1. Teacher Policies in the Americas Emiliana Vegas Human Development Network The World Bank SABER - Teachers

2. Outline Why assess Teacher Policies in the Americas? What is SABER-Teachers? How do education systems in the Americas fare in terms of Teacher Policies?

3. Outline Why assess Teacher Policies in the Americas? What is SABER-Teachers? How do education systems in the Americas fare in terms of Teacher Policies? X

4. 9.5 out of 10 children enroll in primary school at the official age 7.5 out of 10 children enroll in secondary education in a timely manner And about 1/3 of youth makes it to tertiary education Source: World Bank EdStats Data for Latin America and the Caribbean Education systems in the Americas have made progress in providing access to school…

5. … but are lagging behind in education quality Latin America Top-performing USA Canada PISA average score in reading Source: OECD (2011)

6. PISA average score in reading Standard deviation … and many have high inequality in student outcomes

7. Evidence from developed & developing countries suggests good teaching matters Low SES Base Year1-2 Years3-4 Years Medium SES Base Year1-2 Years3-4 Years 229 236 238 241 248 254 In Chile, having at least three highly-rated teachers seems to close the achievement gap between low and middle SES students. Source: SIMCE 2008

8. Outline Why assess Teacher Policies in the Americas? What is SABER-Teachers? How do education systems in the Americas fare in terms of Teacher Policies? X

9. SABER is an effort to collect, analyze and disseminate data on education policies Governance and Institutions Key Inputs Service Delivery Sub-Systems Learning Standards Learning Assessments Information Management School Finance Early Childhood Development Primary & Secondary Schooling Tertiary Education Workforce Development Teachers Materials & ICT Learning for all Low-income Countries Middle-income Countries OECD Countries Fragile Countries

10. SABER is an effort to collect, analyze and disseminate data on education policies Governance and Institutions Key Inputs Service Delivery Sub-Systems Learning Standards Learning Assessments Information Management School Finance Early Childhood Development Primary & Secondary Schooling Tertiary Education Workforce Development Teachers Materials & ICT Learning for all Low-income Countries Middle-income Countries OECD Countries Fragile Countries

11. SABER-Teachers fills a major gap in policy data and guidance Scarce data on teacher policies Uneven evidence on what works + = Limited guidance on policy decisions

12. + SABER-Teachers fills a major gap in policy data and guidance Global data on teacher policies + = Opportunity to learn from other education systems Comparative analyses User-friendly dissemination

13. 71 education systems in 48 countries

14. 9 countries in the Americas

15. 8 teacher policy goals Effective teachers

16. Setting clear expectations for teachers Effective teachers 1 8 teacher policy goals

17. Setting clear expectations for teachers Attracting the best into teaching Effective teachers 2 1 8 teacher policy goals

18. Setting clear expectations for teachers Attracting the best into teaching Preparing teachers with useful training & experience Effective teachers 2 3 1 8 teacher policy goals

19. Setting clear expectations for teachers Attracting the best into teaching Preparing teachers with useful training & experience Effective teachers Matching teachers skills with students needs 2 3 4 1 8 teacher policy goals

20. Setting clear expectations for teachers Attracting the best into teaching Preparing teachers with useful training & experience Effective teachers Matching teachers skills with students needs Leading teachers with strong principals 2 3 4 1 5 8 teacher policy goals

21. Setting clear expectations for teachers Attracting the best into teaching Preparing teachers with useful training & experience Effective teachers Matching teachers skills with students needs Leading teachers with strong principals Monitoring teaching & learning 2 3 4 1 5 6 8 teacher policy goals

22. Setting clear expectations for teachers Attracting the best into teaching Preparing teachers with useful training & experience Effective teachers Matching teachers skills with students needs Leading teachers with strong principals Monitoring teaching & learning Supporting teachers to improve instruction 2 3 4 1 5 6 7 8 teacher policy goals

23. Setting clear expectations for teachers Attracting the best into teaching Preparing teachers with useful training & experience Effective teachers Matching teachers skills with students needs Leading teachers with strong principals Monitoring teaching & learning Supporting teachers to improve instruction Motivating teachers to perform 2 3 4 1 5 6 7 8 8 teacher policy goals

24. We collect data and classify countries based on their level of development on each policy goal Advanced Established Emerging Latent Top performing and rapidly improving Top-performing Hong Kong (China) Ontario (Canada) Finland Belgium South Korea Shanghai (China) Japan Chinese Taipei Hungary Singapore Netherlands

25. Outline Why assess Teacher Policies in the Americas? What is SABER-Teachers? How do education systems in the Americas fare in terms of Teacher Policies? X

26. Chile Colombia Guatemala Mexico Nicaragua Japan Singapore South Korea Goal 1 Setting clear expectations for teachers Source: SABER-Teachers

27. Chile Colombia Guatemala Mexico Nicaragua Japan Singapore South Korea Goal 1 Setting clear expectations for teachers Source: SABER-Teachers

28. Chile Colombia Guatemala Mexico Nicaragua Japan Singapore South Korea Goal 2 Attracting the best into teaching Source: SABER-Teachers

29. Chile Colombia Guatemala Mexico Nicaragua Japan Singapore South Korea Goal 2 Attracting the best into teaching Source: SABER-Teachers

30. Chile Colombia Guatemala Mexico Nicaragua Japan Singapore South Korea Goal 3 Preparing teachers with useful training and experience Source: SABER-Teachers

31. Chile Colombia Guatemala Mexico Nicaragua Japan Singapore South Korea Goal 3 Preparing teachers with useful training and experience Source: SABER-Teachers

32. Chile Colombia Guatemala Mexico Nicaragua Japan Singapore South Korea Goal 4 Matching teachers skills with students needs Source: SABER-Teachers

33. Chile Colombia Guatemala Mexico Nicaragua Japan Singapore South Korea Goal 4 Matching teachers skills with students needs Source: SABER-Teachers

34. Chile Colombia Guatemala Mexico Nicaragua Japan Singapore South Korea Goal 5 Leading teachers with strong principals Source: SABER-Teachers

35. Chile Colombia Guatemala Mexico Nicaragua Japan Singapore South Korea Goal 5 Leading teachers with strong principals Source: SABER-Teachers

36. Chile Colombia Guatemala Mexico Nicaragua Japan Singapore South Korea Goal 6 Monitoring teaching and learning Source: SABER-Teachers

37. Chile Colombia Guatemala Mexico Nicaragua Japan Singapore South Korea Goal 6 Monitoring teaching and learning Source: SABER-Teachers

38. Chile Colombia Guatemala Mexico Nicaragua Japan Singapore South Korea Goal 7 Supporting teachers to improve instruction Source: SABER-Teachers

39. Chile Colombia Guatemala Mexico Nicaragua Japan Singapore South Korea Goal 7 Supporting teachers to improve instruction Source: SABER-Teachers

40. Chile Colombia Guatemala Mexico Nicaragua Japan Singapore South Korea Goal 8 Motivating teachers to perform Source: SABER-Teachers

41. Chile Colombia Guatemala Mexico Nicaragua Japan Singapore South Korea Goal 8 Motivating teachers to perform Source: SABER-Teachers

42. Advanced Established Emerging Latent Goal 1Goal 2Goal 3Goal 4Goal 5Goal 6Goal 7Goal 8 Lessons learned Source: SABER-Teachers

43. Advanced Established Emerging Latent Goal 1Goal 2Goal 3Goal 4Goal 5Goal 6Goal 7Goal 8 Lessons learned Source: SABER-Teachers

44. Advanced Established Emerging Latent Goal 1Goal 2Goal 3Goal 4Goal 5Goal 6Goal 7Goal 8 Lessons learned Source: SABER-Teachers

45. Advanced Established Emerging Latent Goal 1Goal 2Goal 3Goal 4Goal 5Goal 6Goal 7Goal 8 Lessons learned Source: SABER-Teachers

46. What to do to improve teacher policies? 4 teacher policy profiles Less government involvement More government involvement

47. What to do to improve teacher policies? 4 teacher policy profiles Professional Autonomy Select the best into teaching Prepare teachers exceptionally well Give teachers ample autonomy

48. What to do to improve teacher policies? 4 teacher policy profiles Shared Responsibility Excellent teaching is a shared responsibility Collaboration and peer accountability

49. What to do to improve teacher policies? 4 teacher policy profiles Career Development Support teacher professional development Formative assessment Strong instructional leaders as school heads

50. What to do to improve teacher policies? 4 teacher policy profiles Performance management Tight control over teachers work Leave nothing to chance

51. ¡Gracias! Thank you! Merci! Obrigada! Emiliana Vegas Lead Economist Human Development Network The World Bank evegas@worldbank.org

52. SABER - Teachers Backup

53. Data collection and analysis in SABER-Teachers

54. How do we collect data?

55. Teacher policy areas We collect data on 10 teacher policy areas

56. Teacher policy areas Requirements to enter and remain in teaching We collect data on 10 teacher policy areas

57. Teacher policy areas Requirements to enter and remain in teaching Initial teacher preparation We collect data on 10 teacher policy areas

58. Teacher policy areas Requirements to enter and remain in teaching Initial teacher preparation Recruitment and employment We collect data on 10 teacher policy areas

59. Teacher policy areas Requirements to enter and remain in teaching Initial teacher preparation Recruitment and employment Teacher workloads and autonomy We collect data on 10 teacher policy areas

60. Teacher policy areas Requirements to enter and remain in teaching Initial teacher preparation Recruitment and employment Teacher workloads and autonomy Professional development We collect data on 10 teacher policy areas

61. Teacher policy areas Requirements to enter and remain in teaching Initial teacher preparation Recruitment and employment Teacher workloads and autonomy Compensation: salary and non- salary benefits Professional development We collect data on 10 teacher policy areas

62. Teacher policy areas Requirements to enter and remain in teaching Initial teacher preparation Recruitment and employment Teacher workloads and autonomy Compensation: salary and non- salary benefits Professional development Retirement rules and benefits We collect data on 10 teacher policy areas

63. Teacher policy areas Requirements to enter and remain in teaching Initial teacher preparation Recruitment and employment Teacher workloads and autonomy Monitoring and evaluation of teacher quality Compensation: salary and non- salary benefits Professional development Retirement rules and benefits We collect data on 10 teacher policy areas

64. Teacher policy areas Requirements to enter and remain in teaching Initial teacher preparation Recruitment and employment Teacher workloads and autonomy Teacher representation and voice Monitoring and evaluation of teacher quality Compensation: salary and non- salary benefits Professional development Retirement rules and benefits We collect data on 10 teacher policy areas

65. Teacher policy areas Requirements to enter and remain in teaching Initial teacher preparation Recruitment and employment Teacher workloads and autonomy School leadership Teacher representation and voice Monitoring and evaluation of teacher quality Compensation: salary and non- salary benefits Professional development Retirement rules and benefits We collect data on 10 teacher policy areas

66. When a country shows interest, we hire and support an expert consultant to collect the data Consultant Reads a manual on the data collection instruments Completes a quiz to assess understanding of manual Interviews key stakeholders and gathers supporting documents 1 week2-3 weeks

67. World Bank staff Supports the consultant throughout data collection Verifies data for completion and consistency Analyzes the data and writes a country report We support the consultant throughout the data collection process 2-3 weeks2 weeks Total estimated time: (from the search of a consultant to the delivery of a country report) 7-9 weeks.

68. How do we analyze our data?

69. We selected 8 teacher policy goals for data analysis Setting clear expectations for teachers Attracting the best into teaching Preparing teachers with useful training & experience Effective teachers Matching teachers skills with students needs Leading teachers with strong principals Monitoring teaching & learning Supporting teachers to improve instruction Motivating teachers to perform 2 3 4 1 5 6 7 8

70. For each policy goal, we defined policy levers: actions that governments can take to reach each goal Attracting the best into teaching Are entry requirements set up to attract talented candidates? Are pay and benefits appealing for talented candidates? Are working conditions appealing for talented candidates? Are there attractive career opportunities?

71. For each policy goal, we defined policy levers: actions that governments can take to reach each goal Attracting the best into teaching Are entry requirements set up to attract talented candidates? Are pay and benefits appealing for talented candidates? Are working conditions appealing for talented candidates? Are there attractive career opportunities?

72. Are entry requirements set up to attract talented candidates? 1. Is there an established process to screen applicants to pre-service teacher training programs? 2. How many applicants enter pre-service teacher training programs? 3. Are there requirements to become a teacher? 4. How many teachers meet requirements to enter teaching? 5. How many models of pre-service teacher training are there? For each policy lever, we defined a series of indicators

73. Are entry requirements set up to attract talented candidates? 1. Is there an established process to screen applicants to pre-service teacher training programs? 2. How many applicants enter pre-service teacher training programs? 3. Are there requirements to become a teacher? 4. How many teachers meet requirements to enter teaching? 5. How many models of pre-service teacher training are there? For each policy lever, we defined a series of indicators

74. 2. How many applicants enter pre-service teacher training programs? Each indicator is linked to questions in our data collection instruments

75. 2. How many applicants enter pre-service teacher training programs? Advanced: 20% or less enter Established: 21% to 50% enter Emerging: 51% to 89% enter Latent: 90% or more enter We classify each indicator based on the policies of top-performing and rapidly- improving education systems

76. Indicator #1 - Mature Indicator #2 - Established Indicator #3 - Established Indicator #1 - Emerging Indicator #2 - Latent Indicator #3 - Latent Finally, we classify all indicators and aggregate these classifications for each policy lever and goal Policy Lever #1: Established Policy Lever #2: Latent Policy Goal #1: Emerging

77. Online classification tool http://saberdev.worldbank.org/T/Admin/class/class1.cfm?SLC_COUNTRY=GT

78. An example Policy Goal 2 Ratings per policy lever

79. Goal 2: Setting clear expectations for teachers Chile Are entry requirements set up to attract talented candidates? Are pay and benefits appealing for talented candidates? Are working conditions appealing for talented candidates? Are there attractive career opportunities? Source: SABER-Teachers

80. Are entry requirements set up to attract talented candidates? Are pay and benefits appealing for talented candidates? Are working conditions appealing for talented candidates? Are there attractive career opportunities? Goal 2: Setting clear expectations for teachers Colombia Source: SABER-Teachers

81. Are entry requirements set up to attract talented candidates? Are pay and benefits appealing for talented candidates? Are working conditions appealing for talented candidates? Are there attractive career opportunities? Goal 2: Setting clear expectations for teachers Guatemala Source: SABER-Teachers

82. Are entry requirements set up to attract talented candidates? Are pay and benefits appealing for talented candidates? Are working conditions appealing for talented candidates? Are there attractive career opportunities? Goal 2: Setting clear expectations for teachers Mexico Source: SABER-Teachers

83. Are entry requirements set up to attract talented candidates? Are pay and benefits appealing for talented candidates? Are working conditions appealing for talented candidates? Are there attractive career opportunities? Goal 2: Setting clear expectations for teachers Nicaragua Source: SABER-Teachers

84. How do we disseminate our data and analyses?

85. User-friendly website with all our data and analyses Comparison of systems by teacher policy goals Comparison of systems by teacher policy areas Regional and global comparative reports Database with teacher- related regulations

86. Expandable menu to see data behind classifications Comparison side-by- side of teacher policy areas and goals User-friendly website with all our data and analyses

87. Country reports