teacher policies in the americas emiliana vegas human development network the world bank saber -...
TRANSCRIPT
Teacher Policies
in the Americas
Emiliana VegasHuman Development Network
The World Bank
SABER - Teachers
Outline
Why assess Teacher Policies in the Americas?
What is SABER-Teachers?
How do education systems in the Americas fare in
terms of Teacher Policies?
Outline
Why assess Teacher Policies in the Americas?
What is SABER-Teachers?
How do education systems in the Americas fare in
terms of Teacher Policies?
X
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 EdStatsData for Latin America and the Caribbean
Education systems in the Americas have made progress in providing access to
school…
… but are lagging behind in education quality
Latin America
Top-performing
USA
Canada
Source: OECD (2011)
Source: OECD (2011)
Standard deviation
… and many have high inequality in student outcomes
Evidence from developed & developing countries suggests good
teaching matters
Low SES
Base Year 1-2 Years 3-4 Years
Medium SES
Base Year 1-2 Years 3-4 Years
229236
238241
248
254
In Chile, having at least three highly-rated teachers seems to close the achievement gap between low and middle SES students.
Sourc
e:
SIM
CE 2
008
Outline
Why assess Teacher Policies in the Americas?
What is SABER-Teachers?
How do education systems in the Americas fare in
terms of Teacher Policies?
X
SABER is an effort to collect, analyze and disseminate data on education
policies
Governance and Institutions
Key InputsService Delivery
Sub-Systems
Learning StandardsLearning Assessments
Information ManagementSchool Finance
Early Childhood DevelopmentPrimary & Secondary SchoolingTertiary EducationWorkforce Development
TeachersMaterials & ICT
Learning for all
Low-income CountriesMiddle-income CountriesOECD CountriesFragile Countries
SABER is an effort to collect, analyze and disseminate data on education
policies
Governance and Institutions
Key InputsService Delivery
Sub-Systems
Learning StandardsLearning Assessments
Information ManagementSchool Finance
Early Childhood DevelopmentPrimary & Secondary SchoolingTertiary EducationWorkforce Development
TeachersMaterials & ICT
Learning for all
Low-income CountriesMiddle-income CountriesOECD CountriesFragile Countries
SABER-Teachers fills a major gapin policy data and guidance
Scarce data on teacher policies
Uneven evidence on what works
+ = Limited guidance on
policy decisions
+
SABER-Teachers fills a major gapin policy data and guidance
Global data on teacher policies
+ = Opportunity to learn from other
education systems
Comparative analyses
User-friendly dissemination
71 education systems in 48 countries
71 education systems in 48 countries
9 countries in the Americas
8 teacher policy goals
Effective teachers
Setting clear expectations for
teachers
Effective teachers
1
8 teacher policy goals
Setting clear expectations for
teachers
Attracting the best into teaching
Effective teachers
21
8 teacher policy goals
Setting clear expectations for
teachers
Attracting the best into teaching
Preparing teachers with
useful training & experience
Effective teachers
2
3
1
8 teacher policy goals
Setting clear expectations for
teachers
Attracting the best into teaching
Preparing teachers with
useful training & experience
Effective teachers
Matching teachers’ skills with students’
needs
2
3
4
1
8 teacher policy goals
Setting clear expectations for
teachers
Attracting the best into teaching
Preparing teachers with
useful training & experience
Effective teachers
Matching teachers’ skills with students’
needs
Leading teachers with strong principals
2
3
4
1
5
8 teacher policy goals
Setting clear expectations for
teachers
Attracting the best into teaching
Preparing teachers with
useful training & experience
Effective teachers
Matching teachers’ skills with students’
needs
Leading teachers with strong principals
Monitoring teaching &
learning
2
3
4
1
5
6
8 teacher policy goals
Setting clear expectations for
teachers
Attracting the best into teaching
Preparing teachers with
useful training & experience
Effective teachers
Matching teachers’ skills with students’
needs
Leading teachers with strong principals
Monitoring teaching &
learning
Supporting teachers to
improve instruction
2
3
4
1
5
6
7
8 teacher policy goals
Setting clear expectations for
teachers
Attracting the best into teaching
Preparing teachers with
useful training & experience
Effective teachers
Matching teachers’ skills with students’
needs
Leading teachers with strong principals
Monitoring teaching &
learning
Supporting teachers to
improve instruction
Motivating teachers to
perform
2
3
4
1
5
6
7
8
8 teacher policy goals
We collect data and classify countries based on their level of development on each policy
goal
Advanced
Established
Emerging
Latent
Top performing and rapidly improving
Top-performing
Hong Kong (China)
Ontario (Canada)
Finland
Belgium
South Korea
Shanghai (China)
Japan
Chinese Taipei
Hungary
Singapore
Netherlands
Outline
Why assess Teacher Policies in the Americas?
What is SABER-Teachers?
How do education systems in the Americas fare in
terms of Teacher Policies?
X
Goal 1Setting clear expectations for
teachers
Source: SABER-Teachers
Goal 1Setting clear expectations for
teachers
Source: SABER-Teachers
Goal 2Attracting the best into teaching
Source: SABER-Teachers
Goal 2Attracting the best into teaching
Source: SABER-Teachers
Goal 3Preparing teachers with useful training and
experience
Source: SABER-Teachers
Goal 3Preparing teachers with useful training and
experience
Source: SABER-Teachers
Goal 4Matching teachers’ skills with students’
needs
Source: SABER-Teachers
Goal 4Matching teachers’ skills with students’
needs
Source: SABER-Teachers
Goal 5Leading teachers with strong
principals
Source: SABER-Teachers
Goal 5Leading teachers with strong
principals
Source: SABER-Teachers
Goal 6Monitoring teaching and learning
Source: SABER-Teachers
Goal 6Monitoring teaching and learning
Source: SABER-Teachers
Goal 7Supporting teachers to improve
instruction
Source: SABER-Teachers
Goal 7Supporting teachers to improve
instruction
Source: SABER-Teachers
Goal 8Motivating teachers to perform
Source: SABER-Teachers
Goal 8Motivating teachers to perform
Source: SABER-Teachers
Lessons learned
Source: SABER-Teachers
Lessons learned
Source: SABER-Teachers
Lessons learned
Source: SABER-Teachers
Lessons learned
Source: SABER-Teachers
What to do to improve teacher policies?
4 teacher policy “profiles”
Less government involvement
More government involvement
What to do to improve teacher policies?
4 teacher policy “profiles”
Professional Autonomy •Select the best into teaching•Prepare teachers exceptionally well •Give teachers ample autonomy
What to do to improve teacher policies?
4 teacher policy “profiles”
Shared Responsibility •Excellent teaching is a shared responsibility •Collaboration and peer accountability
What to do to improve teacher policies?
4 teacher policy “profiles”
Career Development •Support teacher professional development•Formative assessment •Strong instructional leaders as school heads
What to do to improve teacher policies?
4 teacher policy “profiles”
Performance management•Tight control over teachers’ work•“Leave nothing to chance”
¡Gracias!Thank you!
Merci!Obrigada!Emiliana VegasLead Economist
Human Development Network The World Bank
SABER - Teachers
Backup
Data collection and analysis
in SABER-Teachers
How do we collect data?
Teacher policy areas
We collect data on 10 teacher policy areas
Teacher policy areas
Requirements to enter and remain
in teaching
We collect data on 10 teacher policy areas
Teacher policy areas
Requirements to enter and remain
in teaching Initial teacher preparation
We collect data on 10 teacher policy areas
Teacher policy areas
Requirements to enter and remain
in teaching Initial teacher preparation
Recruitment and
employment
We collect data on 10 teacher policy areas
Teacher policy areas
Requirements to enter and remain
in teaching Initial teacher preparation
Recruitment and
employment
Teacher workloads and
autonomy
We collect data on 10 teacher policy areas
Teacher policy areas
Requirements to enter and remain
in teaching Initial teacher preparation
Recruitment and
employment
Teacher workloads and
autonomy
Professional development
We collect data on 10 teacher policy areas
Teacher policy areas
Requirements to enter and remain
in teaching Initial teacher preparation
Recruitment and
employment
Teacher workloads and
autonomy
Compensation: salary and non-salary benefits
Professional development
We collect data on 10 teacher policy areas
Teacher policy areas
Requirements to enter and remain
in teaching Initial teacher preparation
Recruitment and
employment
Teacher workloads and
autonomy
Compensation: salary and non-salary benefits
Professional developmentRetirement
rules and benefits
We collect data on 10 teacher policy areas
Teacher policy areas
Requirements to enter and remain
in teaching Initial teacher preparation
Recruitment and
employment
Teacher workloads and
autonomy
Monitoring and
evaluation of teacher quality
Compensation: salary and non-salary benefits
Professional developmentRetirement
rules and benefits
We collect data on 10 teacher policy areas
Teacher policy areas
Requirements to enter and remain
in teaching Initial teacher preparation
Recruitment and
employment
Teacher workloads and
autonomy
Teacher representation and voice
Monitoring and
evaluation of teacher quality
Compensation: salary and non-salary benefits
Professional developmentRetirement
rules and benefits
We collect data on 10 teacher policy areas
Teacher policy areas
Requirements to enter and remain
in teaching Initial teacher preparation
Recruitment and
employment
Teacher workloads and
autonomy
School leadership
Teacher representation and voice
Monitoring and
evaluation of teacher quality
Compensation: salary and non-salary benefits
Professional developmentRetirement
rules and benefits
We collect data on 10 teacher policy areas
When a country shows interest, we hire and support an expert consultant to collect the data
Consultant
Reads a manual on the data collection
instruments
Completes a quiz to assess understanding
of manual
Interviews key stakeholders and gathers supporting documents
1 week 2-3 weeks
World Bank staff
Supports the consultant throughout
data collection
Verifies data for completion
and consistency
Analyzes the data and writes a country report
We support the consultant throughout the data collection process
2-3 weeks 2 weeks
Total estimated time: (from the search of a consultant to the delivery of a country report) 7-9 weeks.
How do we analyze our data?
We selected 8 teacher policy goals for data analysis
Setting clear expectations for
teachers
Attracting the best into teaching
Preparing teachers with
useful training & experience
Effective teachers
Matching teachers’ skills with students’
needs
Leading teachers with strong principals
Monitoring teaching &
learning
Supporting teachers to
improve instruction
Motivating teachers to
perform
2
3
4
1
5
6
7
8
For each policy goal, we defined policy levers: actions that governments can
take to reach each goal
Attracting the best into teaching
Are entry requirements set up to attract talented candidates?
Are pay and benefits appealing for talented candidates?
Are working conditions appealing for talented candidates?
Are there attractive career opportunities?
For each policy goal, we defined policy levers: actions that governments can
take to reach each goal
Attracting the best into teaching
Are entry requirements set up to attract talented candidates?
Are pay and benefits appealing for talented candidates?
Are working conditions appealing for talented candidates?
Are there attractive career opportunities?
Are entry requirements set up to attract talented candidates?
1. Is there an established process to screen applicants to pre-service teacher training programs?
2. How many applicants enter pre-service teacher training programs?
3. Are there requirements to become a teacher?
4. How many teachers meet requirements to enter teaching?
5. How many models of pre-service teacher training are there?
For each policy lever, we defined a series of indicators
Are entry requirements set up to attract talented candidates?
1. Is there an established process to screen applicants to pre-service teacher training programs?
2. How many applicants enter pre-service teacher training programs?
3. Are there requirements to become a teacher?
4. How many teachers meet requirements to enter teaching?
5. How many models of pre-service teacher training are there?
For each policy lever, we defined a series of indicators
2. How many applicants enter pre-service teacher training programs?
Each indicator is linked to questions in our data collection instruments
2. How many applicants enter pre-service teacher training programs?
Advanced: 20% or less enter
Established: 21% to 50% enter
Emerging: 51% to 89% enter
Latent: 90% or more enter
We classify each indicator based on the policies of top-performing and rapidly-
improving education systems
Indicator #1 - Mature
Indicator #2 - Established
Indicator #3 - Established
Indicator #1 - Emerging
Indicator #2 - Latent
Indicator #3 - Latent
Finally, we classify all indicators and aggregate these classifications for each policy lever and goal
Policy Lever #1: Established
Policy Lever #2: Latent
Policy Goal #1: Emerging
Online classification toolhttp://saberdev.worldbank.org/T/Admin/class/class1.cfm?SLC_COUNTRY=GT
An examplePolicy Goal 2
Ratings per policy lever
Goal 2: Setting clear expectations for teachers
ChileAre entry requirements set up to attract talented candidates?
Are pay and benefits appealing for talented candidates?
Are working conditions appealing for talented candidates?
Are there attractive career opportunities?Source: SABER-Teachers
Are entry requirements set up to attract talented candidates?
Are pay and benefits appealing for talented candidates?
Are working conditions appealing for talented candidates?
Are there attractive career opportunities?
Goal 2: Setting clear expectations for teachers
Colombia
Source: SABER-Teachers
Are entry requirements set up to attract talented candidates?
Are pay and benefits appealing for talented candidates?
Are working conditions appealing for talented candidates?
Are there attractive career opportunities?
Goal 2: Setting clear expectations for teachers
Guatemala
Source: SABER-Teachers
Are entry requirements set up to attract talented candidates?
Are pay and benefits appealing for talented candidates?
Are working conditions appealing for talented candidates?
Are there attractive career opportunities?
Goal 2: Setting clear expectations for teachers
Mexico
Source: SABER-Teachers
Are entry requirements set up to attract talented candidates?
Are pay and benefits appealing for talented candidates?
Are working conditions appealing for talented candidates?
Are there attractive career opportunities?
Goal 2: Setting clear expectations for teachers
Nicaragua
Source: SABER-Teachers
How do we disseminate our data and analyses?
User-friendly website with all our data and analyses
Comparison of systems by teacher policy goals
Comparison of systems by teacher policy areas
Regional and global comparative reports
Database with teacher-related regulations
Expandable menu to see data behind classifications
Comparison side-by-side of teacher policy areas and goals
User-friendly website with all our data and analyses
Country reports