? 2. Are national large scale examinations used to monitor education quality levels?3. Is student achievement data available for policymakers?

4. Are student assessment findings disseminated to teachers and/or used to provide guidance to underperforming teachers and schools?

5. Are student assessments used to inform teaching lesson plans and instructional practices?

B. Are there systems in place

to monitor teacher

performance?

1. Are teachers required to participate in evaluations?2. Do authorities (national, sub-national or local) monitor teacher performance?3. Is it possible to track teachers over time?

C. Are there multiple

mechanisms to evaluate

teacher performance?

1.Are classroom observations part of teacher assessment systems?

2. Are professional communities involved in teacher

assessment systems?

3. Are a variety of criteria (subject matter knowledge, teaching methods, student assessment methods, students’ academic achievement) used to assess teacher performance?


SAB

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Teac

he

rs


7. Supporting Teachers to Improve Instruction

oAre there opportunities for professional development?

oIs teacher professional development collaborative and focused on instructional improvement?

oIs teacher professional development assigned based on perceived needs?


7 Supporting teachers to improve instruction


A. Are there opportunities for

professional development?

1.Are primary school teachers required to participate in professional development?

2.Are secondary school teachers required to participate in professional development?

3.Are individual teachers responsible for paying for their professional development?

B. Is teacher professional development

collaborative and focused on

instructional improvement?

1.Does professional development include activities that may promote best-practice sharing?

2.Does professional development provide opportunities for the analysis of instructional practice?

C. Is teacher professional development

assigned based on perceived needs?

1.If a teacher obtains an unsatisfactory result in an evaluation, is he or she assigned to a supervisor?

2.Are teacher performance evaluations used to assign professional development?


SAB

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Teac

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8. Motivating teachers to perform

oAre career opportunities linked to performance?

oAre there mechanisms to hold teachers accountable?

oIs teacher compensation linked to performance?


8 Motivating teachers to perform


A. Are career opportunities

linked to performance?

1. Are promotion opportunities linked to high teacher performance?

2. Are open-ended appointments informed by performance history?

B. Are there mechanisms to hold

teachers accountable?

1. Are there requirements (professional development and performance evaluations) to remain in teaching? 2. Can teachers be dismissed with cause?

C. Is teacher compensation

linked to performance?

1.Do performance reviews carry salary implications?

2. Do high-performing teachers get monetary bonuses?


Motivating

teachers to

perform

Setting clear

expectations for

teachersAttracting

the best into

teaching

Preparing

teachers

with useful

training and

experience

Matching

teachers’

skills with

students’ needs

Leading teachers

with strong

principals

Monitoring

teaching and

learning

Supporting

teachers to

improve

instruction

1

2

3

4

5

6

7

8

Effective

Teachers

SAB

ER -

Teac

he

rs

8 Goals of effective teacher policy systemsSystems approach


8. Motivating

teachers to

perform

1. Setting clear

expectations for

teachers2. 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

FinlandGoals of effective teacher policy systems


8. Motivating

teachers to

perform

1. Setting clear

expectations for


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

Ontario, CanadaGoals of effective teacher policy systems


8. Motivating

teachers to

perform

1. Setting clear

expectations for


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

SingaporeGoals of effective teacher policy systems

What teacher policies matter most? - World Bank · What teacher policies matter most? ... existing...

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