presentacion emiliana vegas icsei 2013

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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

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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