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Teacher careers

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Presentation made at CIES 2017 - Panel: "Reforming teacher careers: Learning from country experiences"

More information http://www.iiep.unesco.org/en/how-can-teacher-careers-be-reformed-cies2017-3899

Published in: Government & Nonprofit
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Teacher careers

  1. 1. Teacher Careers Discussion Notes
  2. 2. The key important considerations • There is no one size-fit-all concept or system of teacher career progression in place in the countries studied, nor is there one conceptually as could be gauged from the literature. • The need for a system of formal recognition of teacher experience and development is relatively recent (some thirty years at the most) • However, teacher recognition at school level has a long history of implementation.
  3. 3. What we learn from the presentations • There are teacher subjective aspects at the centre of the need for some form of career system, as for example, teacher motivation and professional satisfaction, as well as working condition issues • There are equally important policy reasons: quality of teacher intake, performance and retention as well as student learning (as shown in the Ecuador case) • Some modes, however, cannot be strictly considered as forms of teacher career system: e.g. merit-pay bonuses based on voluntary teacher decisions
  4. 4. What we learn from the presentations • While it is possible to distinguish the four kinds of models, in practice there is a diversity of combinations as the exploratory study shows • A key issue has to do with the evaluation system selected to decide on teacher promotion • Introduction of a career system where only a salary progression scheme has been in place needs attention to a complex set of factors and interests of the key players.
  5. 5. CRITERIA AND CONDITIONS TEACHER CAREER SYSTEM TEACHER DEVELOPMENT, MOTIVATION & WORKING CONDITIONS CONCERNS POLICY CONCERNS EVALUATION SYSTEM AGREED PERFORMANCE IMPROVEMENT CRITERIA MEANINGFUL CAREER STAGES SALARY INCREASES IN RELATION TO STAGES AND EXPERIENCE PROFESSIONAL DEVELOPMENT OPPORTUNITIES QUALITY OF TEACHER EDUCATION
  6. 6. The new Chilean system of Teacher Professional Development: Background and Issues • Longstanding demand of the Teachers’ Union in early discussions of teacher evaluation • Policy concerns about teacher quality and performance • A system of teacher evaluation, more summative than formative (OECD, 2013) • Diverse monetary incentives • Extremely unsatisfactory working conditions
  7. 7. Inicial Early (4 years experience) Advanced (4 years experience) Expert (8 years experience) Expert 2 (12 years experience) Chilean System of Teacher Progression OBLIGATORY EVALUATIONS VOLUNTARY EVALUATIONS
  8. 8. INCREASES IN SALARY BASIC EDUCATION TEACHER WITH 37 CONTRACTUAL HOURS WORKING WITH DISADVANTAGED STUDENTS 1,047,135 564,594 1,240,151 796,016 1,376,774 1,407,055 1,006,503 1,541,900 1,188,333 1,817,755 1,519,530 2,261,259 500,000 700,000 900,000 1,100,000 1,300,000 1,500,000 1,700,000 1,900,000 2,100,000 2,300,000 2,500,000 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 RBMN de ed. básica + Asignac Exp (100%) + BRP actual (Título + Mención) RBMN de ed. básica + Asignac Exp (100%) + BRP actual (Título + Mención) + Asignación de Perfeccionamiento Máxima RBMN + Asig Exp + BRP Nueva (Tïtulo + Mención) + ATDP P. Inicial + A. Prioritario RBMN + Asig Exp + BRP Nueva (Tïtulo + Mención) + ATDP P.Temprano + A. Prioritario RBMN + Asig Exp + BRP Nueva (Tïtulo + Mención) + ATDP P. Avanzado + A. Prioritario RBMN + Asig Exp + BRP Nueva (Tïtulo + Mención) + ATDP Experto I + A. Prioritario RBMN + Asig Exp + BRP Nueva (Tïtulo + Mención) + ATDP Experto II + A. Prioritario No existe menoscabo 37 horas de contrato Al 5 año docente alcanza tramo avanzado y un millón de pesos si se desempeña en establecimientos vulnerables
  9. 9. Other elements in the system • Gradual improvement of the teaching/non teaching hours ratio: – 65/35% as compared to current 70/30% and higher for teachers in vulnerable contexts • Rising of entry qualifications for teacher education • Free professional development at national, local and school level • Review of the Teacher Competences Framework

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