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UNESCO Office in Doha

UNESCO Office in Amman

Teacher Regional Program

“Enhancing Teacher Policy and Practice in the Arab States”

Teacher Policy Framework

&

Resource Pack

2013

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Content

Introduction

Chapter 1: Quality of Teaching and Learning

Chapter 2: Attracting best teachers

Chapter 3: Teacher Professional Development

Chapter 4: Teachers and curriculum

Chapter 5: Leadership

Chapter 6: Teachers and community

Glossary

Resources

Contributors

Teacher Regional Workshop in Amman, 9-11 December 2013

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Chapter 1: Quality of Teaching and Learning

Main issues

How do we define effective teaching

and learning?

What makes a good teacher?

Why is quality important?

How to assess quality?

How to sustain quality?

Qualities of a good teacher defined by participants in

the participants in the Regional Workshop in

Amman, 9-11 December 2013

Research has shown that teachers, more than any other constituent group in education,

determine educational quality and student learning outcomes. Due to their proximity to

students, well-trained teachers can strengthen scientific and critical thinking skills, promote

tolerance, encourage dialogue, improve gender equity, advance important cultural and social

values, and create a more sustainable and peaceful world.

UNESCO Education Sector Technical Notes: Teachers (2013)

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Main assumptions and principles

Teachers are a key factor in promoting life-long learning that is based on fostering learning to learn competencies.

Through their approach of teaching and learning, as well as their behaviour, teachers embed important community values and identity issues, and become role models for students. Teacher competence and ethics are consequently closely connected.

Today’s influential concepts of learning stress the importance of engaging learners in

making learning meaningful and relevant. Teachers are called upon to facilitate the shift from a teacher- and subject-based paradigm, to effective learner-centredness.

In order to make learner-centredness happen, teachers should put in place a wide range of teaching and learning strategies so that “traditional” methods (such as lecturing) can be balanced by “newer” approaches, based on interactive pedagogies (i.e. group work; drama; project work).

Teachers need to take account of the learner diversity. They are key to promoting inclusiveness by addressing the different learner needs, interests, environments, backgrounds and aspirations.

Teachers have an important role in imparting knowledge, but this is not their unique mission anymore. They are called upon to facilitate the development of learner competencies that include knowledge, skills and attitudes in a balanced way.

It is increasingly expected from teachers to be facilitators of learning by selecting and organizing meaningful learning experiences; involving learners; creating an enabling learning environment; and using ICTs and e-learning.

Through psycho-social support and counselling, teachers play an important role in fostering the learners’ personal development (i.e. help learners develop self-confidence, motivation, positive attitudes), as well their career aspirations.

Teachers are encouraged to work collaboratively, such as to be part of networks and communities of practice by making best usage of modern technologies. They are called upon to support one another in their professional development, through tutoring and mentoring, sharing of information and experiences, joint projects, etc.

Teachers need to be accountable to parents and other stakeholders in the spirit of transparency and fairness.

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Policy levers

Ministries of Education/Schools develop vision and mission statements that (re)define the different teacher roles in fostering quality of learning for all

Teacher training agencies clearly define expectations for teachers

Teacher competencies are clearly defined (i.e. through Teacher Standards) based on progressive teaching and learning philosophies

Teacher and student competencies are aligned

Teacher education and training is aligned with curriculum and

assessment

Teacher professional development (PD) is encouraged through whole-school approaches, networking and communities of practice

Teachers are supported in developing IT skills

Its and (social) Media are used in promoting effective teaching and learning practices

Teacher codes of conduct/ethics are developed and implemented

Effective monitoring and evaluation of teacher performances is put in place with a focus on supporting teachers’ professional development

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Chapter 2: Attracting (best) teachers

Main issues

What makes the teaching

career attractive?

How to convince

stakeholders that teachers

are important?

How to convince

stakeholders to invest more

in education?

What incentives are needed?

0

1

2

3

4

1. Setting clear expectatations

2. Attracting the best

3. Preparing teachers

4. Mathcing skills

5. Leading teachers

6. Monitoring

7. Improving instruction

8. Motivating teachers

Teacher SABER Study: Levels of development in eight policy goals (MENA average)

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Main assumptions and principles

Attracting the best teachers is an important challenge for many countries, including in the Arab Region.

The attractiveness of the teaching profession depends on many factors, such as its social status, wages, and other incentives. In best performing countries in education, such as Finland, the teaching profession is highly valued and teachers are well paid and respected.

Whenever possible, candidates to initial teacher training should be selected based on academic achievement, as well as their motivation, skills and interest in the teaching career.

If, owing to teacher shortage, non- and/under qualified teachers have to be employed, effective support mechanisms for their professional development should be put in place on a regular basis.

Teacher education and training systems should focus on developing complex teacher competencies, including their academic knowledge of subject(s); pedagogical skills; and positive and constructive attitudes.

Through the quality of their education/training and certification programs, teacher education and training institutions ought to convince education stakeholders that teaching is a complex, academic profession that is worth high social investments.

Education systems, schools and communities are called upon to identify a wide range of meaningful incentives for teachers, including adequate wages; honors and prizes; professional development opportunities; fair work load; and adequate and transparent promotion procedures.

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Policy levers

Develop meaningful Teacher Standards that contain clear expectations

for the teaching profession, as well as clear expectations, criteria and

support mechanisms for teacher licensing/certification

Aim to assure an academic status of the teaching profession, including for

early years (i.e. Bachelor and Masters Degrees)

In pre-service teacher education, as well as through in-service training,

make sure that academic elements are combined with pedagogical know-

how in a meaningful way (including by using ICTs and e-learning)

For non and/or under qualified teachers, provide on-the-job certification

based on adequate professional standards

Define an attractive, realistic and transparent teacher incentive system (i.e. attractive wages; flexible career ladder; adequate work loads; honors and prizes; access to professional development opportunities and resources, such as ICTs, books and e-learning software)

Provide a flexible and comprehensive framework for on-going professional support to all teachers, such as through school-based training, peer tutoring, networking and whole-school approaches

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Chapter 3: Professional Development (PD)

Main issues

What do we understand by teacher professional development?

What are effective ways of teacher professional development?

What role ICTs play in enhancing teacher professional development?

Understanding teacher reflection and action requires intensive knowledge of what, how and

for what purposes teachers learn, and how this learning is integrated with their workplace

activity…There is a wealth of evidence that testifies to the importance and breadth of scope of

teacher reflective thought, and it comes form a plurality of conceptual bases…

Marco, J & Tillema, H.: Studying studies on teacher reflection and action: An appraisal of

research contributions, 2006

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Main assumptions and principles

Teachers are life-long learners and they need to develop professionally throughout their lives.

Teachers’ professional development implies continuous learning of knowledge, skills and

attitudes as part of complex teacher competencies to cope with new challenges, opportunities

and contexts.

Teachers should develop as reflective practitioners, i.e. people who inquire the basis of their

own practice with a view to improving it. They should be able to identify their strengths and

weaknesses in order to build on their capacities and fight shortcomings.

Teachers’ reflective attitude should be encouraged through conceptual debates, exchanges on

promising practices and hands-on training on effective teaching and learning strategies that

include the usage of ICT and e-learning.

Teachers should be encouraged to carry out action research projects through inquiring their

teaching habits and their effects on learners and communities.

Schools should be seen as learning organizations and communities of practice in which

creativity is fostered.

In addition to formal/institutionalized pre-and in-service teacher education and training, schools

and teachers should be encouraged to work in teams and support one another in the context of

school-based training, whole-school approaches and school networking.

Best practice schools should be encouraged to act as magnet schools/network centers to

enhance teacher professional development in their communities.

The whole-school approach (WSA) stresses the importance of coordinated and

coherent actions of teachers, parents and other stakeholders in providing enabling

learning environments for learners and supporting quality learning for all. It also implies

student participation in constructing their learning experiences, as well as in school life

and decision-making. It advocated for stronger ties between school and community based

on redefining the role of schools for community-relevant life-long learning.

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Policy levers

Define clear and comprehensive teacher professional development

strategies at national, local and school level

Involve teachers in defining and implementing such policies

Encourage teachers to act as reflective practitioners and be creative in

implementing the curriculum

Provide the framework for more effective links and enhanced coherence

between pre- and in-service teacher education and training

Encourage and provide appropriate incentives (i.e. recognition, resources)

for school-based professional development

Promote whole-school approaches and school networking, including

through new technologies and social Media (such as Facebook and

Twitter)

Provide the framework for accrediting a wider range of service providers

for teacher professional development (i.e. universities, NGOs, educational

institutes, national regional and international agencies)

Provide procedures for the recognition of skills acquired in non-formal

and informal education

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Chapter 4: Teachers and curriculum

Main issues

What is teachers’ role in quality curriculum development and implementation?

What is teachers’ role in assessment?

How can teachers contribute to enhanced competency development?

Curriculum should not only focus on the tools necessary to develop reasoned and logical

construction of new knowledge in our various fields of study, but also should aggressively

cultivate a culture that nurtures creativity in all learners. This point seems particularly

important as the institutions of school are so difficult to change; the fierce grip of the staid

holds back learning and the lives of children. Out-of-the-box – or no-box-thinkers should be

valued as we begin drafting creative designs for our curriculum and schools.

Heidi Hayes Jacobs (Ed.): Curriculum 21. Essential Education for a Changing World, p. 17 (2009)

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Main assumptions and principles

In most Arab States, curriculum is defined centrally, with some autonomy given to schools and

teachers for implementation, including through teaching and learning strategies,

optional/elective subjects and para-curricular activities. Internationally, there is though a

tendency nowadays to (1) involve teachers more in curriculum development at central level;

and (2) provide schools and teachers more autonomy for creatively implementing the

curriculum at local/school level.

Teachers should be actively involved in processes of curriculum review/revision that (re)define

the learning aims, expected outcomes, content, teaching and learning strategies, as well as

assessment methods, tools and procedures.

Teachers should be also trained to involve learners (as well as other stakeholders) in curriculum

decisions in compliance with a school project and/or local conditions, such as on curriculum

planning; topics to be selected; learning activities to be performed; and student tasks for

assessment and evaluation.

They should be also trained in differentiating curriculum and learning more effectively in the

spirit of inclusiveness in a broader sense (i.e. through taking into account different learner

needs, learning styles and contexts).

Teachers should have a more active role in performing school-based and teacher-based

assessment as a means to promoting assessment for learning (i.e. formative assessment).

Teachers need continuous support to integrate cross-cutting issues, such as sustainable

development; peace education; conflict solving; citizenship; intercultural understanding;

entrepreneurship.

Teachers have an important role in defining and developing learner (key-)competencies, such as

communication skills; thinking skills; social skills; personal skills.

They need a framework to act creatively with regard to adjusting the curriculum to local needs

and contexts, so that the curriculum provisions can be customized in order to maximize their

effects on learners and communities.

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Policy levers

Develop/Refine a Curriculum Framework as a foundational curriculum policy

document that define the roles of different stakeholders, including teachers, in

planning, developing and implementing the curriculum

Define curriculum review strategies that encourage the participation of

stakeholders, including teachers

Include competencies to understand, develop, implement and evaluate the

curriculum in teacher training and certification standards

Integrate curriculum issues in teacher education and training curses, including

competency development and cross-cutting issues, such as gender equality;

sustainable development; health and security; citizenship; entrepreneurship.

Integrate assessment issues in teacher education and training, including formative

assessment/assessment for learning (i.e. through portfolios; classroom

observation; continuous assessment)

Create the framework for actively involving teachers in identifying/developing

resources for learning, including through using ICTs, social media and e-learning

Create the framework for teachers to work closely with parents and other

community members to identify learner needs and appropriate resources.

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Chapter 5: Leadership

Principal’s responsibilities related to teachers

12/9/2012 D. Georgescu, UNESCO BEI 9

Djibouti Egypt Jordan Lebanon TunisiaWest Bank

and GazaYemen

Hiring teachers

Firing teachers

Evaluate teacher performance

: yes responsible

: not responsible but with power to participate in the decision

: not responsible at all

Main issues

What is leadership?

What leadership do teachers need?

What leadership skills should teachers develop?

What is teachers’ role in defining the education vision and mission?

SABER Study on

Teachers in MENA

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Main assumptions and principles

In order to perform, teachers need visionary and strong leadership on behalf of their principals

and/or mentors.

Principals have an important role in involving teachers and other stakeholders in defining the

education vision and mission of their school.

The education vision should inspire teachers with regard to the main aims, expected outcomes,

strategies to attain the expected results, as well as strategies to monitor processes and evaluate

outcomes.

Such a common vision should ground the school’s culture and learning environment.

In some countries, principals have a role in evaluating teacher performance, although they

cannot usually hire teachers.

On their turn, teachers need to develop leadership and management skills (i.e. for school- and

classroom management), such as capacity to set goals; develop strategies/road maps; identify

resources; take decisions; anticipate problems; capacity to solve problems timely, effectively

and responsibly.

Teachers need also to be trained with regard to working with others, share tasks, solve conflict

constructively and address feedback (from students, peers, parents, etc.) in their professional

development.

Principals and teachers need to work collaboratively in creating an enabling school learning

environment.

They are also called upon to promote transparency and accountability in relation to parents,

students and other stakeholders.

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Policy levers

Define clear and comprehensive standards for principal and teacher leadership that encourage participatory/consultative leadership models

Include leadership and management skills in pre-and in-service teacher education and training

Emphasize principles of collaboration, transparency and accountability in school management

Encourage schools to develop their own school profile/project based on which specific learning needs should be addressed

Create the framework for schools, principals and teachers to create enabling learning environments based on whole-school approaches

Apply systematic and constructive processes of monitoring and evaluation of principal and teachers’ performances

Encourage school autonomy and provide adequate training strategies and resources

Emphasize the usage by schools of ICTS and social media in communicating and collaborating with other schools and stakeholders (i.e. school websites)

Encourage leaders to strengthen school-community ties

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Chapter 6: Teachers and community

Main issues

Why are school-community ties

important?

What is the teachers’ role in

enhancing cooperation between

school and community?

What support do teachers need?

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Main assumptions and principles

Schools are not isolated from the social/community context. They are influenced by that

context, and can, on their turn, trigger important changes in the community.

School-community ties are important for making the stakeholder voices heard, as well as for

identifying learning needs and resources that fit the local context and its development

prospects.

Working with parents and other stakeholders in the spirit of transparency, cooperation and

accountability is usually producing advantages for schools. Stakeholders are informed about

and convinced by the efforts made to improve quality – they may consequently be convinced to

support schools more effectively.

Teachers have an important role in involving the community in curriculum and para-curricular

activities, such as project work, community service, celebrations and school competitions.

Schools and communities ought to work cooperatively to promote inclusiveness in a broader

sense, i.e. by acknowledging and meeting the different learner needs based on promoting

values such as tolerance, respect of diversity, gender equality and cooperation.

Teachers have also an important role in turning schools in community centers to empower its

members through life-long learning approaches, in the context of learning activities for literacy,

ICT, entrepreneurship, etc.

The traditional and new (social) media are important vectors for linking schools and

communities more effectively.

Paul Cerusier: Grammar, 1892

The power and fascination of literacy

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Policy levers

Create the framework for school-community partnerships, such as via school

boards/councils with the participation of parents and other community members;

involving parents and other community members in curriculum decisions;

formalizing school-community ties through agreements/contracts by stating

rights, responsibilities and ways of cooperation

Define the school strategy for working with and for the community (i.e.

community service, problem solving)

Put in place transparent communication strategies (i.e. via leaflets, newsletters,

websites, Radio and TV, newspapers)

Organize open school days so that stakeholders can visit the school and schools

can benefit from community members (i.e. such as from oral history; for career

orientation; for problem solving)

Create the framework for schools to act as community centres (i.e. with regard to

developing literacy and/or ICT skills)

Create the framework for recognizing skills developed by community centres

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Glossary

Whole-school approaches: These are approaches to aspects of the school’s work which are carried out in a consistent manner by all teachers (and / or other professionals). This is usually achieved through adherence to agreed methodologies, policies, procedures and standards. School effectiveness: An effective school is one whose students perform well against agreed performance criteria. In highly effective schools students make greater Glossary progress than might reasonably be expected, considering their starting points. School networking: Schools form connections and group together in networks for the purpose of sharing good practice and helping each other to become more effective. Many school networks are formed between geographical neighbours but new technologies have enabled schools to network across the globe. Curriculum aims: The agreed set of outcomes a school wants its learners to achieve. Curriculum principles: A set of principles listing the characteristics necessary for the curriculum aims to be achieved. Curriculum design: The process of planning and organizing learning experiences to enable the curriculum aims to be realized. Curriculum development: The process of enhancing the curriculum to improve learning outcomes. Curriculum implementation: The process of putting a curriculum design into operation / beginning to teach it. School-based Teacher Training: Training provided for teachers by teachers using the expertise which exists within the school. This training may be professional development for qualified and experienced teachers or initial teacher training for unqualified teachers. Accountability: Holding teachers to account / ensuring teachers take responsibility for the outcomes achieved by those they teach. Summative assessment: Assessment of students’ work once it is completed judging how well they performed. Formative assessment: Assessment of students’ ongoing work which provides help and guidance with respect to how to improve.