NEPC Policy Lab Baku, May 20, 2014

1. TEACHERS’ POLICIES
AZERBAIJAN CASE
NEPC Policy Lab
Baku, May 20, 2014

2. Curriculum reform
• A new National Curriculum Framework as well as new subject curricula for
grades 1-4 and grades 5-11 of general schools were developed under the
ESDP I project (2003-2013).
• New National Curriculum was developed as a set of achievement standards
determining what students should know and be able to do as a result of
education at each grade level and for a number of subject areas.
• Started to be implemented in 1st grades in September 1, 2008.
• A Curriculum Center was established at the Institute of Educational
Problems as the main agency, responsible for design and development of
subject curricula, development of supporting materials and training
packages for teacher trainings.
Major features of the curriculum development approach
including conceptualization and development of a national
curriculum framework, education standards and integrated
curricula in science and social science were accomplished by
2010 (Crisan, A., 2011).

3. 1. CLEAR EXPECTATIONS FOR
TEACHERS
NATIONAL CURRICULUM OF 2006 & 2010
Teachers announced main actors in realization of
the reform.
2010 National Curriculum document makes
attempt to create a vision of effective teaching:

4. Quality indicators for educators 2010
• Knowledge of state-of-the-art of the subject
• Ability to work with children in sensitive manner and build
positive relationships with children;
• Pedagogial ethics and culture, moral principles;
• Colaboration, research, self-study and managerial skills;
• Ability to work on innovative projects
• Ability to present one’s own work and learn from best
practices;
• responsibility and commitment
• Ability to contribute to the school and community
development
National Standards for General Education and Curricula 2010

5. 2010 vision of effective teachers
LACK:
- Explanations of the link between the stated effective
teaching as teachers’ input and expected students’
outputs
- Explanation of the way HOW teachers can become
effective in accordance with the new curriculum
vision
- No procedures on stating teachers’ expectations, as
a result no clear guidelines for teachers setting out
their duties and responsibilties
- No clear vision of an effective teacher in society

6. 2. RECRUITMENT, CAREER
ADVANCEMENT AND WORKING
CONDITIONS
- Low standards set for entry requirements
- Uncompetitive environment for recruitment and
placement
- Low salary lower the amount of high performing
students to want to be accepted to teacher education
programs ( €110 which is slightly above the national
minimum as per 2013).
- Having certified document instead of professional
commitment to become a teacher for low
performing students.

7. Hours per week and years spent
teaching
1. Weekly hours – “tedris yuku” (minimum 12,
maksimum 36)
2. Years spent in profession - two basic factors
determining teachers’ salary
No clear performance expectations
No requirements for PD for salary calculating

8. CHALLENGE
2013 Education Development Strategy:
performance-based professional development
and salary calculations mechanisms are to be
introduced in the country.

9. 4. TEACHER EDUCATION – preparing
teachers with useful training and
experience
4 years BA in teaching area, 3 years sub-BA , MA in
teaching area
The profession does not seem to be appealing for high
performing graduates of secondary schools –
PROGRAMS ARE NOT SELECTIVE
Teaching profession does not offer attractive salary and
does not offer incentives for professional growth and
development – there are no many opportunities for
promotion and sound professional growth.
However, in recent years of curriculum reforms new
opportunities become possible for teachers (trainers,
textbook authors, evaluation experts and so on).
No institutional support for novice teachers in schools

10. CHALLENGE
No serious attempts were made to evaluate the
effectiveness of existing teacher education
programs.
Outdated programs not aligned with the new
curriculum vision and goals.
Ineffective placement policy in which schools
cannot independently formulate their needs for
new professionals and do not have own budget
to hire new teachers and invest in PD of existing
staff.

11. 5. MATCHING TEACHERS’ SKILLS WITH
STUDENTS NEEDS
Current requirements for teachers profession had
been developed based the generally accepted
framework on United Tariff-Speciality Document of
Education Employees 1997.
New National curriculum reconsidered teachers skills
required for successful implementation based on
international recognized and widely discussed
concepts of student-centered pedagogy and skills
important for successful live in a knowledge-based
society.
NO RESEARCH!!! of students needs

12. Public discourse regarding teachers’
evaluation
Teachers’ knowledge of subject as primary factor
determining the level of teachers’ performance
and professional development.
We are still in a traditional subject-centered
paradigm.

13. 6.SCHOOL LEADERSHIP
- School principals are required to attend 90
hours of PD every 5 years.
- 3 modules: school management, subject area,
innovations (2010).
- Only serious criteria for selection is 5 years of
pedagogical experience

14. 7.MONITORING TEACHING AND
LEARNING
2009 Concept of Students Assessment and
Evaluation provides general framework for
monitoring learning. Focus on formative
assessment and cumulative grades’ calculation.
Sets vision school-based, national and
international evaluations.
No clear guidelines for monitoring teaching apart
from analysis of students’ results (national
evaluation studies and SSAC ratings).

15. 8. SUPPORTING TEACHERS TO IMPROVE
INSTRUCTION
• 120 years of in-service training in 5 years.
• Centrally stated goals – improving ICT skills,
trainings on application of national curriculum,
interactive teaching and learning methodology.
• Accordingly with the law, teachers’ and
principals contracts depend on completing in-
service trainings every 5 years.

16. CHALLENGE
• Evaluation of existing in-service training
programs, try to match teachers’ needs with in-
service deliverables.
• Development of the National Framework of
Competent Teacher to serve as a vision for
updating the PD programs and creating an
effective mechanism for “at work learning”.