Reinier Terwindt Presentation to 9th International Policy Dialogue Forum 5-7 December 2016 Siem Reap, Cambodia

1. Strengthening Education Systems to Stimulate Teacher
Effort, Motivation, and Professionalism (TEMP)
December, 2016
Siem Reap, Cambodia
Reinier Terwindt
Global Head of Monitoring and Evaluation, STIR Education

2. Praveen’s Story – 1 of 250,000,000

3. The Problem:
• Evidence shows that teachers make the biggest difference to
how children learn
• Yet, too many teachers are de-motivated and struggle to
improve their teaching practice
E.g. India:
- 25% absenteeism
- Less than 50% of time spent teaching
- Poor quality

4. Our learning since initial focus on “micro-innovations”:
Teacher:
• Teachers as the problem -> can be the solution
• Carrots and Sticks -> intrinsic motivation
• Vessels to be filled -> lamps to be lighted
System:
• Impediment/Constraint -> accelerators of impact
• Parallel systems -> strengthen existing systems
• Delivery partner -> from co-creation to ownership
• Top down/bottom-up -> develop leadership spine

5. Literature Review
STIR Special Sauce: growth mindset, efficacy, motivation, resilience,
commitment, collaboration, innovation, reflective practice
• Psychological factors such as motivation, self-efficacy, and growth mindset
contribute to teachers’ professional development and improve their teaching
• These professional mindsets and behaviors (e.g. efficacy, resilience,
collaboration) positively impact student learning
• Almost all these mindsets and behaviors are positively linked to each other

6. Our Vision: every child has a motivated professional as a
teacher, whom they trust, respect and value
Our Mission: every teacher to be driven by the intrinsic
motivation to see their students learn and to realize their
potential to become the best teacher they can be

7. Since 2012:
27,000 teachers in Uganda and India...
In 700 teacher networks
1.1 million children directly impacted
By 2021:
Growth to 120,00 teachers and 4.5 million children...
At a cost of $2 per child per year

10. How do we do it?
In partnership with education systems (Governments, unions, and civil
society), we build teacher networks in which teachers collaboratively create
practical innovations in their classrooms around key teaching improvement
principles and thereby stimulate Teacher Effort, Motivation, and
Professionalism (TEMP)
Deci and Ryan (2000):
- Autonomy  teachers own their classroom improvement process
- Competence  teachers gain the mastery to do so effectively
- Relatedness  teachers gain a sense of belonging (within their network,
school, and “system”)

11. How do we do it?
• Two year Teacher Changemaker Journey of repeated “Learning Improvement Cycles”
• Simultaneously, working with schools and districts to
strengthen the enabling environment for teachers
• Additional 3 years of light-touch district support
to ensure sustainability of teacher collaboration
and brokering partnerships to address key
educational barriers (e.g. reading) using the
Learning Improvement Cycle
District
Education
Officers
Education
Leaders
Head
Teachers
Teacher

12. Theory of Change:
Identify
problem and
develop a
solution
Reflect on
and adapt
solution
Evaluate
impact of
solution
Teacher Effort
& Motivation
Professional
Practice
Improved
Student
Learning
Learning
Improvement
Cycle

13. Key impact thus far:
Through ongoing RCT in India:
• Significant improvements in teaching effort and motivation through time on task
• Significant improvements in learning outcomes (math)
Signs of improvements in teaching practice through qualitative studies, but need to
understand further.
Partnership with New York University:
- Teacher Survey (Special Sauce)
- TIPPS Observation
- Student Report
- Social Network Survey

14. Summary:
1. We need to look at both teacher and the system level
2. We need to reframe the global narrative around teachers – to
seeing them as active agents of change, and developing a new
“cocktail” of teacher effort, intrinsic motivation, and
professionalism (TEMP) that creates a virtuous cycle of
classroom improvement
3. We need to rethink how to partner with governments and
unions to sustain teacher change – right through the spine

15. Looking Forward: Business Case for Teacher Motivation
• Teacher salaries are by far the largest part of national education budgets
• As discussed, challenges around motivation and professional practice are huge
barriers for improved learning
• Given the cost effectiveness of TEMP interventions like STIR ($2 per child p.a.) –
there is an exciting business case around teacher motivation and
professionalism that we’d love to build with colleagues in the room
• Also, support from WISE to build off our literature review through concrete case
studies
• Thank you! rterwindt@stireducation.org