National Policies for Better

Teacher Quality

International experience on Developing

and Implementing Comprehensive National

Policies for Better Teacher Quality Mae Chu Chang

Head

Human Development Sector

Indonesia

The World Bank

September, 2011

How are teacher quality,

student achievement and

national economic growth related?

2

3

4

So, what do the latest test results show?

0

100

200

300

400

500

600

700

Me

an

PIS

A 2

00

9

Sc

or

e

Reading Scale Mathematics Scale Science Scale

Source: OECD, PISA 2009 Database

5

Is there a link between student achievement and teacher quality?

6

Why? How? Then

what?

The Importance of Teachers for Student Achievement

Teachers

Student characteristics

Home

Schools

Peers

49%

7% 7%

7%

30%

Based on research by Professor John Hattie from the University of Auckland who used meta analysis to estimate the overall effect on student achievement to the above factors

7

Why? How? Then

what?

Stu

de

nt p

erf

orm

ance o

n S

tan

da

rdiz

ed

Exa

m

100th

percentile

50th

percentile

0th

percentile Age 8 Age 11

90th percentile

37th percentile

53 percentile

point difference

Teachers are very important. Good teachers have a

large impact on student outcomes

After 3 years of low quality teachers

After 3 years with high quality teachers

Source: Tennessee Value-Added Assessment System (TVAAS) Study Results From Barber, M., and M. Mourshed. (2007) based on results from Sanders and Rivers (1999).

8

Why? How? Then

what?

Teachers are the most important factor, after the students themselves, in determining student achievement!

Teachers need to have better knowledge, skills, and qualifications, to enhance their professional quality.

9

Why? How? Then

what?

National Policies for Better Teacher Quality

10

Why? How? Then

what?

Example: Finland

Comprehensive reform began in mid 1960s Ministry of Education provided the following recommendations on improving teacher quality:

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All teacher education to be based on Matriculation Examination

Minimum 3 years and Bachelor’s degree

Pedagogical training for classroom and subject teachers.

Wages to be tied to degree. Status not associated with grade or subject taught or student age.

Teacher is adviser not lecturer.

Quality and quantity of teacher training in schools to be increased.

Teacher’s suitability for teaching profession to be examined.

Compulsory 5 days of in-service training every year.

The Teacher Law: UU 14/2005

• The Teacher Law provides an opportunity for teachers to improve their knowledge and skills through a certification process.

• By 2015, Indonesia’s schools system will only allow certified teachers which is a bold step in the right direction.

• To be certified, teachers must have a 4-year college degree and teach a minimum of 24 periods a week.

• Doubling of teacher salary upon certification; (possibly) tripling of salary with special area allowance.

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Example: INDONESIA

Why? How? Then

what?

What are the key challenges faced when

implementing reforms?

13

Why? How? Then

what?

And what is the international evidence on tackling these challenges?

Do higher minimum qualifications ensure

teacher quality?

• All teachers in Finland require a Master’s degree to qualify for a permanent position.

• In Korea, candidates have to

graduate from initial teacher education programs, followed by the Teachers Employment Examination.

14

Why? How? Then

what?

Indonesia

There is an association between teacher qualification and student achievement. However…

…the quality of the teacher training matters.

Are financial incentives enough to attract good candidates to the teaching

profession?

15

Why? How? Then

what?

Attracting good

candidates

Status

Pre-selection

Autonomy

Accountability

• Most highly regarded of all professions • Competitive pay • Competitive placement

• Minimum – Masters’ degree

• In the classroom

• In working conditions

• Trust

• Capacity

• Commitment to core mission • Trained to feel individually

responsible • Researcher and practitioner

Finland

What can be done to ensure that only the most suited and

capable become teachers?

16

Why? How? Then

what?

Singapore

Top 1/3 of secondary school graduation class

Monthly Stipend from Government

Commitment to teach for 3 years

Strong Academic Ability

Annual assessment to determine career path

Experience inside the Ministry

Continuous training, evaluation and opportunities

Serving diverse student bodies

What processes assure teacher performance over time?

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Why? How? Then

what?

Progression

Incentives

Appraisal

• Performance Bonus • Access to free, quality

professional dev. • Poor performers get

assistance. • Additional

Reimbursements • Retirement package

• Contribution to academic and character dev. of student.

• Collaboration with parents and community

• Contribution to colleagues’ dev.

• Movement along career path.

• Greater compensation for greater responsibility.

Singapore

How are issues of teacher over supply managed?

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Why? How? Then

what?

China

No new private teachers

Promote some private teachers to public status

Quota for private teachers in teacher training schools

Dismiss unqualified private teachers

Retire older, disabled, sick private teachers.

Adjust private teachers income to match state sponsored ones

How are issues of teacher under-supply managed?

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Why? How? Then

what?

Results: • Rural schools obtain better results than urban schools! • Positive impact on creativity and self-image of students. • Improved completion rates • More efficient use of existing resources • Added opportunities for training and knowledge development for teachers.

Source: Escuela Nueva (New School) Model

Multi-grade Teaching in Colombia

Teacher as facilitator of learning

Peer teaching

Informal and incidental learning

Whole child, not just academic

Cooperative, individual & group learning.

Shared resources

Teacher training, community and government support

More autonomy and accountability at school level yields

highest student achievement…

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Why? How? Then

what?

Schools with less Autonomy

Schools with more Autonomy

484

486

488

490

492

494

496

498

Systems with moreaccountability Systems with less

accountability

493

495

498

489

PIS

A S

co

re

in

re

ad

ing

Source: OECD

School autonomy in resource allocation

System’s accountability arrangements