cies 2017 / teacher careers structures - mapping exercise
TRANSCRIPT
Lithuania Scotland Thailand Ethiopia South Africa Mexico Peru Colombia
Selected Countries
1) What design options have countries opted for in the design of teachers’ careers?
2) What challenges have been encountered while implementing teacher career reforms? Can certain design choices be associated with specific difficulties?
3) To what extent can different teacher career models contribute to teacher motivation, satisfaction, attraction, and retention?
Key Questions
Rich diversity in possible combinations of design options
A number of pre-requisites need to be considered before introducing teacher career reforms
Specific considerations in the design of career structures
Insights from the mapping exercise
Country
Career models currently in use
Single salary schedule
Salary progression
based on appraisal
Career ladder Bonus pay
Colombia Ethiopia Lithuania Mexico Peru Scotland South Africa Thailand
Rich diversity in possible combinations of design options
Need
Clarity
Capacity for changeTeacher buy-in
Momentum
Teacher career reforms are technically complex and resource-intensive: a number of pre-requisites need to
be considered
Salary progression based on appraisal Career ladder
Inadequate difficulty of standards that teachers are appraised againstInadequate minimum duration of stay in each position/salary grade
Complex process of moving teachers from an old to a new salary spine/career ladder
Inadequate number of different positions
Unclear definition of responsibilities in each of the positions
Specific considerations for design
a promising policy
… requiring careful design & implementation
Need to hear from teachers
themselves
Teacher career reform