National Policies for Better Teacher Quality - Mae Chu Chang
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International Experience on Developing and Implementing Comprehensive National Policies for Better Teacher Quality | World Bank - East Asia and Pacific Region - Human Development
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National Policies for Better Teacher Quality - Mae Chu Chang
- 1. National Policies for Better Teacher Quality International experience on Developing and Implementing Comprehensive National Policies for Better Teacher Quality Mae Chu Chang Head Human Development Sector Indonesia The World Bank September, 2011
- 2. 2 How are teacher quality, student achievement and national economic growth related?
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- 5. 5 So, what do the latest test results show? 700 600 Mean PISA 2009 Score 500 400 300 200 100 0 Reading Scale Mathematics Scale Science Scale Source: OECD, PISA 2009 Database
- 6. 6 Is there a link between student achievement and teacher quality? Then Why? How? what?
- 7. 7 The Importance of Teachers for Student Achievement Teachers 30% Student characteristics 49% Schools 7% Home 7% Peers 7% Based on research by Professor John Hattie from the University of Auckland who used meta analysis to estimate the overall effect on student achievement to the Then Why? How? above factors what?
- 8. 8 Teachers are very important. Good teachers have a large impact on student outcomes 100th Student performance on Standardized Exam percentile After 3 years with high 90th percentile quality teachers 53 percentile point difference 50th percentile 37th percentile After 3 years of low quality teachers 0th percentile Age 8 Age 11 Source: Tennessee Value-Added Assessment System (TVAAS) Study Results Then Why? How? From Barber, M., and M. Mourshed. (2007) based on results from Sanders and Rivers (1999). what?
- 9. 9 Teachers are the most important factor, after the students themselves, in determining student achievement! Teachers need to have better knowledge, skills, and qualifications, to enhance their professional quality. Then Why? How? what?
- 10. 10 National Policies for Better Teacher Quality Then Why? How? what?
- 11. 11 Example: Finland Comprehensive reform began in mid 1960s Ministry of Education provided the following recommendations on improving teacher quality: All teacher education to be based on Matriculation Examination Teacher is adviser not lecturer. Minimum 3 years and Bachelor’s Quality and quantity of teacher degree training in schools to be increased. Pedagogical training for classroom and subject teachers. Teacher’s suitability for teaching profession to be examined. Wages to be tied to degree. Status not associated with grade Compulsory 5 days of in-service or subject taught or student age. training every year.
- 12. 12 Example: INDONESIA The Teacher Law: UU 14/2005 • The Teacher Law provides an opportunity for teachers to improve their knowledge and skills through a certification process. • By 2015, Indonesia’s schools system will only allow certified teachers which is a bold step in the right direction. • To be certified, teachers must have a 4-year college degree and teach a minimum of 24 periods a week. • Doubling of teacher salary upon certification; (possibly) tripling of salary with special area allowance. Then Why? How? what?
- 13. 13 What are the key challenges faced when implementing reforms? And what is the international evidence on tackling these challenges? Then Why? How? what?
- 14. 14 Do higher minimum qualifications ensure teacher quality? Indonesia • All teachers in Finland require a Master’s degree to qualify for a permanent position. • In Korea, candidates have to graduate from initial teacher education programs, followed by the Teachers Employment Examination. There is an association between teacher qualification and student achievement. However… …the quality of the teacher training matters. Then Why? How? what?
- 15. 15 Are financial incentives enough to attract good candidates to the teaching profession? • Most highly regarded of all professions Finland • Competitive pay Status • Competitive placement • Commitment to core mission • Trust • Trained to feel individually responsible • Researcher and practitioner Attracting Accountability good Pre-selection candidates • Minimum – Masters’ degree • Capacity • In the classroom Autonomy • In working conditions Then Why? How? what?
- 16. 16 What can be done to ensure that only the most suited and capable become teachers? Singapore Top 1/3 of secondary Experience inside the school graduation class Ministry Strong Academic Ability Continuous training, Monthly Stipend from evaluation and Government opportunities Serving diverse student bodies Commitment to teach for Annual assessment to 3 years determine career path Then Why? How? what?
- 17. 17 What processes assure teacher performance over time? Singapore • Contribution to academic and character dev. of student. • Collaboration with parents and community Appraisal • Contribution to colleagues’ dev. • Performance Bonus • Access to free, quality professional dev. • Poor performers get assistance. Incentives • Additional Reimbursements • Retirement package Progression • Movement along career path. • Greater compensation Then Why? How? for greater responsibility. what?
- 18. 18 How are issues of teacher over supply managed? China No new private teachers Promote some private teachers to public status Quota for private teachers in teacher training schools Dismiss unqualified private teachers Retire older, disabled, sick private teachers. Adjust private teachers income to match state sponsored ones Then Why? How? what?
- 19. 19 How are issues of teacher under-supply managed? Multi-grade Teaching in Colombia Teacher as facilitator of Whole child, not just learning academic Cooperative, individual & Peer teaching group learning. Informal and incidental learning Shared resources Teacher training, community and government support Results: • Rural schools obtain better results than urban schools! • Positive impact on creativity and self-image of students. • Improved completion rates • More efficient use of existing resources • Added opportunities for training and knowledge development for teachers. Then Source: Escuela Nueva (New School) Model Why? How? what?
- 20. 20 More autonomy and accountability at school level yields highest student achievement… 498 Source: OECD 498 496 495 PISA Score in reading 493 494 492 489 490 School autonomy in resource allocation 488 486 Schools with more Autonomy 484 Schools with less Autonomy Systems with more accountability Systems with less accountability Then Why? How? System’s accountability arrangements what?