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Regional Program for the Development of the Teacher Profession (PREDALC)
Eighth Ordinary Meeting of the Inter-American
Committee On Education
Javier Botero Alvarez, Lead Education Specialist, World Bank
October 4, 2018
WB Ongoing Activities that contribute to the Inter-American Education Agenda on Strengthening the Teaching Profession
1 1
4
13 9
6 2
5
2
2
1 1
1 1
2 2
1 1
3 2
1 1 1 1
2 2
5 2
2 2
1
1
1
1 1
3 1
4
2 2
1
2
Central America
2
Latin America
4 2
2
6 1
No. of active projects
Of which include
Teacher/Principal
Training Activities
No. of ASA over last 3
years Of which include
Teacher/Principal
Training Activities
Student learning outcomes in LAC remain insufficient and below peers
0%
25%
50%
75%
100%
DR PE BR CO MX CR T&T UY CH OECD
PISA Results in LAC ( 2015, Science) by level of proficiency
Below Basic Proficiency Basic Proficiency High Proficiency
325
355
385
415
445
475
505
535
565
595
0 5000 10000 15000 20000 25000 30000 35000 40000 45000 50000 55000 60000 65000 70000
PIS
A 2
01
5 S
co
re in
Scie
nce
GDP Per capita in 2015 or latest, PPP
PISA Results vs GDP per Capita
EUROPE &
CENTRAL
ASIA
EAST ASIA &
PACIFIC
LATIN AMERICA
& CARIBBEAN
OECD
MIDDLE EAST
& NORTH
AFRICA
Source: World Bank, 2016
Teachers are Crucial Contributors to Children’s learning Even within the same school and grade
• Students with the best teachers master 1.5 years or more of curriculum in a single school year
• Students with the worst teachers master 0.5 year of curriculum or less
• Effects are cumulative and hard to overcome
• Least effective teachers concentrated in low-income schools
• Teacher effectiveness hard to predict -- not correlated with formal education or years of experience
A Great Teacher has Long Lasting Postive Impacts on a Child’s Future Trajectory 20 year study of 2.5 million US students showed that primary schools students assigned to even one “highly effective” teacher were significantly more likely to:
• go to college
• attend better colleges
• earn higher incomes by age 28 and
• avoid teen pregnancy*
• High returns to finding and developing great teachers
• High costs to retaining ineffective teachers
*Chetty, Friedman and Rockoff, 2013
We Still have Work to do to Raise the Capacity of Teachers in LAC Comparative PISA math performance of prospective teachers and engineers
Average Time on Instruction in LAC countries
52%
61% 62% 64% 64% 65%
85%
39%
28% 25% 24% 27% 25%
15% 9% 11%
14% 12% 10% 9%
0% 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
MéxicoD.F.
Jamaica Perú Honduras Brasil Colombia Indicadorde
BuenasPrácticasStallings
Po
rcen
taje
del
Tie
mp
o T
ota
l de
Cla
ses
Actividades académicas Administración de la clase
Profesor fuera de tarea
Source: Burns & Luque, Great Teachers 2015
Getting to “Great Teachers” in LAC
Recruiting
• Raising the selectivity of teacher education
• Raising the quality of teacher education
• Raising hiring standards
Grooming
• Teacher induction and probation period / Challenge and promise of information technology
• Teacher evaluation / Grooming teachers through school leadership
• In-service training
Motivating
• Professional rewards
• Accountability pressure
• Financial incentive
Raising the Quality of Teacher Training is Key
Recruiting
• Raising the selectivity of teacher education
• Raising the quality of teacher education
• Raising hiring standards
Grooming
• Teacher induction and probation period / Challenge and promise of information technology
• Teacher evaluation / Grooming teachers through school leadership
• In-service training
Motivating
• Professional rewards
• Accountability pressure
• Financial incentive
Teacher training is cross cutting
PREDALC seeks to guide and support the development of innovative initiatives in the field of pre-service and in-service teacher education
Steering Committee
Countries • Mexico • Argentina • Chile • Dominican Republic • Jamaica
Multilaterals • WB • OEI • OAS • CAF
Technical Committee
Uruguay Jamaica Colombia
• Regionally representative • Program management, oversight, and
implementation • Elected by all countries during 2016 Buenos
Aires Summit
• Regionally representative technical experts • Technical and implementation support to Project
activities • Salaried • Elected by Steering Committee
Drafting of background
papers on each key theme
Forum of Regional Technical Experts
Bogota, March
2016
Forum of Regional and Multilateral
Organizations
Puebla, April 2016
Preliminary Presentation to the Region’s Ministers
Andorra, September 2016
Summit of Higher Education and
Teacher Training Authorities:
PREDALC adopted
Buenos Aires, December 2016
IX Inter-American Meeting of Ministers of Education
Bahamas, February 2017
How We Got Here from Panama 2015:
Launch of Call for Proposals
Mexico, April, 2018
Closing of Call: 109 interventions
presented
July, 2018
13 interventions selected as
outstanding and 20 as replicable
August, 2018
Objetives
Select experiences in the Latin American and the Caribbean that incorporate innovative components in pre-service and in-service teacher training, make them visible and contribute to generating a new vision of the teaching profession, which makes it a more attractive option for professional development for future generations
Call for the identification and recognition of promising innovations in teacher training
Categories of Innovations • Initiatives to attract and retain good students to the teaching career
• Frameworks of competencies guiding teacher training for the 21st century
• Modalities of training and flexible forms of academic organization
• Development of high capacities of teaching staff in teacher training programs
• Quality assurance of training through teacher performance evaluation mechanisms
• Training of teachers and staff for early childhood care through innovative modalities
Synthesis
• Call exceeded expectations in terms of number and quality of proposals
• Proposals were diverse in terms of categories, country of origin and proposing institutions
• High percentage of proposals have high replicability
• Excellent material (reports, videos, didactic materials) included in the proposals Recent literature highlights the need to design in-service teacher training programs. PREDALC contributes to addressing this need.
Evaluation Criteria
• Is it not business-as-usual? Innovative
•Are there observable results and evidence?
•How significant are the results? Results
•What are the main strengths of innovation?
•Does it have enough institutional support? Sustainable
• Is this original or the result of adaptation and replication of other experiences?
•How replicable is it?
•How much does it depend on specific conditions? Replicable
Proposals submitted by country
0 1 1 1 1 1 1 1
2 2 3 3 3
8
10 11 11
24 25
0
5
10
15
20
25
30
Nu
mb
er o
f P
rop
osa
ls
Country
Evaluation Methodology
Completeness
• All sections filled out
• Endorsement letter
Content Pt 1 (11 evaluators)
• Quantitative and qualitative evaluation based on rubric
• Innovation, Results, Sustainability, Replicability
Content Pt 2 (Evaluation Committee)
• Scores reviewed
• Winsorization applied
• Ranking of proposals
109 proposals
65 proposals
33 proposals
Selection Process
13 outstanding projects
20 projects with potential to be
replicated
33 interventions that meet
criteria
Ranked based on evaluation criteria
& filtered for regional
representativeness • Dissemination
• Recognition in workshop
(participation not financed)
• Dissemination
• Recognition in workshop
(participation financed)
Everyone, Learn! Program: Towards Teacher Excellence Programa todos a aprender: Hacia la excelencia docente National Ministry of Education, Colombia In-service teacher training
Summary • Successful and innovative scheme of in-classroom
accompaniment to teachers of low-performing schools by teachers selected as successful (tutors)
• Results evaluated through students’ improvement in SABER tests
Practicality: Classroom-based Specificity: Emphasizes languages and
mathematics Continuity: Continuous and collaborative work
among teachers, tutors, and students for 3 years
Mobilizing beliefs in pedagogy students through LEGO serious play Movilizando creencias en estudiantes de pedagogía mediante LEGO serious play Universidad Católica de Chile Pre-service teacher training
Summary • Novel strategy of game-based pre-service training
• First- year education students construct/reconstruct metaphors related to poverty and vulnerability with LEGO pieces
• Easy-to-apply strategy can be developed in 3 days
• Quantitative and qualitative evaluation allows assessment of student beliefs after the project
Practicality: Classroom-based Specificity: Focuses on understanding the role
of poverty & its relation to educational quality and equity
Continuity: Applied in 4 sessions
Educational leadership & innovation program Programa de liderazgo e innovación educative (PLIE) Fundación Varkey, Argentina In-service teacher training
Summary • Successful, 6-week, full-time intensive training program for
school principals through an easily scalable workshop modality
• Training based on collaborative strategies such as problem-solving, case studies, debates, and group presentations
• Principals design projects of innovation and leadership (PIEs) for their school
Practicality: School/Classroom-based Specificity: Emphasizes personal, pedagogical,
and institutional competencies Continuity: Varkey Foundation follows up on
PIEs and collaborates in implementation
Lessons Learned
• Importance of a strong relationships with partner organizations and governments
• Importance of having the online platform
• Importance of World Bank leadership
• Extending the deadline of the Call
• Improvement of channels of dissemination
• Improvement of the evaluation rubric
• Better training and guidance of evaluators
• Improvement of regional representativeness and submissions per category
Next Steps
• Workshop in Bogota, Colombia, October 25-26 • Panels on innovative interventions
• Panel with governments and multilateral for future collaboration
• Documentation and Publication of innovative interventions in Teacher training, (WB, CAF): First brief for the Workshop in October, final publication, January, 2019.
• TA to interested countries for replication of interventions (Oct 2018 - May, 2020).
• Other possible topics: • Second call or new call for innovative intervention to improve leadership and management of
school principals
• Quality Assurance of teacher training programs
• Graduate programs for teacher trainers
Thank you!