Vegas ICSEI 2013 Copia

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EMILIANA VEGASCHIEF, EDUCATION DIVISION

INTER-AMERICAN DEVELOPMENT BANK

JANUARY 4, 2013

How to raise education qualitythrough 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 beenmade in expanding access…



0

100

200

300

400

500

600

… but quality remains low

Latin America

High-performingcountries

United States

Canada

A v e r a g e R e a d i n g S c o r e s i n P I S A

2 0 0 9

Source: OECD (2011)



Canada

Chile

Finland

J apan

S. Korea

Mexico

UnitedStates

Argentina

BrazilColombia

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

A v e r a g e R e a d i n g S c o r e s i n P I S A

2 0 0 9



International evidence indicatesthat teachers are the most

important factor in studentlearning

Low SES

Base year 1-2 years 3-4 years

Average SES

Base year 1-2 years 3-4 years

229236

238241

248254

Source: SIMCE 2008



What teacher policies

matter most?Together with colleagues at The World Bank,

we identified policies based on:

• Relationship to student learning eitherthrough theory or empirical evidence

• Priorities for resource allocation

• Actionable by governments



1 Settingclearexpectationsfor teachers2

Attracting

the bestintoteaching3 Preparingteachers

with usefultraining &experience

Effectiveteachers

4 Matchingteachers’ skillswith students’needs

5 Leadingteachers withstrong

principals

6Monitoringteaching &learning

7Supporting

teachers toimproveinstruction

8 Motivatingteachers toperform

8 teacher policy goals

Source: Vegas and others, 2012



Analysis of top performing countriesinforms ratings for each teacher

policy goalAdvanced

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




1 Setting clearexpectationsfor teachers2

Attracting

the bestintoteachingEffectiveteachers

4 Matching teachers’ skillswith students’needs

5 Leading teachers withstrong

principals

6Monitoring teaching &learning

7Supporting

teachers toimproveinstruction

8 Motivating teachers toperform

Example

3 Preparing teachers

with usefultraining &experience




3 Preparing: Policy levers and indicators

What is the minimumlevel of educationrequired to become ateacher?

Do teacher entrants haveopportunities to learnfrom other teachersthrough induction,mentoring, or student

experience programs?

How much classroomexperience mustbeginning teachershave?

Primary schoolteachers

Secondaryschool teachers



Secondaryschool teachers

Secondary

school teachers

Are there minimumstandards for pre-service

teaching educationprograms?

To what extent areteacher-entrants required

to be familiar withclassroom practice?

"

"Source: Vegas and others, 2012



3 Preparing: Classificationrubric

Policy'Lever Latent '

Are$there$minimum$

standards$for$pre1

service$teaching$

education$

programs?

Theminimum$level$of$

education$required$to$

become$a$teacher$is$

ISCED$4A$or$below

$ $ $

$ $ $

$ $ $ $

$$

$ $ $

$ $ $

$ $ $ $

$$ $

$ $ $

$ $ $

$ $ $ $

$ $

To$what$extent$are$teacher1entrants$

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

$ $ $

$ $

$ $

$ $ $

$ $ $

$ $

$ $$ $$

$ $ $ $ $

$ $ $ $ $

$ $

$ $ $

$ $

$ $

$ $ $

$ $ $

$ $

$ $$ $

$ $ $ $ $

$

$ $ $

$ $ $

$ $

$ $ $

$ $

$ $ $

$ $

$ $ $ $ $$ $ $


fi




Policy'Lever Latent Emerging'

Are$there$minimum$

standards$for$pre1

service$teaching$

education$

programs?




ISCED$4A$or$below




ISCED$$5B

$ $ $

$ $ $

$ $ $ $

$$ $

$ $ $

$ $ $

$ $ $ $

$ $


required$to$be$

familiar$with$

classroom$practice?



prior classroom$


initial$teacher$


mentoring$or$


less$than$3$months


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$2$months

$ $ $

$ $

$ $

$ $ $

$ $ $

$ $

$ $$ $

$ $ $ $ $

$

$ $ $

$ $ $

$ $

$ $ $

$ $

$ $ $

$ $

$ $ $ $ $$ $ $


fi




Policy'Lever Latent Emerging' Established

Are$there$minimum$

standards$for$pre1

service$teaching$

education$

programs?




ISCED$4A$or$below




ISCED$$5B




ISCED$$5A$

$ $ $

$ $ $

$ $ $ $

$ $


required$to$be$

familiar$with$

classroom$practice?



prior classroom$


initial$teacher$


mentoring$or$


less$than$3$months


required to$have$



education

or$to$have$

participated$in$




than$2$months


required to$have$



education

or$to$have$

participated$in$

induction$or$mentoring$programs$


2 to24$months

$ $ $

$ $ $

$ $

$ $ $

$ $

$ $ $

$ $

$ $ $ $ $$ $ $


fi




Policy'Lever Latent Emerging' Established Advanced

Are$there$minimum$

standards$for$pre1

service$teaching$

education$

programs?




ISCED$4A$or$below




ISCED$$5B




ISCED$$5A$




above$ISCED$5A


required$to$be$

familiar$with$

classroom$practice?



prior classroom$


initial$teacher$


mentoring$or$


less$than$3$months


required to$have$



education

or$to$have$

participated$in$




than$2$months


required to$have$



education

or$to$have$

participated$in$

induction$or$mentoring$programs$


2 to24$months


required to$have$both$


in$initial$teacher$

education$and$

through$induction$or$

mentoring$programs$

for$a$total$duration$of$24$months$or$more




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

P I S

A

a v e r a g e s c o r e i n r e a d i n g

Studentperformance

Source: OECD



C h i

l e

M e x i c o

J a p a

n

S o u t h K o r e

a

S i n g a p o r e

S h a n g h

a i

1 Setting clear expectations for teachers




C h i

l e

M e x i c o

J a p a

n

S o u t h K o r e

a

S i n g a p o r e

S h a n g h

a i

2 Attracting the best into teaching




C h i l e

M e x i c o

J a p a

n

S o u t h K o r e

a

S i n g a p o r e

S h a n g h

a i

3 Preparing teachers with usefultraining and experience




C h i l e

M e x i c o

J a p a

n

S o u t h K o r e

a

S i n g a p o r e

S h a n g h

a i

4 Matching teachers’ skills with students’needs




C h i l e

M e x i c o

J a p a

n

S o u t h K o r e

a

S i n g a p o r e

S h a n g h

a i

5 Leading teachers with strong principals




C h i l e

M e x i c o

J a p a

n

S o u t h K o r e

a

S i n g a p o r e

S h a n g h

a i

6 Monitoring teaching and learning




C h i l e

M e x i c o

J a p a n

S o u t h K o r e

a

S i n g a p o r e

S h a n g h

a i

7 Supporting teachers to improveinstruction




C h i l e

M e x i c o

J a p a n

S o u t h K o r e

a

S i n g a p o r e

S h a n g h

a i

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 Korea1

2

3

4

5

6

7

8

Chile

Attracting

Setting

Preparing

Matching

LeadingMonitoring

Supporting

Motivating

1

2

3

4

5

6

7

8

Singapore




Less direct

governmentinvolvement

More directgovernmentinvolvement

Setting Priorities for PolicyIntervention

4 teacher policy “profiles”




Professional Autonomy • Select the best into teaching• Prepare teachers exceptionallywell• Give teachers ample autonomy






Shared Responsibility • Excellent teaching is a shared responsibility• Collaboration and peer accountability






Career Development• Support teacher professional development• Formative assessment• Strong instructional leaders as schoolheads






Performance management• Tight control over teachers’ work• “Leave nothing to chance”






Some Conclusions

• Our understanding of the teacher policies thatwork to attract, develop, motivate and retaineffective teachers has evolved substantially inrecent years

• Taking into account the 8 teacher policy goalshelps guide better decisions

• Understanding what teacher policy profiles bettersuit the specific context is important to maximizethe potential impact of reforms to teacher policies



Loose Ends and Suggestionsfor Future Research

• Gap between policy design and implementation –capacity to implement reforms in Latin Americaand other developing countries

• Technical and political economy analyses – bothare needed

• Deepen the analysis of common profiles of low- performing countries

• Further analysis of the policy pathways of top performing countries



How to raise education qualitythrough better teacher

policies?EMILIANA VEGAS

[email protected]

Vegas ICSEI 2013 Copia

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