Teacher Careers

Discussion Notes

The key important considerations

• There is no one size-fit-all concept or system of teacher career progression in place in the countries studied, nor is there one conceptually as could be gauged from the literature.

• The need for a system of formal recognition of teacher experience and development is relatively recent (some thirty years at the most)

• However, teacher recognition at school level has a long history of implementation.

What we learn from the presentations

• There are teacher subjective aspects at the centre of the need for some form of career system, as for example, teacher motivation and professional satisfaction, as well as working condition issues

• There are equally important policy reasons: quality of teacher intake, performance and retention as well as student learning (as shown in the Ecuador case)

• Some modes, however, cannot be strictly considered as forms of teacher career system: e.g. merit-pay bonuses based on voluntary teacher decisions

What we learn from the presentations

• While it is possible to distinguish the four kinds of models, in practice there is a diversity of combinations as the exploratory study shows

• A key issue has to do with the evaluation system selected to decide on teacher promotion

• Introduction of a career system where only a salary progression scheme has been in place needs attention to a complex set of factors and interests of the key players.

CRITERIA AND CONDITIONS

TEACHER CAREER SYSTEM

TEACHER DEVELOPMENT, MOTIVATION & WORKING CONDITIONS CONCERNS

POLICY CONCERNS

EVALUATION SYSTEM

AGREED PERFORMANCE IMPROVEMENT CRITERIA

MEANINGFUL CAREER STAGES

SALARY INCREASES IN RELATION TO STAGES AND EXPERIENCE

PROFESSIONAL DEVELOPMENT OPPORTUNITIES

QUALITY OF TEACHER EDUCATION

The new Chilean system of Teacher Professional Development: Background and Issues

• Longstanding demand of the Teachers’ Union in early discussions of teacher evaluation

• Policy concerns about teacher quality and performance

• A system of teacher evaluation, more summative than formative (OECD, 2013)

• Diverse monetary incentives• Extremely unsatisfactory working conditions

Chilean System of Teacher Progression

OBLIGATORY EVALUATIONS

VOLUNTARY EVALUATIONS

INCREASES IN SALARY BASIC EDUCATION TEACHER WITH 37 CONTRACTUAL HOURS WORKING WITH DISADVANTAGED STUDENTS

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 500,000

700,000

900,000

1,100,000

1,300,000

1,500,000

1,700,000

1,900,000

2,100,000

2,300,000

2,500,000

1,047,135

564,594

1,240,151

796,016

1,376,774

1,407,055

1,006,503

1,541,900

1,188,333

1,817,755

1,519,530

2,261,259

RBMN de ed. básica + Asignac Exp (100%) + BRP actual (Título + Mención)

RBMN de ed. básica + Asignac Exp (100%) + BRP actual (Título + Mención) + Asignación de Perfeccionamiento Máxima

RBMN + Asig Exp + BRP Nueva (Tïtulo + Mención) + ATDP P. Inicial + A. Prioritario

RBMN + Asig Exp + BRP Nueva (Tïtulo + Mención) + ATDP P.Temprano + A. Prioritario

RBMN + Asig Exp + BRP Nueva (Tïtulo + Mención) + ATDP P. Avanzado + A. Prioritario

RBMN + Asig Exp + BRP Nueva (Tïtulo + Mención) + ATDP Experto I + A. Prioritario

RBMN + Asig Exp + BRP Nueva (Tïtulo + Mención) + ATDP Experto II + A. Prioritario

No existe menoscabo

37 horas de contrato

Al 5 año docente alcanza tramo avanzado y un millón de pesos si se desempeña en establecimientos vulnerables

Other elements in the system

• Gradual improvement of the teaching/non teaching hours ratio:– 65/35% as compared to current 70/30% and higher

for teachers in vulnerable contexts • Rising of entry qualifications for teacher

education • Free professional development at national, local

and school level• Review of the Teacher Competences Framework