presentacion emiliana vegas icsei 2013
DESCRIPTION
4 de enero 2013TRANSCRIPT
EMILIANA VEGAS CHIEF, EDUCATION DIVISION
INTER-AMERICAN DEVELOPMENT BANK
JANUARY 4, 2013
How to raise education quality
through better teacher policies? Implications for Latin America
9,5 of every 10 children enter primary education at the adequate age
7,5 of every 10 students enter secondary education
And about 1/3 of all secondary school graduates enter post-
secondary education
Source: World Bank
In Latin America, significant progress has been
made in expanding access…
0
100
200
300
400
500
600
… but quality remains low
Latin America
High-performing
countries
United States
Canada
Avera
ge R
eadin
g S
core
s in P
ISA
2009
Source: OECD (2011)
Canada
Chile
Finland
Japan
S. Korea
Mexico
United
States
Argentina
Brazil Colombia
Hong-Kong
Peru
Uruguay
300
350
400
450
500
550
600
70 80 90 100 110
Source: OECD (2011)
Standard Deviation
Latin American students have low average achievement,
with some countries also having high inequality
Avera
ge R
eadin
g S
core
s in P
ISA
2009
International evidence indicates that
teachers are the most important factor in
student learning
Low SES
Base year 1-2 years 3-4 years
Average SES
Base year 1-2 years 3-4 years
229
236
238 241
248
254
Source: SIMCE 2008
What teacher policies
matter most?
Together with colleagues at The World Bank,
we identified policies based on:
• Relationship to student learning either through
theory or empirical evidence
• Priorities for resource allocation
• Actionable by governments
1 Setting clear expectations for teachers
2 Attracting the best into teaching
3 Preparing teachers with useful training & experience
Effective teachers
4 Matching teachers’ skills with students’ needs
5 Leading teachers with strong principals
6 Monitoring teaching & learning
7 Supporting teachers to improve instruction
8 Motivating teachers to perform
8 teacher policy goals
Source: Vegas and others, 2012
Analysis of top performing countries informs
ratings for each teacher policy goal
Advanced
Established
Emerging
Latent Top performing and rapidly improving
Hong Kong (China)
Ontario (Canada)
Finland
Belgium
South Korea
Shanghai (China)
Top performing
Japan
Chinese Taipei
Hungary
Singapore
Netherlands
Source: Vegas and others, 2012
1 Setting clear expectations for teachers
2 Attracting the best into teaching
Effective teachers
4 Matching teachers’ skills with students’ needs
5 Leading teachers with strong principals
6 Monitoring teaching & learning
7 Supporting teachers to improve instruction
8 Motivating teachers to perform
Example
3 Preparing teachers with useful training & experience
Source: Vegas and others, 2012
3 Preparing: Policy levers and indicators
What is the minimum
level of education
required to become a
teacher?
Do teacher entrants have
opportunities to learn from
other teachers through
induction, mentoring, or
student experience
programs?
How much classroom
experience must
beginning teachers
have?
Primary school
teachers
Secondary
school teachers
Primary school
teachers
Primary school
teachers
Secondary
school teachers
Secondary
school teachers
Are there minimum
standards for pre-service
teaching education
programs?
To what extent are teacher-
entrants required to be
familiar with classroom
practice?
Source: Vegas and others, 2012
3 Preparing: Classification rubric
Policy Lever Latent Emerging Established Advanced
Are there minimum
standards for pre-
service teaching
education
programs?
The minimum level of
education required to
become a teacher is
ISCED 4A or below
The minimum level of
education required to
become a teacher is
ISCED 5B
The minimum level of
education required to
become a teacher is
ISCED 5A
The minimum level of
education required to
become a teacher is
above ISCED 5A
To what extent are
teacher-entrants
required to be
familiar with
classroom practice?
Teacher entrants are
not required to have
prior classroom
experience (either in
initial teacher
education or through
mentoring or
induction programs),
or if they do, it is of
less than 3 months
Teacher entrants are
required to have
classroom experience
during initial teacher
education
or to have
participated in
induction or
mentoring programs
for a total duration of
more than 3 but less
than 12 months
Teacher entrants are
required to have
classroom experience
during initial teacher
education
or to have
participated in
induction or
mentoring programs
for a total duration of
12 to24 months
Teacher entrants are
required to have both
classroom experience
in initial teacher
education and
through induction or
mentoring programs
for a total duration of
24 months or more
Source: Vegas and others, 2012
3 Preparing: Classification rubric
Policy Lever Latent Emerging Established Advanced
Are there minimum
standards for pre-
service teaching
education
programs?
The minimum level of
education required to
become a teacher is
ISCED 4A or below
The minimum level of
education required to
become a teacher is
ISCED 5B
The minimum level of
education required to
become a teacher is
ISCED 5A
The minimum level of
education required to
become a teacher is
above ISCED 5A
To what extent are
teacher-entrants
required to be
familiar with
classroom practice?
Teacher entrants are
not required to have
prior classroom
experience (either in
initial teacher
education or through
mentoring or
induction programs),
or if they do, it is of
less than 3 months
Teacher entrants are
required to have
classroom experience
during initial teacher
education
or to have
participated in
induction or
mentoring programs
for a total duration of
more than 3 but less
than 12 months
Teacher entrants are
required to have
classroom experience
during initial teacher
education
or to have
participated in
induction or
mentoring programs
for a total duration of
12 to24 months
Teacher entrants are
required to have both
classroom experience
in initial teacher
education and
through induction or
mentoring programs
for a total duration of
24 months or more
Source: Vegas and others, 2012
3 Preparing: Classification rubric
Policy Lever Latent Emerging Established Advanced
Are there minimum
standards for pre-
service teaching
education
programs?
The minimum level of
education required to
become a teacher is
ISCED 4A or below
The minimum level of
education required to
become a teacher is
ISCED 5B
The minimum level of
education required to
become a teacher is
ISCED 5A
The minimum level of
education required to
become a teacher is
above ISCED 5A
To what extent are
teacher-entrants
required to be
familiar with
classroom practice?
Teacher entrants are
not required to have
prior classroom
experience (either in
initial teacher
education or through
mentoring or
induction programs),
or if they do, it is of
less than 3 months
Teacher entrants are
required to have
classroom experience
during initial teacher
education
or to have
participated in
induction or
mentoring programs
for a total duration of
more than 3 but less
than 12 months
Teacher entrants are
required to have
classroom experience
during initial teacher
education
or to have
participated in
induction or
mentoring programs
for a total duration of
12 to24 months
Teacher entrants are
required to have both
classroom experience
in initial teacher
education and
through induction or
mentoring programs
for a total duration of
24 months or more
Source: Vegas and others, 2012
3 Preparing: Classification rubric
Policy Lever Latent Emerging Established Advanced
Are there minimum
standards for pre-
service teaching
education
programs?
The minimum level of
education required to
become a teacher is
ISCED 4A or below
The minimum level of
education required to
become a teacher is
ISCED 5B
The minimum level of
education required to
become a teacher is
ISCED 5A
The minimum level of
education required to
become a teacher is
above ISCED 5A
To what extent are
teacher-entrants
required to be
familiar with
classroom practice?
Teacher entrants are
not required to have
prior classroom
experience (either in
initial teacher
education or through
mentoring or
induction programs),
or if they do, it is of
less than 3 months
Teacher entrants are
required to have
classroom experience
during initial teacher
education
or to have
participated in
induction or
mentoring programs
for a total duration of
more than 3 but less
than 12 months
Teacher entrants are
required to have
classroom experience
during initial teacher
education
or to have
participated in
induction or
mentoring programs
for a total duration of
12 to24 months
Teacher entrants are
required to have both
classroom experience
in initial teacher
education and
through induction or
mentoring programs
for a total duration of
24 months or more
Source: Vegas and others, 2012
Student performance & teacher policies
in OECD Countries that have applied
SABER-Teachers
Chile
Mexico
Japan
South Korea
Singapore
Shanghai-China
Source: World Bank, SABER-Teachers
300
350
400
450
500
550
600
1997 2000 2003 2006 2009 2012
PIS
A a
ve
rag
e s
co
re in
re
ad
ing
Student performance
Source: OECD
Ch
ile
Me
xic
o
Ja
pa
n
So
uth
Ko
rea
Sin
ga
po
re
Sh
an
gh
ai
1 Setting clear expectations for teachers
Source: World Bank, SABER-Teachers
Ch
ile
Me
xic
o
Ja
pa
n
So
uth
Ko
rea
Sin
ga
po
re
Sh
an
gh
ai
2 Attracting the best into teaching
Source: World Bank, SABER-Teachers
Ch
ile
Me
xic
o
Ja
pa
n
So
uth
Ko
rea
Sin
ga
po
re
Sh
an
gh
ai
3 Preparing teachers with useful training
and experience
Source: World Bank, SABER-Teachers
Ch
ile
Me
xic
o
Ja
pa
n
So
uth
Ko
rea
Sin
ga
po
re
Sh
an
gh
ai
4 Matching teachers’ skills with students’
needs
Source: World Bank, SABER-Teachers
Ch
ile
Me
xic
o
Ja
pa
n
So
uth
Ko
rea
Sin
ga
po
re
Sh
an
gh
ai
5 Leading teachers with strong principals
Source: World Bank, SABER-Teachers
Ch
ile
Me
xic
o
Ja
pa
n
So
uth
Ko
rea
Sin
ga
po
re
Sh
an
gh
ai
6 Monitoring teaching and learning
Source: World Bank, SABER-Teachers
Ch
ile
Me
xic
o
Ja
pa
n
So
uth
Ko
rea
Sin
ga
po
re
Sh
an
gh
ai
7 Supporting teachers to improve instruction
Source: World Bank, SABER-Teachers
Ch
ile
Me
xic
o
Ja
pa
n
So
uth
Ko
rea
Sin
ga
po
re
Sh
an
gh
ai
8 Motivating teachers to perform
Source: SABER-Teachers
Policy emphasis
1
2
3
4
5
6
7
8
Japan
1
2
3
4
5
6
7
8
Mexico
1
2
3
4
5
6
7
8
Shanghai
1
2
3
4
5
6
7
8
Republic of Korea 1
2
3
4
5
6
7
8
Chile
Attracting
Setting
Preparing
Matching
Leading Monitoring
Supporting
Motivating
1
2
3
4
5
6
7
8
Singapore
Source: World Bank, SABER-Teachers
Less direct
government
involvement
More direct
government
involvement
Setting Priorities for Policy Intervention 4 teacher policy “profiles”
Source: Vegas and others, 2012
Professional Autonomy
•Select the best into teaching
•Prepare teachers exceptionally well
•Give teachers ample autonomy
Setting Priorities for Policy Intervention 4 teacher policy “profiles”
Source: Vegas and others, 2012
Shared Responsibility
•Excellent teaching is a shared responsibility
•Collaboration and peer accountability
Setting Priorities for Policy Intervention 4 teacher policy “profiles”
Source: Vegas and others, 2012
Career Development
•Support teacher professional development
•Formative assessment
•Strong instructional leaders as school heads
Setting Priorities for Policy Intervention 4 teacher policy “profiles”
Source: Vegas and others, 2012
Performance management
•Tight control over teachers’ work
•“Leave nothing to chance”
Setting Priorities for Policy Intervention 4 teacher policy “profiles”
Source: Vegas and others, 2012
Some Conclusions
• Our understanding of the teacher policies that work
to attract, develop, motivate and retain effective
teachers has evolved substantially in recent years
• Taking into account the 8 teacher policy goals helps
guide better decisions
• Understanding what teacher policy profiles better suit
the specific context is important to maximize the
potential impact of reforms to teacher policies
Loose Ends and Suggestions
for Future Research
• Gap between policy design and implementation –
capacity to implement reforms in Latin America and
other developing countries
• Technical and political economy analyses – both are
needed
• Deepen the analysis of common profiles of low-
performing countries
• Further analysis of the policy pathways of top
performing countries