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STRUCTURE OF THE TEACHER CAREER
LADDER IN PAY FOR PERFORMANCE
REFORMS IN LATIN AMERICA
Paula Razquin, Ph.D.
Webinar RIED/World Bank-SABER Teachers
14 December 2012
PRESENTATION OUTLINE
Objectives
Latin America Pay for Performance Programs
México, Teaching Career (Carrera Magisterial)
Ecuador, Teacher Salary Scale (2011 Education Act),
Rules’ Proposal
Issues to consider
2
PRESENTATION GOALS
What do we mean when we talk about teacher “Pay
for Performance”
Review career ladder reform models in Latin
America and their relationship with teacher
performance assessment
Structure of the teacher career ladders and transition
from old to new models
Performance assessment system and career ladder
promotion
Identify design issues that operate in these reforms 3
TYPOLOGY OF PAY FOR PERFORMANCE
REFORMS
Career ladder Ad-hoc incentives (bonuses, etc.)
Individual Group / School
Bolivia
Merit Pay (Salario al Merito)
Bolivia
Schools’ Collective Incentive (Incentivo
Colectivo a Escuelas)
Bolivia
Teacher Upgrade Incentive (Incentivo
a la Actualizacion Docente)
Brazil
Pernambuco: Performance Bonus
San Pablo: Performance Incentives’
System
Ecuador
Teacher career ladder in new
Intercultural Education Act (Ley
Orgánica Educación Intercultural)
Ecuador
Performance
Bonus
Chile
National Performance Assessment
System (Sistema Nacional de Evaluación
del Desempeño)
Chile
Pedagogical Allocation for Excellence
(Asignación Pedagógica por
Excelencia)
El Salvador
Stimulus Plan for Institutions’
Educational Work (Plan de Estímulos a
la Labor Educativa Institucional)
México
Teaching Career Carrera Magisterial)
Colombia??? 4
STRUCTURE OF THE SINGLE SALARY SCALE
Seniority
(steps)
Carril
Bachelor of
Arts
Teaching
credential M.A. Ph.D.
1
2
3
4
5
…
39
40
5
MEXICO
Teaching Career National Program
(Programa Nacional de Carrera Magisterial)
6
BACKGROUND
Since 1992-1993, revisited in 1998 (implemented 2001) and May 2011
National Agreement for the Modernization of Basic Education
Promote the teaching function Pre-service education (decentralized)
In-service training and professional development
Professional salary
Housing
Promote social recognition and appreciation of teachers
7
GOALS OF CARRERA MAGISTERIAL
8
Coadyuvar a elevar la calidad de la educación por medio del reconocimiento e impulso a la profesionalización del magisterio
Estimular a profesores que obtienen mejores logros en su desempeño
Mejorar las condiciones de vida, laborales y sociales de los docentes
Valorar actividad docente fortaleciendo el aprecio por la función social del profesor
Motivar a los profesores para que logren un mejor aprovechamiento en sus alumnos.
Promover el arraigo profesional y laboral de los docentes.
Reconocer y estimular a los profesores en escuelas bajo desarrollo y escasa atención educativa
Reforzar el interés por la actualización, capacitación y superación profesionales del magisterio, así como la acreditación, de cursos de mejoramiento académico”
General Specific
Old salary scale still in force Promotion based on new post opening or released posts
Promotion competition Knowledge: education (title) and professional development
(courses)
Ability (initiative, diligence, efficiency)
Seniority
Discipline and punctuality
Carrera Magisterial Structure parallel to the old salary scale
Complements vertical promotion with a horizontal promotion system while keeping teaching function
Promotion chances even with no post openings
STRUCTURE OF THE TEACHING CAREER
LADDER
9
The Structure of Mexico’s Carrera
Magisterial
10
Category Levels
Slope Entry Horizontal promotion
E-200 A B C D E First:
Classroom teachers
↓
E-201
A B C D E
Second:
Managerial and supervisory
personnel
↓
E-202
↓
E-203
↓
E-204
↓
E-205
↓
E-206
↓
E-207
A B C D E
Third:
Teaching personnel in technical
and pedagogical activities
↓
E-208
↓
E-209
↓
E-210
STRUCTURE OF THE TEACHING CAREER
LADDER (CONT.)
Participation Voluntary, individual and for the school year
Eligible: Basic education teachers with recognized category in the salary scale
Incentive levels: A (Entry) to E
Slopes 1.Classroom teacher
2.Head teachers and supervisors
3.Personnel in technical and pedagogical activities
11
STRUCTURE OF THE TEACHING CAREER IN
CARRERA MAGISTERIAL (CONT.)
12
Entry
Seniority
Academic degree
Post category
No leaves
Attendance
Score in global assessment
Promotion
Length of stay in previous level
No leaves
Attendance
Score in global assessment
Entry and promotion depends on number of new
posts for the school year
THE EVALUATION SYSTEM IN CARRERA
MAGISTERIAL (CONT.)
Performance factors Slope
First Second Third
Student achievement 50 40 30
Continuing education 20 20 20
Co-curricular activities 20 20 20
Professional preparation 5 5 5
Seniority 5 5 5
School management -- 10 --
Educational support -- -- 20
Total 100 100 100
13
SALARY INCENTIVE IN CARRERA MAGISTERIAL
Level Equivalent in hours
of instructionclase Salary incentive
A 9 +24.5%
B 8.5 +53.6%
C 8 +100%
D 7 +143%
E 7 +197.2%
14
ECUADOR
Teacher Salary Scale (2011 Education Act), Proposal 15
BACKGROUND
New Salary Scale since 2011, proposal still being
discussed
Normative background
Decennial National Education Plan 2006–2016 (PNDE)
New Constitution (2008)
New Model of Educational Management (2009)
National Evaluation and Social Accountability System
(2009)
New Intercultural Education Law, LOEI (2011)
16
BA
CK
GR
OU
ND
Promotion of
the teaching
profession,
professional
development,
working
conditions and
quality of life
National Evaluation System and National Social Accountability System (PNDE, Policy # 6)
New teacher education system, retirement incentives and performance incentives (PNDE, Policy # 7)
Education Management Support and Monitoring Model (education auditor and adviser)
Professional performance standards for teachers and other actors
New system to entry the teaching profession: Registry of eligible candidates
Professional development programme
Salary increments and reform of the teacher career ladder and salary scale
Greater flexibility to hire teachers in areas of public interest
17
STRUCTURE OF THE TEACHER CAREER
LADDER
Regulated by 2 policy instruments
New New Intercultural Education Law, LOEI (2011)
New Law for the Public Service, LOSEP (Oct 2010)
+ its rules (2011)
for public servants,
18
J
•No teaching credential
•For difficult to staff areas
I
•No teaching credential but other recognized degrees
H G
•Teaching credential (B.A.)
F E D C B A
STRUCTURE OF THE TEACHER CAREER LADDER
(2 INSTRUMENTS)
19
Teaching personnel: Salary categories
Promote to (open call and
application):
•Mentor teacher
•Supervisor
•School Vice-Chancellor and Deputies
•Education Auditors and Advisers
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Public servant – Head teachers: Salary grades
MAIN LIMITATIONS OF THE NEW TEACHER
CAREER LADDER
Salary scale reflects poorly the professional
teaching career
Should include promotion to other functions
Performance requirements not clear in the
requirements for promotion
Make it more explicit the performance requirements
for promotions, for each function
No explicit incentive system
Make incentive more explicit
20
TEACHER CAREER LADDER AND SALARY
SCALE: REVISED PROPOSAL
21
Estructura propuesta Escalafón
PERFORMANCE ASSESSMENT IN NEW
TEACHER CAREER LADDER
Entry: Merit and opposition assessment
Minimum score in teacher performance assessment
Category promotion
Degree
Professional development
Length of service
Score in the teacher performance assessment
22
PERFORMANCE ASSESSMENT SYSTEM
23
Internal evaluation (50%)
• Self-assessment: 5%
• Peer assessment: 5%
• Authority assessment : 5%
• Class observations: 15%
• Student assessment: 8%
• Parent assessment: 12%
External evaluation (50%)
• Habilidades lingüísticas: 10%
• Conocimientos específicos: 30%
• Conocimientos de pedagogía: 10%
Teachers Head teachers
Internal evaluation (50%)
• Auditor or advisor’s evaluation: 5%
• Auditor/Adviser’s evaluation: 5%
• School board evaluation: 15%
• Student representative evaluation: 10%
• Parent Association: 10%
External evalation (50%)
• Specific knowledge: 35%
• Education and public legislation: 15%
OTROS INCENTIVOS ASOCIADOS A PRUEBAS
DESEMPEÑO DOCENTE
24
Reproducción de Ministerio Educación Ecuador
ISSUES TO CONSIDER 25
DESIGN OF PAY FOR PERFORMANCE
PROGRAMS
Universal (Ecuador) versus voluntary (México)
participation
Performance integrated into old career ladder
(Ecuador) versus parallel structure (México)
Notion of performance: What to evaluate, and
weights
Desired versus feasible
26
THANK YOU! Paula Razquin, Ph.D.
Universidad de San Andrés, Argentina
Escuela de Educación
27