How to raise education quality through better teacher policies? Implications for Latin America EMILIANA VEGAS CHIEF, EDUCATION DIVISION INTER-AMERICAN DEVELOPMENT BANK
JANUARY 4, 2013
In Latin America, significant progress has been made in expanding access‌ 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 postsecondary education
Source: World Bank
Average Reading Scores in PISA 2009
‌ but quality remains low 600
High-performing countries
500
Canada
United States
400
300
200
Latin America 100
0
Source: OECD (2011)
Average Reading Scores in PISA 2009
Latin American students have low average achievement, with some countries also having high inequality 600
S. Korea
550
Finland
Hong-Kong
Canada
500
Japan
United States
450
Chile Uruguay Mexico Colombia Brazil Argentina Peru
400
350 300
70
80
90 Standard Deviation
Source: OECD (2011)
100
110
International evidence indicates that teachers are the most important factor in student learning 254 248 238
241
236 229
Base year 1-2 years
Low SES Source: SIMCE 2008
3-4 years
Base year
1-2 years
Average SES
3-4 years
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
8 teacher policy goals 8 Motivating teachers to perform
1 Setting clear expectations for teachers
2 Attracting
7 Supporting teachers to improve instruction
the best into teaching
Effective teachers
6 Monitoring
teachers with useful training & experience
teaching & learning
5 Leading teachers with strong principals Source: Vegas and others, 2012
3 Preparing
4 Matching
teachers’ skills with students’ needs
Analysis of top performing countries informs ratings for each teacher policy goal Top performing
Advanced
Japan
Singapore
Chinese Taipei
Netherlands
Established
Hungary
Emerging Top performing and rapidly improving Hong Kong (China)
Belgium
Ontario (Canada)
South Korea
Finland
Shanghai (China)
Source: Vegas and others, 2012
Latent
Example 8 Motivating teachers to perform
1 Setting clear expectations for teachers
2 Attracting
7 Supporting teachers to improve instruction
the best into teaching
Effective teachers
6 Monitoring
teachers with useful training & experience
teaching & learning
5 Leading teachers with strong principals Source: Vegas and others, 2012
3 Preparing
4 Matching
teachers’ skills with students’ needs
3 Preparing: Policy levers and indicators Are there minimum standards for pre-service teaching education programs?
To what extent are teacherentrants required to be familiar with classroom practice?
Source: Vegas and others, 2012
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
Secondary school teachers
Primary school teachers Secondary school teachers
3 Preparing: Classification rubric Policy Lever
Latent
Emerging
Established
Advanced
Are there minimum standards for preservice 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 preservice 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 preservice 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 preservice 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
Student performance PISA average score in reading
600
550
500
450
400
350
300 1997
Source: OECD
2000
2003
2006
2009
2012
Source: World Bank, SABER-Teachers
Shanghai
Singapore
South Korea
Japan
Mexico
Chile
1 Setting clear expectations for teachers
Source: World Bank, SABER-Teachers
Shanghai
Singapore
South Korea
Japan
Mexico
Chile
2 Attracting the best into teaching
Source: World Bank, SABER-Teachers
Shanghai
Singapore
South Korea
Japan
Mexico
Chile
3 Preparing teachers with useful training and experience
Source: World Bank, SABER-Teachers
Shanghai
Singapore
South Korea
Japan
Mexico
Chile
4 Matching teachers’ skills with students’ needs
Source: World Bank, SABER-Teachers
Shanghai
Singapore
South Korea
Japan
Mexico
Chile
5 Leading teachers with strong principals
Source: World Bank, SABER-Teachers
Shanghai
Singapore
South Korea
Japan
Mexico
Chile
6 Monitoring teaching and learning
Source: World Bank, SABER-Teachers
Shanghai
Singapore
South Korea
Japan
Mexico
Chile
7 Supporting teachers to improve instruction
Source: SABER-Teachers
Shanghai
Singapore
South Korea
Japan
Mexico
Chile
8 Motivating teachers to perform
Policy emphasis Chile 1
Mexico
Setting
Motivating 8
Republic of Korea
1 2
Attracting
Supporting
1
8
2
8
Preparing
7
7
3
6
4
Monitoring
5
3
Matching
6
6
Singapore 1
1 8
2
7
3
4
5
Source: World Bank, SABER-Teachers
4 5
Japan
1
6
3
5
Shanghai
8
7
4
Leading
2
8
2
7
3
6
4 5
2
7
3
6
4 5
Setting Priorities for Policy Intervention 4 teacher policy “profiles�
Less direct government involvement
Source: Vegas and others, 2012
More direct government involvement
Setting Priorities for Policy Intervention 4 teacher policy “profiles”
Professional Autonomy •Select the best into teaching •Prepare teachers exceptionally well •Give teachers ample autonomy
Source: Vegas and others, 2012
Setting Priorities for Policy Intervention 4 teacher policy “profiles”
Shared Responsibility •Excellent teaching is a shared responsibility •Collaboration and peer accountability
Source: Vegas and others, 2012
Setting Priorities for Policy Intervention 4 teacher policy “profiles”
Career Development •Support teacher professional development •Formative assessment •Strong instructional leaders as school heads
Source: Vegas and others, 2012
Setting Priorities for Policy Intervention 4 teacher policy “profiles”
Performance management •Tight control over teachers’ work •“Leave nothing to chance”
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 lowperforming countries
•
Further analysis of the policy pathways of top performing countries
How to raise education quality through better teacher policies? EMILIANA VEGAS EVEGAS@IADB.ORG