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International teacher task force 8th policy dialogue forum

Report of the monitoring and evaluation group

Overall

Diverse approaches to M&E of teacher development was a key feature of presentations Hamdan Bin Rashid Al-Maktoum Award, K Al Suwaidi OECD Teacher Knowledge Survey, S Guerriero UIS regional module on teachers in Asia, P Montjourides Teacher performance, S Schmelkes PASEC teacher profiles and quality of education, V Sy M&E of teacher development in Jamaica, J Thomas + plenary presentations and other events

To synthesize these approaches, it may be helpful to think of three levels in increasing order of specificity Global, regional, and national

Global (1)

Framework: target 4c on teachers and proposed indicators by IAEG-SDGs and TAG

Consensus that target falls short of capturing the range of policy issues that confront countries

Monitoring efforts should therefore focus on broader view of the target expressed in Framework for Action to “ensure that teachers and educators are empowered, adequately recruited, well-trained, professionally qualified, motivated and supported”

Global (2)

First four indicators: qualified teachers (and ratio per student) and trained teachers (and ratio per student)

Challenges in interpretation given differences in minimum qualifications and training clear information on national standards

Coverage is still low, especially in global indicator In some cases, data simply do not exist, such as in countries

with large private sectors (e.g. Haiti) More commonly, data exist but coordination between several

databases (e.g. Laos) New initiatives by UIS (global and regional) but progress

globally will require stronger information systems

Global (3)

Three indicators: salaries relative to other professions, attrition, and continuous professional development.

Further development is needed Salaries relative to other professionals will require a new

methodology (e.g. labour force survey data) Data on attrition is patchy and requires reliable personnel

management databases Data on continuous professional development may require

asking teachers directly (e.g. TALIS) and focus on policy framework (e.g. Task Force application of SABER)

Regional

Proposed indicators do not capture adequately the concept of teacher competences and motivation

Interesting forthcoming studies at regional level dig deeper into these concepts, e.g.: OECD pilot survey of teacher general pedagogic knowledge

and motivation (2016) PASEC survey module of teacher subject and pedagogical

knowledge (2019)

Use experience from such tools so that monitoring of teacher motivation is no longer limited to indicators of extrinsic factors

National (1)

Most discussion focused on monitoring and evaluating teachers – directly relevant for policy at national level: Mexico set the context but other countries shared their

experiences (e.g. Chile, Jamaica, Turkey) There is a wide range of instruments that can be used

ranging from direct observations, to portfolios, knowledge tests, interviews and student feedback

National (2)

Consensus about teacher evaluation on three points: result from participatory approach involving teachers identify teachers who need support, direct to professional

development courses, linked to workplace = formative role provide education system with information on performance

and professional development needs of its teachers Teachers should not be evaluated against student

results but in light of relevant teaching standards No consensus on other issues: rewards/sanctions,

instruments, qualifications of evaluators etc. Need for a global community of practice

Recommendations In order to report on Education 2030 indicators, countries must map

out and integrate existing databases on teachers with the support of UIS and other partners to strengthen national capacity to produce robust information that enables strategic responses to issues of qualified and trained teachers, attrition and retention, equitable deployment, and conditions of service

The Task Force should follow closely and help disseminate the results of studies that capture intrinsic and extrinsic aspects of teacher motivation, which is an important component of professionalism

Countries need to agree on the framework and instruments of teacher monitoring and evaluation programmes in a participatory way and ensure that they have a formative focus linked to continuous professional development, supported by quality leadership and good governance

Thank you!